2020 Annual Conference
March 13 and 14, 2020
Virginia Commonwealth University
2020: Focusing on Mathematics for the Future
Call for Proposals
Please read the conference information below and then submit a proposal to speak! We are looking for proposals that align to our conference theme and one of the strands listed below.
Proposals will be accepted for two types of presentations:
This type of session is 75 minutes long. It provides enough time for attendees to participate in hands-on interactive activities. These sessions will typically be held in a classroom that may have tables or desks. Rooms will have a podium, computer, document camera, and projector. The typical room will hold 20 – 40 attendees depending on the room.
A tabletop session will provide attendees the opportunity to visit multiple tabletop presentations (15- 20 presenters in 1 room) during a 75 minute time frame. This is a great opportunity for attendees to gain numerous new and different ideas during one session. Presenters who choose this type of session have the opportunity to talk with attendees 1 on 1 or in small groups and share their shorter presentation multiple times. The tabletop sessions provide a venue for diverse type of activities, games, and the sharing of your creative ideas. Presenters will be given a table to use for display or as a workspace. This is a chance to network with your colleagues and share your passion for mathematics.
Proposals will be accepted until December 1, 2019.
The program committee will notify everyone who submitted a proposal by December 15 as to whether the proposal has been accepted.
Primary speakers are given a reduced registration rate, and must register for the conference by January 1.
Follow the link below to submit a proposal. Please note that presentation proposals are selected via a blinded review process. Please make sure your description does not contain any identifying information about the presenter or place of employment.
Conference Registration Rates
Registration rate includes:
Please be advised: All conference registrants need to agree to the photo release policy.
Keynote Speaker: Steven Leinwand
Steve Leinwand is a Principal Research Analyst at AIR and has over 35 years of leadership positions in mathematics education. He currently serves as mathematics expert on a wide range of AIR projects that turn around schools, improve adult education, evaluate programs, develop assessments and provide technical assistance. Leinwand’s work at AIR has included leadership and change instigator in AIR’s school turnaround work in Hazelwood, MO, East St. Louis, IL and Alexandria, VA; developing specifications and an Algebraic Reasoning item pool for the NCES High School Longitudinal Study; serving as Implementation Task Leader for the IES Mathematics Professional Development Impact Study; co-authoring “What the United States Can Learn from Singapore’s World-Class Mathematics System (and what Singapore can learn from the United States”; and co-authoring a comparison of the 2007 Grade 3 assessments administered in Hong Kong and in Massachusetts. In addition, Leinwand has provided school and district-level support and technical assistance for the General Electric Foundation’s Ensuring Futures in Education project and the Microsoft Math Partnership, As part of AIR’s assessment program, Leinwand has overseen the development and quality review of multiple-choice and constructed response items for AIR’s contracts with Ohio, Hawaii, Delaware, Minnesota, South Carolina and the Smarter Balanced Assessment Consortium.
Before joining AIR in 2002, Steve spent 22 years as Mathematics Consultant with the Connecticut Department of Education where he was responsible for the development and oversight of a broad statewide program of activities in K-12 mathematics education including the provision of technical assistance and professional development, the evaluation of Title 1 and K-12 mathematics programs, the assessment of student achievement and teacher competency, and the coordination of statewide mathematics programs and activities. Steve has also served on the NCTM Board of Directors and has been President of the National Council of Supervisors of Mathematics. Steve is also an author of several mathematics textbooks and has written numerous articles. His books, Sensible Mathematics: A Guide for School Leaders and Accessible Mathematics: 10 Instructional Shifts That Raise Student Achievement were published by Heinemann in 2012 and 2009 respectively.
In April of 2015, Steve was honored to receive the National Council of Supervisors of Mathematics Ross Taylor/Glenn Gilbert National Mathematics Education Leadership Award.
Implementing VDOE Rich Mathematical Tasks in the Classroom
Rich Mathematical Tasks support equitable learning opportunities for all students and strengthen their mathematical identity and agency. These sessions will highlight the process of planning and implementing tasks through the use of a VDOE Rich Mathematical Task. Participants will explore a VDOE Task Template which includes content, language, and social learning intentions; purposeful questioning examples; planning for mathematical discourse; and teacher reflection about student learning.
Separate sessions will be offered for the following grade bands:
K - 2:
3 - 5:
6 - 8:
Supporting Teachers in the Implementation of Rich Mathematical Tasks in the K - 5 Classroom
Are you a mathematics specialist or coach interested in helping teachers move forward in the implementation of Rich Mathematical Tasks in their classroom? This session will explore the components of the VDOE Rich Mathematical Task Template with a focus on highlighting potential strategies for supporting teachers in the selection, planning, and implementation of rich mathematical tasks.
Effectively Implementing Specially Designed Instruction in a Co-Taught Mathematics ClassroomSpecially designed instruction (SDI) is intended to meet the unique needs of a student with a disability. Co-teachers often grapple with how SDI can be incorporated effectively into their lessons. You will engage in hands-on strategies, as well as learn how to creatively plan and integrate SDI into your instruction.
Sneak Preview of a VDOE Guide for Teaching Mathematics to Students with Disabilities
In the spring of 2020, the Virginia Department of Education will release a guide that will detail mathematics supports and strategies educators can use to enhance instruction for students with disabilities. You will have the opportunity to be the first in the field to get a “sneak preview” of some of the highlights from this document!
Productive Struggle with Engaging Tasks
Productive struggle is finding the “sweet spot” in learning where a student is pushed past a comfortable level of understanding, but not to the point where the student is so challenged that he or she has no idea how to start a problem and gives up. This productive struggle requires engaging tasks that require a student to develop a strategy, execute the strategy, and determine if the strategy was effective.
Math Identity and Student Agency
Teachers help students build their mathematical identity. In the classroom, a student learns who they are as a learner, what they believe about mathematics, and how others perceive them as a math learner. Student agency is math identity in action and practice. As teachers we have the opportunity to create identity-affirming activities to build confidence and encourage perseverance.
Students learn by connecting new ideas to prior knowledge. Math instruction should use connections among math ideas, encourage students to understand that math ideas connect and build on one another. Math concepts may also connect to non-math contexts such as literature or art.
Technology to Enhance Learning
Effective teachers use technology to develop student understanding, increase engagement, and improve mastery of concepts. Mindful use of technology helps to increase access to mathematical understanding.
Leveraging the Mathematics Teaching Practices
High leverage teaching practices are the practices that are the most likely to impact student learning. According to NCTM, these practices include more than one of the eight Effective Mathematics Teaching Practices.
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