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For Math Teachers [clear filter]
Friday, October 23
 

09:00

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
avatar for Steven Strogatz

Steven Strogatz

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

10:30

Assessment Alternatives: Secondary Mathematics!
This is a session description.

Speakers

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

13:00

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.

Speakers

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

13:00

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.

Speakers

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

14:30

Teaching through Math Projects in the Junior High Classroom
Think math projects are just for the end of a unit? Not sure you can “get through the curriculum” if you include projects in junior high? Teach the curriculum THROUGH projects! Let your students try a variety of professions using math; and help them find both number sense and a passion for math!

Speakers

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

15:45

 
Saturday, October 24
 

09:00

Manipulative Madness
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. 

Speakers
avatar for Daryl MJ Chichak

Daryl MJ Chichak

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

10:30

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.

Speakers

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

10:30

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.

Speakers

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