Date and Time

Title

Panelist(s)

Registration Link

Virtual Math Talks, Exploring Ways to Stay Rooted in Meaningful Collaboration and Discourse

Participants will engage in discussion about attributes of powerful Math Talks and how to replicate them in the virtual space. Additionally, we’ll experience & reflect upon 2 virtual Math Talks as a community of learners.

Subversive Teaching to Rehumanize Mathematics

Global Mathematics: An Elective Mathematics Class for ALL Students

This session will describe how one school created an elective course, Global Mathematics, that helps students understand and critique the world while also experiencing wonder, joy, and beauty. This course engages students at every ability level through the study of the history of mathematics and the usefulness of mathematics to address global, regional, and local
issues.

Supporting the Learning of All Students by Working Smarter: A framework for Math Teaching and Learning Presented by Teruni Lamberg

Supporting student learning involves taking into account the process of teaching that includes setting up the physical space, developing routines, planning lessons and facilitating discussions. These are things that teachers naturally do. However, how these activities are enacted impacts student learning. Learn how to support the learning of all students by using a simple framework designed to improve teaching. The goal is to work smarter, not harder to get results in student learning.

Season

Title

Panelist(s)

Materials

The Changing Landscape of Mathematics Education

The current health pandemic has brought equity and social justice issues to the fore, while concurrent social movements have helped build momentum towards antiracist teaching in mathematics education. The potential in this mo(ve)ment is what brings us together, to reflect and consider what we must do going forward.

Five panelists from around the United States representing various positions in mathematics education will share their reflections and ideas on the following questions:
What do schools need to be prioritizing around mathematics teaching and learning for this fall?
What do schools need to prioritize long term?
What actions could and should the world of mathematics education be taking?

Panelists:
Margarita Barraza, Marian Dingle, Linda M. Fulmore, Rochelle Gutiérrez, Lisett Sierra

Moderator: Luz Maldonado Rodríguez

Rethinking the SummerSlide: A TODOS Live! event FOR PARENTS and teachers (K-5 focus)

Many parents and teachers dread the loss of academic learning that happens during the summer months. This phenomena has been termed “the Summer Slide”. In this session, we’ll discuss how to rethink the summer slide from an asset-based perspective, drawing on the strengths of students and their most valuable learning resource, their families! Parents will leave with practical ideas of how to evaluate online resources, games, and household activities as part of supporting your student to maintain or rekindle their interest in mathematics, reclaim your own mathematics identities, and embed mathematics as a frequently occurring aspect of living your life in your home communities.

Exploring the Shifts in our Student's Social/Emotional Well-Being

Educators will be invited to reflect on the changing patterns of human interactions that impact instruction. We will share how we are navigating social distancing and what we are doing to adjust to new norms in the school experience.

Four Tools to Engage ELs in Math, for both the Classroom and Distance Learning

Teachers and administrators, your effort during Covid-19 has been exemplary. Now, let’s get ready for the fall and learn strategies that are effective both in the classroom and remotely.

Four-Dimensional Education: Equity and Access to Education and Jobs

Among those who teach Juveniles, the Incarcerated, and Adults, building curriculum around the concept of Four-Dimensional Education (Fadel, Bialek, & Trilling, 2015) is a way to innovate our curriculum and to help teach our students the creativity, critical thinking, problem-solving, communication, and collaboration skills that they will need to move up the socio-economic ladder in the 21st Century

Using Math Language Routines to Launch Performance Tasks, Explore the relationship between language & math to shift mindset & identity

Participants will engage in routines that develop both language and mathematics in an authentic & purposeful way, while moving away from answer getting or re-stating steps.

Recording Link

Supporting Preservice Teachers: Responsiveness to Students During COVID-19 and Transition to Online Courses in Teacher Ed

In this QTE Trevor Warburton discusses what his students (preservice teachers) are experiencing during COVID-19, how that impacts their learning from home, and his attempts at equitable teaching during this time.

