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2020 Annual Conference

March 13 and 14, 2020

Virginia Commonwealth University
Richmond, VA

2020: Focusing on Mathematics for the Future

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Conference Information

Conference Registration Rates

  • $125.00: Individual Registration, Early Bird Rate (register by February 1!)
  • $150.00: Individual Registration, Regular Rate
  • $65.00: Full-time student/Pre-Service Teacher
  • $75.00: Primary Speaker Registration

Registration rate includes:

  • Access to tons of high-quality sessions
  • Lunch on Friday
  • Conference t-shirt (early bird registration only!)

Please be advised: All conference registrants need to agree to the photo release policy.

Keynote Speaker: Steven Leinwand

If we are to truly focus on the math of the future, we need to understand and correct the mistakes of the past

This fast-paced, example-laden session will look at some of the typical practices across typical classrooms that undermine learning and limit student achievement. My purpose is not to point fingers or assign blame, but rather to stimulate school and department discussion about essential shifts in what we do and how we do it.

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.

Featured Sessions

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:

  • Debra Delozier
  • Kelly Pratte

3 - 5:

  • Debra Delozier
  • Lynn Meade

6 - 8:

  • Tina Mazzacane
  • Katelyn Devine

High School:

  • Tina Mazzacane
  • Candace Barkley

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.


  • Debra Delozier
  • Allison Crisher DePiro

Effectively Implementing Specially Designed Instruction in a Co-Taught Mathematics Classroom

Specially 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.


  • Kristin Williams

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!


  • Kristin Williams

Conference Strands

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.

Making Connections

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.

Hotel Information

There is a large soccer event in Richmond the weekend of our conference. Because of this there were not many hotels in the immediate vicinity willing to set aside a block of rooms. There are vacancies at many of these hotels but these must be made by calling the local hotels. Just a warning - they are going fast!

We were able to procure the following blocks of rooms at the hotels listed below. Make your reservation by calling the hotel directly and request the group rate for the VCTM 2020 Conference.

Holiday Inn Express Richmond Midtown

2000 Staples Mill Road
Richmond, VA 23230
(804) 359-6061


Note: Reserve by February 11, 2020

Distance to VCU: 5.1 miles

Best Western

7007 West Broad Street
Richmond, VA
(804) 672-7007


Note: 2-night minimum stay; Reserve by February 13, 2020

Distance to VCU: 7.8 miles

Comfort Suites at Virginia Center Commons

10601 Telegraph Road
Glen Allen, VA 23059
(804) 262-2000


Note: Reserve by February 13, 2020

Distance to VCU: 12.4 miles

Candlewood Suites at Virginia Center Commons

10609 Telegraph Road
Glen Allen, VA 23059
(804) 262-2240


Note: Reserve by February 13, 2020

Distance to VCU: 12.4 miles

Quality Inn Richmond West End

8008 West Broad Street
Richmond, VA 23294
(804) 346-0000


Note: Reserve by February 13, 2020

Distance to VCU: 9.4 miles

Exhibit information

Do you represent a company that offers goods, services, or can be of some other benefit to mathematics teachers? Don't miss your chance to be with the largest audience of mathematics teachers in Virginia.

Go here for more information on exhibiting at the largest event for mathematics teachers in Virginia!

Virginia Council of Teachers of Mathematics
PO Box 73593
Richmond, VA 23235

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