Keynote Addresses

Title: Motivating Prospective Elementary School Teachers to Learn Mathematics

Abstract: Prospective elementary school teachers (PSTs) often fail to value their required undergraduate mathematics courses.  I will report the results of a large-scale experimental study in which we found that PSTs who studied children's mathematical thinking while learning mathematics improved their mathematical content knowledge and beliefs about mathematics, teaching, and learning more than PSTs who did not study children's mathematical thinking.  Implications for the mathematical and pedagogical preparation of PSTs will be discussed, and videoclip examples of children engaged in mathematical thinking will be shown.

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Title: Mathematical Representations as a Tool for Analysis, Insight, and Reasoning

Abstract: Choosing and using representations to gain insight into a mathematical situation is poorly understood and poorly executed by many of our students. This session will raise questions and give examples that can help us navigate the teaching of representations as a powerful tool in understanding and doing mathematics.

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Title: Important Ideas in Data Analysis for PreK-12 Students, Teachers, and Teacher Educators

Abstract: Data analysis is an increasingly important area of mathematical thinking in our world, but it is often considered ancillary in the preK-12 curriculum and receives minimal treatment in teacher education programs. In this session, I will provide an overview of the various topics in data analysis that are relevant for PreK-12 students and teachers, the ways in which these topics can be integrated with other content strands, and instructional strategies for helping students and teachers explore and understand these ideas.

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Mini-Presentations

Presenter: Pamela Norris, Jeter Primary School, Opelika, AL

Abstract: Teachers will learn how to use open-ended questioning, children’s literature, and physical models to increase the critical thinking skills of students in grades K - 2. Practical activities such as math journals, games, and daily mathematical routines will be shared.

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Presenter: Calvin McTier, Dept. of Mathematics, Alabama State University, Montgomery, AL 

Abstract: This presentation is a follow up of my dissertation, An Examination of the Effects of a Systemic Approach to Mathematics Reform on the Attitudes and Practices of General and Special Educators in an Inclusive Setting. This research examined the interfacing of reform-based teaching with inclusion. It utilized an ethnographic approach to examine what happen when the influences that drive reform-based teaching and those behind inclusion intersect. It focused on how exposure to a reform-based approach to teaching mathematics affected two educators in an inclusive setting. It looked at how these teachers’ exposure to reformed-based teaching affected their attitudes and interactions with each other and students who were designated as special need. It also focused on six students who were identified as special need in mathematics and the effect that this reform-based approach had on them. This research enumerated some influences that are impinging upon the implementation of reform-based teaching in the inclusive setting and some unique observations that were garnered about the interfacing of reform-based teaching and inclusion. Some important implications for educators and policy makers regarding the education of students in the inclusive environment were also a result of this research. 

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Presenter: Mohammed A. Qazi, Dept. of Mathematics, Tuskegee University, Tuskegee, AL

Abstract: As part of the TEAM-Math initiative to improve mathematics education in East-Alabama, we have been implementing some of the TEAM-Math instructional strategies to teach concepts in a section of two mathematics courses (College Algebra and Calculus with Analytic Geometry) offered at Tuskegee University. The goal is to improve learning by encouraging students to make sense out of the mathematics concepts contained in the two courses. This presentation provides an outline of our efforts.  

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Presenter: Cathy Jones, Math Specialist, Alabama Math Science and Technology Initiative (AMSTI), Alabama State Department of Education, Montgomery, AL

Abstract: How does a traditional teacher become reformed? How do professional development, curriculum revision, textbook selection, a support network and university professors help teachers utilize research to improve teaching? This session addresses the paradigm shifts that occur as a traditional teacher becomes “transformed” by trying research-based, inquiry methods, the potential hazards of implementing reform methods, and the benefits derived from a problem-solving approach.

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Presenter: Jack Frederick, Principal Systems Engineer, Raytheon Company, Waltham, MA

Abstract:

MathMovesU.com is an Internet based program for students in grades 6, 7 and 8. It is designed to keep students engaged in math at a time when their interest in the subject typically drops. The program involves celebrities who illustrate the critical role math plays in “cool” careers. Students register to do math problems and can win $1,000 college scholarships and matching grants for their school. The goal of MathMovesU is to help reverse the national trend in declining math scores among students by showcasing how math connects to "cool" people, careers and experiences.

Jack Frederick of Raytheon, will share about the MathMovesU Program and share how he leverages experience as a rocket scientist with Raytheon, NASA and Morton Thiokol to develop students interest in math & science.  Jack draws on his childhood, building rockets at six years old with his brothers to give students real vision for their future. 

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Title:How Has TEAM-Math Influenced Me?

