8 – 9:15h

Carrots before Horses, a.k.a. experience before Formalization

(9–12) Gallery Workshop

“Students need a chance to grapple with mathematical situations and discover key ideas for themselves. Experience–intuition–formalization: this is the sequence that leads to proof.” This presentation will provide hands-on grappling experiences that will lead to intuition and finally to formalization. We will use Nspire and old-fashioned techniques.

Cindy M. Percival
Roosevelt High School, Des Moines, Iowa

Jeffrey Marks
Roosevelt High School, Des Moines, Iowa

9:30 – 10:30h

Vision to action leadership: growth, Responsibility, and accountability

(General Interest) Session

What are we doing as mathematics leaders to identify and nurture emerging teacher leaders? As a mathematics education community, we have a responsibility to help each other build capacity and to offer professional mathematics learning and support. Explore concrete ways to help teachers and leaders build knowledge and influence.

Suzanne Mitchell
National Council of Supervisors of Mathematics, Denver, Colorado

 11 – 12h

Lesson learning from interviews about numerical Reasoning

(3–8) Session

Learning to reason numerically is essential for students’ success with math. Learn about the specific strategies and understandings essential for numerical proficiency. Videotapes of student interviews illustrate the importance of emphasizing reasoning mentally.

Marilyn Burns
Math Solutions, Sausalito, California

12:30 – 13:30h

Keeping it Real: teaching Math through Real-world topics

(6–12) Session

How long does burning off a Big Mac take? In basketball, should you ever foul at the buzzer? Explore real-world lessons that teachers can immediately use to address the Common Core State Standards in a fresh, new way. Learn to foster a rigorous understanding of math while challenging students to think about the world more critically.

Karim Kai Ani
Mathalicious, Alexandria, Virginia

14 – 15h

Eight instructional Practices to Promote grades K–8 Number Sense

(General Interest) Session

It is time for NCTM’s focus on reasoning and sense making in high school to extend to grades K–8. To improve student achievement, we must consider both content and instructional process. What are some characteristics of classrooms that implicitly build student sense
making and understanding? Let’s start with number and operations.

Linda M. Gojak
President, National Council of Teachers of Mathematics

14:45 – 16h

Calculus lab time: determining Volume for a solid of Revolution

(9–12) Gallery Workshop

Use a common object with circular cross sections for a hands-on integral lab. Measure the object, calculate a piecewise function to model its radius, and use calculus to find volume. Compare your result with the volume by displacement. Using the 3-D object to find the 2-D generating curve strengthens visualization skills by reversing the usual approach.

Karen Hyers
Tartan High School, Oakdale, Minnesota