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

Assessment Alternatives: Secondary Mathematics!

This is a session description.

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

Ballroom D

Ballroom D

**Tags**Math, Division 3, Division 4

How the Brain Learns Mathematics – Ideas from Dr. David Sousa

Based on brain research conducted by Dr. David Sousa, Stephanie will share ideas on how the teenage brain learns mathematics and suggest ways that educators can translate current brain research into strategies to improve learning.

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

Chablis

Chablis

**Tags**Division 4, Math

Doing Math in Public

**Speakers**
## Steven Strogatz

In the spring of 2010, Steven Strogatz wrote a 15-part series on the elements of math for The New York Times. To both his and his editor’s surprise, each piece climbed the most emailed list and elicited hundreds of appreciative comments. Strogatz recounts his adventures in bringing math to the masses and shares the lessons he learned about what works — and what doesn’t — when it comes to making math accessible.

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 13:00 - 14:15

Ballroom D

Ballroom D

**Tags**Division 4, Math

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

A Lab Approach to Math

In Math 20-2, the curriculum lends itself to the use of labs for teaching a variety of topics. Come hear about how I structured Math 20-2 to build in time for labs, games, and research. We will discuss how you might apply this approach to your classroom, even if it isn’t Math 20-2. If there’s time we will play games and do a math lab.

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

Piesporter

Piesporter

**Tags**Division 4, Math

Delayed Streaming in Math 20-1/Math 20-2

This session presents results of a research study that explored the implementation of a combined Math 20-1/Math 20-2 course that integrated differentiated assessments to assist students in choosing which math course they should enroll in. How the teachers structured the course and learnings from the research data will be shared.

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

Champagne

Champagne

**Tags**Division 4, Math

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

10 Things that Math Professors Wish Students Could Do Better

In this session, I will lead a discussion on what we (high school and university instructors) can do to help students make a smooth transition from high school to university mathematics. The first part of the discussion will focus on concrete skills. This part of the discussion will be informed by a review of mistakes and misconceptions commonly observed in first-year mathematics. The second part of the discussion will address the challenges that many students face in adjusting to university expectations, and include topics such as dissecting mathematical text, solving word problems, and presenting mathematical ideas. My presentation is based on insights gained from teaching first-year calculus and linear algebra for many years to a variety of audiences and from students reflecting on their experience in first-year mathematics courses.

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

Ballroom D

Ballroom D

**Tags**Math, Division 4

Trigonometry vs. Robo Rally. Inspiring lifelong learning through Board Games

Students who struggle with mathematics often don’t have the opportunity to explore the fun side of learning and miss out on the benefits of friendly competition and cooperation. Come to this session to learn new board games that you can play with the students in your Math dash-3 classroom to help them develop into much more willing learners!

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

Piesporter

Piesporter

**Tags**Division 4, Math

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

Making Math Engaging

Do you want to increase student involvement in their learning? I will share some collaboration strategies that I use to remove the teacher from the front of the class and build the students’ mathematical confidence through engagement and investment in their own learning.

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

Bordeaux

Bordeaux

**Tags**Division 4, Math