Presenter: Michele Matin, Auburn Junior High School, Auburn, AL

Abstract:

My presentation will be centered around four ways TEAM-Math has influenced my teaching practice. First, was in using groups. I found that using groups to check homework is a very effective tool. Also, using relevant mathematics helped students to be more involved in the lesson. Another area that TEAM-Math has influenced me was the teacher as a facilitator. I am not so sure that I have mastered this, but I feel that I have improved. Finally, at my school, we have initiated the laptop initiative. TEAM-Math has helped me find direction in this initiative through Geometers Sketch Pad.

TEAM-Math has also influenced me through my many leadership positions. I am involved in the textbook committee, the curriculum committee, as a School-Teacher Leader, as a District Teacher Leader, as a CMP trainer, and in professional organizations. TEAM-Math has influenced me in many areas of my teaching practice which I continue to learn and change.

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Round Table Discussions

Facilitator: Michael Adams, Dept. of Applied Statistics, University of Alabama, Tuscaloosa, Alabama

Abstract:

The Guidelines for Assessment and Instruction in Statistics Education (GAISE) has been endorsed by the American Statistical Association (ASA) for the PreK- 12 and Undergraduate levels. Fundamental to these recommendations is a three (3) level approach to conceptual learning. The guidelines contain the following lines.

The Framework uses three developmental Levels, A, B, and C. Although these three levels may parallel grade levels, they are based on development, not age. Thus, a middle school student who has had no prior experience with statistics will need to begin with Level A concepts and activities before moving to Level B. This holds true for a secondary student as well.  If a student hasn't had Level A and B experiences prior to high school, then it is not appropriate to jump into Level C expectations. The learning is more teacher-driven at Level A, but becomes student driven at Levels B and C.
           
This session will discuss the three developmental levels. A single hands-on activity will demonstrate the difference in the three levels and the transitions from descriptive to inferential topics that may occur across or within grade levels.

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Facilitator: W. Gary Martin, Dept. of Curriculum and Teaching, Auburn University, Auburn, Alabama

Abstract: There has been renewed interest in the high school curriculum over the past five years, with major reports being issued by Achieve, the College Board, ACT, and others, while NCTM has a report in preparation. This session will begin with a brief overview of why there is this sudden interest and what is being recommended. We will then discuss the implications of these reports for K-12 education and for teacher education (preservice and inservice), with a focus on how we can approach transforming what is being done to better serve the needs of our students. 

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Facilitator: Marilyn Strutchens, Dept. of Curriculum and Teaching, Auburn University, Auburn, Alabama

Abstract: This round-table discussion will focus on the reciprocal relationship that needs to exist between researchers and practitioners.  We will look at various ways, such as case studies, professional development sessions, and action research studies, in which researchers and practitioners work together to understand the teaching and learning of mathematics.

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Exemplary Teaching Practices

Facilitator: Melissa Gilbert, Santa Clara University, Santa Clara, California

Abstract: The first half of this session focuses on motivation-related analyses with TEAM-Math student and teacher data that highlight the importance of participating teachers’ beliefs and practices for student motivation and achievement. The second half of this session focuses on TARGETTS, a lesson planning and analysis tool that incorporates motivational considerations into NCTM Standards-based practices.

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Facilitator: Lora Joseph, Department of Curriculum & Teaching, Auburn University, Auburn, Alabama

Abstract: (Grades 8-12) This session will look at how to assess student work. Participants will work a sample task, then develop an item-specific rubric for the task. Participants will also grade sample student responses and discuss what scores they gave.

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Facilitator: Gayle Herrington, Department of Teacher Education, Columbus State University, Columbus, Georgia

Abstract: Members of the Wump family have similar features that others do not. Compare, scale, shrink and stretch to identify their “Wump-ness”.4th Annual Conference Information|General Conference Information

Facilitator: Jennifer Brewer, Educational Products Coach, Texas Instruments Incorporated, Dallas, Texas

Abstract: In a hands-on session, participants will learn a new way to introduce concepts in mathematics and give students interactive ways to visualize relationships and patterns, and express critical thinking.  TI-Nspire technology empowers students to learn across different visual representations of a problem, to develop a deeper understanding of mathematical concepts. When students can see the math in different ways, they are able to broaden their critical thinking skills and discover meaningful real-world connections.

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Facilitator: Jennifer Brewer, Educational Products Coach, Texas Instruments Incorporated, Dallas, Texas

Abstract: From the kitchen table to the playground, children are intrigued by their world. The TI-10 and TI-15 Explorer are pedagogically sound tools that help students make connections between classroom learning and real-world situations. When the TI-10 and TI-15 Explorer are combined with traditional learning tools, they help students explore their world through investigation and experimentation, and help them develop skills in addition, subtraction, powers, and answer format.

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