Keynote- Steven Strogatz
**The Math and Science of Getting in Sync**

Every night along the tidal rivers of Malaysia, thousands of male fireflies congregate in the mangrove trees and flash on and off in silent, hypnotic unison. This display extends for miles along the river and occurs spontaneously; it does not require any leader or cue from the environment. Similar feats of synchronization occur throughout the natural world, and in our own bodies. This lecture will provide an introduction to the math and science of collective synchronization. Amazing videos of synchronous fireflies and London’s wobbly Millennium Bridge will also be shown.

**Speakers**
## Steven Strogatz

Every night along the tidal rivers of Malaysia, thousands of male fireflies congregate in the mangrove trees and flash on and off in silent, hypnotic unison. This display extends for miles along the river and occurs spontaneously; it does not require any leader or cue from the environment. Similar feats of synchronization occur throughout the natural world, and in our own bodies. This lecture will provide an introduction to the math and science of collective synchronization. Amazing videos of synchronous fireflies and London’s wobbly Millennium Bridge will also be shown.

Jacob Gould Schurman Professor of Applied Mathematics, Cornell University

Steven Strogatz is an applied mathematician who works in the areas of nonlinear dynamics and complex systems, often on topics inspired by the curiosities of everyday life. He loves finding math in places where you’d least expect it—and then using it to illuminate life’s mysteries... Read More →

Friday October 23, 2015 09:00 - 10:15

Ballroom CD

Ballroom CD

**Tags**Division 1, Division 2, Division 3, Division 4, Math, Science

Build First, Teach After

Build it first to activate their background knowledge - do not wait. What is it they already know? Give a problem, let them go! See how far each one can reach, Then I’ll know what I must teach! Do you activate student knowledge prior to math instruction? In many elementary classrooms it is common practice to activate students’ background knowledge prior to reading instruction but many teachers do not think to use this same strategy for math as well. Join Geri Ann and Sandy for a fun and practical session on how to activate students’ prior knowledge by providing students with opportunities to interact with math activities first and then doing the teaching after. Geared for elementary teachers from grades 3-6, this hands-on session will begin by providing easy to implement ideas that encourage your students to collaborate and to persevere when faced with challenges in math class. Specific curriculum based activities and examples that allow students to engage with and discover concepts will be shared and explored.

Friday October 23, 2015 10:30 - 11:45

Medoc

Medoc

**Tags**Math, Division 1, Division 2

Design Towards Continuing Narratives in Mathematics Curriculum

Mathematical texts seem to be far away from narratives. Yet, narratives have rich potential to enhance mathematics education if we can design curricula that encourage students to consider mathematical texts as narratives and learning mathematics as generating continuing narratives. In this presentation, I argue for the necessity and possibility of designing towards continuing narratives in mathematics curriculum.

Friday October 23, 2015 13:00 - 14:15

Chablis

Chablis

**Tags**Math, Division 2, Division 3

Equivalent Fraction: Knowledge and Knowing for Teaching

This research examined the knowledge emerged from a concept study on equivalent fractions for the purpose of addressing the research gap-what knowledge teachers could know about equivalent fractions. The four emphases of concept study were adopted as the framework of examining the emerged knowledge in our concept study. The results indicated that the concept study achieved multiple realizations, nonlinear landscapes, excavating entailments, and occasioned blends. This paper provided what teachers could know about equivalent fractions as well as demonstrated how teachers could know about the concept through concept study. Thus, not only the knowledge emerged from concept study could enrich teachers’ professional knowledge about the concept but also the knowing derived from concept study could change teachers’ way of knowing.

Friday October 23, 2015 13:00 - 14:15

Champagne

Champagne

**Tags**Division 1, Division 2, Division 3, Division 4, Math, Science

Hot Off the Press! Introducing a New Resource for Elementary Mathematics Teachers

The Alberta Assessment Consortium has created a series of mathematics videos with supporting resources, all freely available online. These materials explore ways to develop and assess flexible strategies for basic facts and operations, and feature classroom footage, student voice, teacher reflections, instructional and assessment techniques, and samples of student work. Our goal is to provide an effective entry point for teacher conversation and professional learning, and to impact classroom practice.

Friday October 23, 2015 14:30 - 15:45

Cognac

Cognac

**Tags**Math, Division 1, Division 2

ATA Math Council AGM

Annual General Meeting

Friday October 23, 2015 15:45 - 16:45

Beaujolais

Beaujolais

**Tags**Division 1, Division 2, Division 3, Division 4, Math

Manipulative Madness

**Speakers**
## Daryl MJ Chichak

Come and learn how to make math more exciting by using simple math manipulatives and games. Daryl will demonstrate a number of manipulatives and games that can be used to make math fun and challenging for students of all ages. He will teach you games to play with your children that will help improve their basic math facts and improve their math sense.

Assistant Principal, St. Richard Catholic School, a Green STEM Academy

In April 2017, Daryl was appointed to help open a Green STEM Academy in the fall of 2017. He has been an administrator in Edmonton Catholic for 9 years and he was also the K-12 Science Consultant for Edmonton Catholic Schools for 9 years. For 3 years, Daryl worked for Alberta Education... Read More →

Saturday October 24, 2015 09:00 - 10:15

Beaujolais

Beaujolais

**Tags**Math, Division 2, Division 3

Eliciting and Using Evidence of Student Thinking in Mathematics Lessons

According to NCTM’s Principles to Actions, eliciting and interpreting evidence about students’ thinking and then using that information to make instructional decisions is an essential aspect of effective instruction. This session will focus on methods for eliciting and using information about students’ thinking during mathematics lessons.

Saturday October 24, 2015 10:30 - 11:45

Beaujolais

Beaujolais

**Tags**Math, Division 1, Division 2, Division 3, Division 4

Group Whiteboarding: Overcoming 8 ½ by 11 Mathematics

Students are pattern seekers and sense makers, but their lines of reasoning often remain hidden from the teacher. Whiteboarding is one structure that encourages student action and uncovers interesting mathematical thinking. The group will explore the practical ways that group whiteboards can facilitate rich tasks, highlight student thinking, and curate a community of discourse. Using questions pulled from curricular topics, the group will examine: How group whiteboarding fits into a unit structure; How the teacher can use it to encourage purposeful talk in the classroom: Where to get the classroom materials; The various classroom structures I’ve used up to this point; and Any other tangents that arise in the process.

Saturday October 24, 2015 10:30 - 11:45

Cognac

Cognac

**Tags**Math, Division 2, Division 3