|
|
Saturday, 9:30-10:30
Asilomar Grounds
| CODES for Type of Session (at top, after Session
#) | FG=Focus
Group
| INT=Interactive
Education | | PNL=Panel | MITI=Make-it
Take-it | | PRS=Presentation | W=Workshop TICKET
REQUIRED |
| STRAND or SPECIAL INTEREST CODES |
| BT=Beginning Teachers | CAMTE=Teacher Educators | | TODOS=Math for All | LDR=Leadership | | $ Involves commercially available product |
Changed & New Sessions this hour:
Closed Workshops this hour:
Canceled Sessions this hour:
200 LEVEL: 3-8 TYPE: INT
THE EQUATION: A BALANCE, NOT 'THE RIGHT ANSWER'Marcy Cook, Math Consultant, Author, Independent Consultant
Engage elementary students in meaningful activities working with equations. Utilize starting problems, stumper problems, and independent task time activities to provide practice with balancing two sides of an equation. Provide a solid foundation for future algebraic success as students work on the basic skills of addition, subtraction, multiplication, and division in conjunction with equation writing.
201 LEVEL: GI TYPE: INT
TAKING PRIME LEADERSHIP FOR EQUITABLE ASSESSMENT PRACTICESLinda Fulmore, Mathematics and Education Equity Consultant, Equity and Excellence in Mathematics
It is the responsibility of leaders to ensure that teachers have the knowledge and skills necessary to ensure equitable assessment practices for every student every day. The National Council of Supervisors of Mathematics (NCSM) has developed actions to ensure this goal. This session will use the NCSM Assessment Position Paper and the PRIME Assessment Principle to focus on Stage 1 and Stage 2 adult actions that promote changes in classroom practices that improve student learning.
TODOS/Equity
202 LEVEL: 9-12 TYPE: PRS
THE GEOMETRY OF CONIC SECTIONSHenri Picciotto, Math Department Chair, The Urban School of San Francisco
Most high school curricula seem to forget that the conic sections are geometric objects! I will explain in several ways that, contrary to popular belief, all parabolas have exactly the same shape. I will use interactive software (including Cabri and Cabri 3D) to construct the conics, prove their reflection properties, and show that they are indeed the result of slicing a cone. Finally, I will explore a question about soccer that unexpectedly leads to a hyperbola.
$
203 LEVEL: Ldrshp TYPE: INT
COACHING TEACHERS WHO DON'T THINK THEY NEED TO CHANGEHope Bjerke, Mathematics Coach, Shasta County schools; & Sherry Gerrodette, Mathematics Coach, Tehama County schools
We will share some of the things we have learned not to do in working with teachers who do not want to be coached or change their practice. We will show you many more ways to make coaching a very positive experience for these teachers. You will have opportunities to practice techniques and strategies for success by pairing you with another coach in the session. We want to help you make a difference with all the teachers you coach.
LDR
204 LEVEL: 6-8 TYPE: PRS
CONQUERING MEASUREMENT AND SCALEJoanna Packham, Program Manager & Shelley Kriegler, Program Director, UCLA Math Content Program for Teachers and Students
Measurement is typically considered hard to teach and difficult for students. Participants will experience activities that make measurement and scale fun to teach and accessible to students: contextual problems that make measurement conversions meaningful; a strategy to teach dimensional analysis, and a tool to transition students from additive to multiplicative reasoning as they make and read scale drawings. Ready-to-use lessons address grade 7 standards (MG 1.1, 1.2, 1.3, and 2.4).
205 LEVEL: 9-12 TYPE: PRS
WHAT DO WE DO WITH THE SENIORS?Robert Loew, Teacher, Foothill High School
Now that algebra is an 8th grade subject, many students complete Pre-Calculus in their junior year. If they do not want to take AP Calculus or AP Statistics, what do they do as seniors? One high school has revamped its curriculum to create multiple pathways, for students of differing interests and levels of ability. New courses were created in problem solving and math analysis. This session will explain the overall structure of the four-year curriculum, and the design and content of the new courses.
206 LEVEL: 9-C TYPE: PRS
GOLD RUSH! DISCOVERING THE GOLDEN RATIOJohn Martin, Instructor, Santa Rosa Junior College
This talk will outline the history of the Golden Ratio from when it was first described in the Elements to the present. We will look at the impact the number has had on art and architecture as well as its connection to the Fibonacci sequence. Along the way we will explore some of the legends that have arisen (e.g. the Great Pyramid, the Parthenon, the United Nations Building, the spiral nautilus, sunflowers, male bees, etc.) and discuss which are fact and which are fable.
207 LEVEL: 9-C TYPE: INT
OUTLIERS WITH MEAN, MEDIAN, AND OTHER L-ESTIMATORSStephen Lancaster, Assistant Professor, CSU Fullerton
Introductory and AP statistics students often do not appreciate the influence of outliers in mean and median calculations. They also do not always grasp the deeper meaning behind the use of median, instead of the mean, to avoid the influence of outliers. An investigation of L-estimators in general, and mean and median specifically, can improve understanding of the influence of outliers and generate interest in statistical topics that are generally reserved for courses beyond the target grade levels.