Recording Link

Disruptive Numbers: The Chaos Numbers Bring to Uncover Hidden Stories

In the pursuit to challenge inequities in math teaching and learning "Disruptive Numbers" is a tool to provoke math discourse in class to unravel the chaos that numbers bring to uncover hidden stories that perpetuate partisanship in our society.

Resources:

Tests, Assessments and Learning Math: Equitable Alternatives in Pandemic Times

While many schools are moving towards online, we have the opportunity to create engaging learning environments for students. This webinar will investigate traditional definitions of success and learning while offering practical alternatives to testing in the online setting. In addition, considerations for challenges in implementation will be discussed as we transition into distance learning and remote instruction. Audience: Grade 6 through college; teaching remotely

Dr. Vanson Nguyen and Dr. Amanda Ruiz

Resources:

Educator-Led Professional Development to Support Equity and Access: The Instructional Leadership Corps

In the Instructional Leadership Corps (ILC), California educators organize local professional development to spark iterative changes in practice. The ILC develops and supports educators to lead ongoing learning within their own communities. In this webinar, participants will learn about the ILC model and how it supports equity and access across grade levels and content areas by highlighting ILC work in Madera Unified School District.

Melissa Gilbert, Linda Tolladayn, and Dion Burns

Resources

www.bit.ly/ILC-April-TODOS

Recording

March 24, 2020

Pop-Up Panel/Webinar, "Math When Schools are Closed"

Maria Del Rosario Zavala, Melissa Adams, Luz Maldonado, Gloria Brown Brooks, and Ricardo Martinez

Origami Links

Patolli Resources

MAPPS Math and Parent Partnerships (Kyndall Brown, Marta Civil)

CRR Impact Workshops are open for all teachers and parents

Link to Materials in Google Folder

Recording

9

Mathematics Intervention: Structures and Strategies to Support Struggling Learners

Struggling learners deserve programs that help them catch up. Yet typically support classes focus on below grade level skills – an insidious form of tracking that does little to help students to do better in their core mathematics class. Based on research and reality, we will explore six principles that may promote shifts in traditional thinking about mathematics intervention, experience principles in the context of proportional reasoning, and leave ready to address this important equity issue.

Shelley Kriegler

Recording

9

Countering Deficit Myths of Students with Dis/Abilities and Conceptualizing Possibilities: A Culturally Responsive and Relational Approach to Mathematics.

Cathery Yeh

Recording

7

7.1 Effective Teaching Practices to Support English Language Learners

Learn about the specific demands of teaching mathematics for English Language Learners, especially related to modeling and communication math practices. Support students to make assumptions and reflect on their solutions by means of technology, comparisons of word and modeling problems, and well-planned interrelated social and analytic scaffolding.

José Francisco Sala García

Recording

7

Talk Less, Listen More

Listening is one of the most important tools in a teacher’s toolbox. In this session, we’ll explore a variety of rich mathematical tasks, focused on early number, operations, and equality concepts that provide authentic opportunities for us to learn to better listen to our students. We’ll also engage in some mathematical activities as an exercise in learning how to truly listen to our student’s ideas and conceptions.

Zachary Champagne

Recording

7

Cultural and Linguistic Diversity: Resources for Teaching and Learning

This presentation centers the idea of diversity as a resource for mathematics teaching and learning. The focus is on how to build on the diversity present in our classrooms (in particular, language and cultural diversity) to enhance the mathematics learning opportunities for all of us (teachers, students, and parents). Marta will discuss the concept of valorization of knowledge and how that may affect how we interact with diversity in the classroom.

Marta Civil

Recording

6

6.1 Weaving Indigenous Perspectives & Mathematics: Landscape of Success for ALL Learners. Effective Teaching Practices to Support English Language Learners

Florence Glanfield

Part 1

Part 2

6

6.2 Maximizing Algebra Access through Conversational Lecture and Tablet technology

In this session, Angela discussed her journey in learning how to give students who have previously failed a mathematics course a positive, uplifting experience through conversational lectures and using a tablet. She demonstrated how she uses the tablet to improve the experiences of students with a wide variety of needs.

