MSU at the 2017 NCTM Research Conference and Annual Meeting

MSU at the 2017 NCTM Research Conference and Annual Meeting

Nine MSU mathematics educators will present at the National Council of Teachers of Mathematics Research Conference and Annual Meeting in San Antonio the first week of April.

Those presenting include faculty members Kristen Bieda, Gail Burrill, Sandra Crespo, AJ Edson, Beth Herbel-Eisenmann, Amy Parks, Niral Shah and visiting CMP teacher-in-residence Yvonne Grant.

The research conference allows for opportunities to examine and discuss current mathematics education issues, receive feedback on work from alternative view points, take advantage of the collective wisdom available when researchers and practitioners come together, and to interact and network with beginning scholars and veteran researchers.

AJ Edson is one of the faculty members attending and comments, “The NCTM Research Conference is a nice venue because it provides opportunities to get a sense for and examine current research and issues in mathematics education.”

Amy Parks photoAmy Parks will be giving a plenary talk, Joy: The Zeroth Mathematical Classroom, at the NCTM Research Conference and states, “Anita and I are interested in talking about Joy because we recognize that this is a very challenging time in our country both in education and more broadly.” Amy also believes that the classrooms where children, youth, and young adults are most engaged with mathematics are ones where they are experiencing Joy on a daily basis and she wants to move the field in that direction. Amy and Anita’s Plenary Session will be on Wednesday, April 4th at the location and time listed below.

NCTM’s Annual Meeting that immediately follows the Research Conference is the largest mathematics education event in the country, with more than 8,000 attendees who will learn the latest in effective teaching strategies to ensure mathematics success for all.

Please note the days and times of the MSU presentations at NCTM below:

 

NCTM Research Conference

Tuesday, April 4, 2017

8:30-9:45 am, Session #13 Room 214C

Amplifying Equity within Mathematics Education Research: From Choice to Collective Responsibility

Aguirre, Herbel-Eisenmann, Celedón-Pattichis, Civil, Wilkerson, Stephan, Pape, Clements

 

8:30-9:45 am, Session #14 Room 214D

Reflections from a U.S.–Finland Workshop and Other Activities of the United States National Commission on Mathematics Instruction

Remillard, Burrill

 

11:30 am – 12:45 pm, Session #43 Room 214D

Contributing to the Knowledge Base of Mathematics Teacher

Educators: How Successful MTE Authors Address Reviewers’ Feedback and the Revise and Resubmit Process

Bieda, Crespo, Elliott, Baldinger, Selling

 

3:15-4:30 pm, Session #70 Room 214A

Implications of Algebra Policies and Practices for Equity and Access

Keazer, Herbel-Eisenmann, Remillard, Steele, Taton

 

Wednesday, April 5, 2017

8:00 am – 9:15 am, Session #131 Room 214B

Learning about Mathematics Classroom Discourse: Impact on Three Contexts

Herbel-Eisenmann, Cirillo, Goff, Pyne, Steele

 

9:30 am – 11:00 am, Session #135: Plenary Session – Room 217ABC

Joy: The Zeroth Mathematical Practice

Amy Noelle Parks, Anita Wager

Description: In these times when it feels like teaching is under attack from all sides we find it helpful to remind ourselves of the joy that teaching mathematics brings to us and that learning mathematics can bring to students. Borrowing from the notion of a zeroth law in?physics, which is a principle that comes before all others, we argue that regarding joy as foundational to both the content and practice standards in mathematics provides a powerful signpost for making decisions about both research and teaching. We unpack the concept of joy by examining a variety of classroom interactions, demonstrating that joy comes not only from engaging in mathematics in conjunction with other pleasurable activities, such as talk and play, but also from the work of mathematics itself. As the zeroth practice, joy provides a new perspective on access, equity, and empowerment.

 

11:15 am – 12:30 pm, Session #139: Room 207B

Arc of Learning Framework: Developing Conceptual Understanding

Edson, Grant, Phillips

 

1:30-2:45 pm, Session #162: Room 214C

We Can Succeed in STEM: Ensuring Equitable Opportunities and Support to All

Li, Martinez Ortiz, Shah, López Leiva

 

NCTM Annual Meeting

Friday, April 15, 2016

8:00-9:00 am, Session 314, Henry B. Gonzalez Convention Center, 217D

Visualizing Concepts: The Gateway to Understanding Interactive dynamic images can help students develop a mental image of a mathematical idea and how ideas connect. Visual images establish a foundation for student thinking about topics such as comparing ratios, mean as fair share, “covering” terms to find a solution, linking mobiles to equations and support the transfer of ideas in later contexts.

Gail Burrill

Past President, National Council of Teachers of Mathematics,

Reston, Virginia; Michigan State University, East Lansing

 

9:30-10:30 am, Session 366

Reimagining Curriculum-Based Mathematics Tasks with Technology

8–10 Session, Henry B. Gonzalez Convention Center, 217D

Technology can transform mathematics teaching and learning. But where do you find tasks to fit your mathematical goals, or the time to add them to your lesson? One option is to start with the tasks you are already using! Bring your digital devices and join along as we use technology to re-envision tasks from printed curriculum materials.

Amanda Thomas

University of Nebraska–Lincoln

Alden Edson

Michigan State University, East Lansing

 

9:45-11:00 am, Session 393

We’re in This Together! Supporting Students’ Collaborative Learning in the

Mathematics Classroom

6–8 Workshop, Henry B. Gonzalez Convention Center, 004

Why do collaborative math lessons fall apart?

This workshop is designed to introduce participants to classroom norms and task design principles that support students’ collaborative participation and persistence in the math classroom. The audience will use complex instruction design principles to adapt tasks they can take back to their classroom.

Sandra Crespo

Michigan State University, East Lansing

 

1:30-2:45 pm, Session 497

Rethinking Expressions & Equations: Implications for Our Classrooms

6–8 Workshop, Henry B. Gonzalez Convention Center, 007B

How are one- and two-variable expressions, one- and two-variable equations, and the standard form of a line connected in a powerful way? How might this progression support student learning of these “tough-to-teach/tough-to-learn” ideas? Explore the underlying theme that unifies these seemingly disparate topics using a technology-leveraged approach.

Michelle Rinehart

@HowWeTeach

Region 18 Education Service Center, Midland, Texas

Gail Burrill

Michigan State University, East Lansing

 

Written By

Claudia Salwin