$
208 TICKET REQUIRED LEVEL: 3-8 TYPE: W
CANCELED
UNDERSTANDING FRACTIONSJoseph Fiedler, Professor, CSU Bakersfield
209 LEVEL: 6-8 TYPE: PRS
IMPLEMENTING RICH MATHEMATICS TASKS WELLJoi Spencer, Assistant Professor, University of San Diego
This study examines implementation of one rich task, The Elevator Problem, by U.S. 6th grade teachers engaged in a content-focused, video-based mathematics professional development study. Analysis of lessons revealed that after one year, teachers had adopted surface features of instructional reform practices yet struggled to engage their students in the complexities of the task. These struggles are discussed as related to continued effort to improve mathematics classroom instructional practice in the U.S.
CAMTE
210 LEVEL: GI TYPE: INT
THE ALGORITHM COLLECTION PROJECTDaniel Orey, Professor, California State University, Sacramento
How people count, calculate, order and measure in diverse cultural contexts has long been of interest to me. Many people are surprised to learn that basic computation differs across cultures. Having lived and traveled in numerous countries and in a variety of diverse schooling contexts, I have been fortunate to have observed and learned a number of ways that people in other countries do basic calculations, some of which are quite easy and fun to use. Come learn a few things I enjoy using with my students.
211 LEVEL: GI TYPE: PRS
MATHEMATICAL OPPORTUNITIES FOR STUDENTS AND TEACHERSBrandy Wiegers, Math Circle Program Director
Math circles, math competitions, summer camps and mathematical festivals are just a few of the many opportunities available year-round to you and your students. In this session we will discuss after school mathematical enrichment opportunities throughout Northern California. In addition there will be an overview of summer programs including the Bay Area Circle for Teachers. The session will be interactive and allow time for audience members to share their own experiences with these programs.
BT
212 LEVEL: 3-8 TYPE: PRS
ADAPT INSTRUCTION: PROVIDE EQUITY FOR SPECIAL NEEDS STUDENTSJulie Spitzer, Associate Professor Mathematics Education & Cheryl Roddick, Associate Professor, San Jose State Univ
This session will discuss research-based strategies that may be used to adapt mathematics instruction to make it equitable for special needs students. We will demonstrate how to adapt The Cake Problem that integrates several areas of geometry (surface area, volume and measurement) using these strategies for grades 3-8 and a variety of special needs.
TODOS/Equity BT
214 LEVEL: 9-12 TYPE: PRS
CANCELED
YOUR HIGH SCHOOL MATH CLUBBob Enenstein, Teacher, Carlmont High School
215 LEVEL: 6-8 TYPE: INT
ENCOUNTERS WITH ALGEBRA WHILE STUDYING GEOMETRYDiane Resek, Professor Emerita, San Francisco State University
Algebra and geometry are aspects of mathematics and it is an injustice to both subjects to study them separately. In particular, students can find geometry a much more exciting area when they discover formulas and see connections between the algebraic expressions and the visual situation. Participants will work with concrete objects, discover formulas, describe connections, and discuss teaching strategies.
216 LEVEL: PK-2 TYPE: INT
THE POWER OF THE VISUAL STORY IN MATHGary Eisenberg, Elementary School Math and Language Arts Enrichment Teacher (1-6), Eugene Padan Elementary Vacaville Unified School District
Participants will learn delightful stories on which their students can hang mathematical understanding. We will use story to master doubles, neighbors, fast tens, and fast nines. We will also use story to lay the foundation for multiplication and place value understanding and mastery. Finally, learn how to make the text-to-math connection as we teach our students extended number patterns, grades K-3.
BT $
217 LEVEL: 6-8 TYPE: PRS
DIAMOND PROBLEMS THROUGHOUT MIDDLE SCHOOLBob Battinich & Thomas Bjorkman, Math Program Specialists, Pacent Learning Solutions
Participants will explore diamond problems and identify how and where they can be applied in the middle school grade levels. Diamond problems are a useful and engaging strategy to help students improve their number sense, while providing a foundation that can be applied towards algebra concepts. Come join in sharing the multiple uses of diamond problems and leave with useable resources for your classroom.
Jump to the main information page, North Reg
Main Conference
NOTE: These are active links to ALL SESSIONS in the PROGRAM.
Click on any to go to descriptions of sessions at that time/place,
speakers, grade levels, and ticket requirements if any.
Page Properties
Print This Page
This Page was last updated: Tuesday, December 1, 2009 at 7:28:40 PM
This page was originally posted: 9/28/2001; 4:35:41 PM.
Copyright 2010 cmcmath
|
|