Angela Thompson

Recording

6

6.3 Some Reflections about the Visual Aspects In the Mathematics Learning

The creation, interpretation, and reflection about visual displays, is a major component in the mathematics learning process at all levels. We will consider some of the different roles that visualization plays in that mathematics discourse, and we will reflect on ways teachers can support all the students in that process.

Greisy Winiki Landman

Recording

6

6.4 Statistics: A Pathway through the Standards Presented

This session aims to give teachers a sense of the continuity in content as the study of data moves from elementary through middle school to high school by examining similar data displayed in graphs that change as students progress through the standards.

Diane Kinch and Kyndall Brown

Recording

6

6.5 Burst Webinars: Expressions, Equations, Patterns, and Algebra.

The Pizza Place - A real-life context to introduce variables expressions and equations.
Polygon Puzzle - A fun way to build meaning with expressions and equations.
The Lake Problem - Students dive in and get involved in algebraic thinking.
Cutting the Rope - This one looks super difficult, but after students persevere a bit, and experiment with different cases, the answer often pops right out.

Shelley Kriegler

The Pizza Place

All Others

6

6.6 From Using to Understanding Tools: Reimagining the Protractor to Support Student Mathematical Agency.

José Manuel Martínez

Recording

6

6.7 Essential Understanding of Geometry for English Language Learners

This presentation shows a set of tasks that support the centrality of geometry. The formula for the area of a triangle and the Pythagorean theorem are explored using decomposition and rearrangement. The blackline masters have been designed in different language proficiency levels without modifying math goals so that students can respond to them in accordance with their language acquisition stage. Social and analytic scaffolding are interrelated, and mathematical discourse is focused on the key practices of argumentation, strategic usage of tools, and attention to precision.

José Francisco Sala García

Recording

6

6.8 Using Discourse to Access Language and Mathematics for English Learners

Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others, among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.

In this webinar, Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom. The presentation covers: Challenges in learning English Using discourse (including the role of productive and receptive language functions), Language in the mathematics classroom, Cognitively-demanding mathematics tasks, Examples of discourse in the classroom, Equity, and excellence Learn how to support your English learners while they are learning mathematics. This recorded webinar is designed for mathematics educators, administrators, coaches, classroom teachers, as well as mathematics teacher educators.

Susie Håkansson

Recording

6

6.9 Engaging the English Language Learner to Grasp Growing Sequences

Support language development and productive struggle, and motivate the English language learner in algebraic thinking by examining growing pattern tasks through well-planned interrelated social and analytic scaffolding. Also, engage in mathematical discourse focused on the argumentation, structure, and regularity

José Francisco Sala García

Recording

Our Questions and Their Discourse are the Keys to Their Engagement and Learning

Language rich classrooms where students are actively engaged in thinking, communicating, and problem-solving because the questions we ask and the discourse we enable are the classrooms in which children thrive. We'll look at a range of examples of the questions that stimulate discourse and the amazing things that emerge when an answer is only a first step.

Weaving Indigenous Perspectives & Mathematics: Landscape of Success for ALL Learners (Part 1)

In this session, we will explore the different ways in which Indigenous perspectives are woven into mathematics and mathematics teaching and learning and the ways in which those perspectives might inform success for ALL learners.

Engaging Every Learner Through Hands-On Instruction

A solid understanding of fractions is critical for student success in mathematics. The language of fractions is precise and often confusing to learners. Manipulative models provide a structure for helping students master the vocabulary of fractions and see the connections between whole number operations and fraction operations. This workshop will share strategies for using manipulatives to model and build a conceptual understanding of fraction operations.

STEM’ify Your Community: STEM for ALL and ALL for STEM

Stamford has instituted the Stamford STEMfest, which is a day of free activities centered around STEM. This festival is modeled after Ireland's Maths Week. The Stamford STEMfest goals include: 1) building an awareness about STEM for students and their parents, 2) demonstrating to students how much fun these disciplines can be, 3) showing students how these disciplines are inherent in many of the things we do every day, and 4) having students learn about the career and college opportunities in STEM. This event has been extremely successful in getting all students and the community to learn about STEM. The event is now being done in other cities around the country. Learn about this event, how it has impacted the community, and how you can get involved!

Making Sense and Creating Connections with Transformations

One of the new content highlights of the CCSS-M is the use of transformations. During this session, teachers will make sense of their definitions, their progression, and the different roles they play in mathematics, not just in geometry. Teachers will be invited to reflect on the different modalities used to maintain rigorous but accessible discourse and to discuss how to implement these approaches with their own students.

Using Representations to Introduce Early Number and Fraction Concepts

Using various concrete materials and drawings can help elementary students make the connection to developing conceptual understanding. This connection is especially important for ELL students. This session will focus on concrete representations for key number concepts in the Common Core.

Strategic Uses of the Number Line

In this session, participants will experience and reflect on some activities developed for teachers and their students. Some of the hidden assumptions and conventions about the use of the number line in mathematics will be made explicit. We will particularly focus on its strategic uses while making sense of quantities and the operations among them (MP2).

Fractions on a Number Line

The CCSS-M emphasizes the use of the number line as a model for fractions. This session will increase teachers’ conceptual understanding of fractions using the number line approach through problem-solving and discourse and will include activities and materials for use in the classroom. The CCSS-M Standards for Mathematical Practice and the English Language Proficiency Development (ELPD) Framework will be infused.

3

Enhancing the Common Core with Culturally Responsive Mathematics Teaching - General

As more states move to the Common Core, we must ask ourselves as teachers of mathematics how we will support all our students to meet these increasing content and practice standards. This webinar will discuss key principles of Culturally Responsive Mathematics Teaching in relation to Common Core mathematical practices and implementation. The focus will be primarily on k-8 mathematics with a special emphasis on children's mathematical thinking, discourse, language, culture, and social justice.

Julia Aguirre

3

Integrating the Standards for Mathematical Practice with Polynomial Multiplication - Grades 9-12

Explore how the Standards of Mathematical Practice (SMP) can be integrated into a lesson on exploring multiple methods to multiply polynomials. Examine how the SMP can support the learning of all learners, with a focus on ELL learners in the mathematics classroom. Discussions will include strategies for integrating the SMP into lessons for English Language Learners and how these practices promote the success of all learners. Teachers are welcome to share their strategies for success, as well!

Kim Csulak and Ann McCallum

Recording

3

Formative Assessment in the Age of Common Core: What can we learn from SBAC and PARCC?

The CCSS Assessments are quickly approaching and many educators, are wondering what is in store and what steps they can take now to set their students(especially their ELLs) up for success.

Melissa Hosten

Part 1

Part 2

3

Facilitating the MPs from the CCSSM for ELLs. Who says Teaching is easy! (grades 3-5 focus)

The mathematical practices can be a framework to determine how successful our tasks are. Furthermore, we need to find tasks that facilitate all students participating in the MPs. Suggestions will be discussed for ways to promote the MPs to English language learners while meeting other students’ needs at the same time. Teachers are welcome to share their favorite tasks.

Jim Ewing

Recording

2

Mixing in Math Webinar

Learn about the over 200 resources in Mixing in Math, a set of FREE materials in English and Spanish that add math to fitness, nature, cooking, and daily routines.

Nuria Jaumot-Pascal

Recording

2

2

2

2

2

Recording

(April 16)

Recording

(May 2)

2

2

1

Recording

PDF

Recording

Recording

PDF

Recording

PDF

We All Can Focus on Excellence and Equity

Susie Håkansson

Recording

QTE - Incorporating Equity into the Lesson Study Process - Including Q&A's

Susie Håkansson

Recording

Promoting Algebraic Thinking through Visual Pattern Tasks for English Language Learners

Jose Sala Garcia

Recording

Visual Geometry Proofs: Creating Rich Language Experiences Without Language!

We will explore ways to simultaneously promote language development and concept development using visual proofs for areas and volumes of shapes. This was the first recording on our new platform, and there are some problems with the audio.

Recording