Program

 

CMC North Conference

Diamond Jubilee: Celebrating 60 Years of Community, Leadership and Innovation in Mathematics
December 1 – 3, 2017

Pacific Grove, CA 

Click to view Saturday’s Program

Download 2016 Asilomar Program

2016 Keynote Speakers

Friday Night Keynote Speaker (7:30-9:00 pm)

Dan Meyer, Desmos

Practice Problems

I am energized by practice problems – the problems of the teaching practice. Teaching offers the curious teacher enough problems and questions to sustain a lengthy career. So I have invited curious classroom teachers from different stages of their teaching careers to share the questions about teaching that have sustained them. Come for a glimpse of your future or a reminder of your past.

Sunday Morning Keynote Speakers

Zachary Champagne

Informing Practice Through Research: Ten Lessons

Come explore ten lessons I learned through my transition from a thirteen year elementary mathematics classroom teacher to working for a research organization. We’ll cover topics spanning a variety of mathematics content areas from Pre-K through 8th Grade. We’ll also explore research based pedagogical ideas and instructional implications.

Megan Franke

No More Mastery: Leveraging Partial Understanding

How do we notice and use what students DO know to support them to make progress in their thinking. Partial understandings provide great opportunities. This session will support teachers in seeing how they can use partial understandings to support students’  mathematical learning and thus challenges our common notions of mastery.

Friday Mini-conference (1:30-4:30 PM)

NO ON-SITE REGISTRATION FOR MINI CONFERENCE

Prek – 3, Zachary Champagne

From One to Infinity: Learning to Count, When it Counts

During this interactive presentation we’ll focus on the research and teaching ideas related to how children come to understand counting and cardinality.  Along the way we’ll investigate the standards and expectations of students in Kindergarten, view a variety of video clips of students at varying levels along the path as they learn to count, and investigate the future ideas that are impacted by a student’s understanding of counting and cardinality.

FULL Grades 4 – 6, Max Ray-Riek 

Students’ Methods: Linking Concept & Procedure in Fraction Division and Beyond

NCTM’s Principles to Actions emphasizes “Build Procedural Fluency from Conceptual Understanding,” and provides a framework: give students contextual problems to elicit informal thinking, compare and generalize strategies, challenge students with problems suited to specific strategies, and when students can explain their reasoning on problems, offer ongoing practice to promote fluent use of efficient algorithms. We will experience this using fraction division and then practice sequencing problems in other topics to elicit informal strategies followed by efficient generalizations. The ideal participants in this session are teams of teachers and coaches who collaborate to plan math instruction together or can bring these ideas back to a team.

FULL Grades 5 – 9, Grace Kelemenik

Routines for Reasoning Fostering SMPs in All Students

Math practices are habits and habits are developed through routine.  Contemplate then Calculate is a robust instructional routine designed to develop structural thinking (MP7) in all students.  Participants will engage in the routine as math learners, unpack the routine, and discuss how it develops structural thinking and provides access to a wide range of learners.  We will also discuss the types of tasks to sit inside the routine as well as strategies for weaving it into the math curriculum.

FULL Grades 8 – 12, Lew Douglas & Henri Picciotto

A Deep Dive Into Transformational Proof in HS Geometry

In this mini-session, we will provide a detailed framework for transformational proof, including a set of clearly-specified assumptions. We will use these assumptions to prove basic transformational theorems. With these in hand, you can prove triangle congruence and similarity conditions (formerly taken as postulates) and proceed traditionally, or prove the customary theorems without using congruent or similar triangles. It is also possible to combine transformational and traditional proofs. This session is for you as a teacher-learner. We will not focus on activities for students. That said, we will include interactive components and whole-group discussion.

FULL Equity, Harold Asturias

Diagnostic Teaching Lesson Design – Access, Content, Identity, and Academic Language

Diagnostic teaching makes differences visible; what are the differences in the mathematics that different students bring to the problem. They focus the class on the three or four ways of thinking that students bring to the problem, then converge on grade level mathematics. In the process, students develop a positive mathematical identity and the academic language to communicate about important mathematics. We will discuss five different types of lessons and experience a diagnostic lesson design.

FULL Technology, Michael Fenton

Principles for Building and Using Effective Digital Tasks

What do the most powerful digital math tasks have in common? What teacher moves allow students to get the most out of any lesson? In this session, we’ll consider answers to these questions and use the Desmos Activity Builder as a lens for exploring the intersection of computers, teaching, and math. (Prior experience with Desmos recommended.)

FULL Leadership, Megan Taylor

Hey Math Teachers, It’s OK to Cry In Your Car

We are all leaders. Teaching mathematics makes us leaders because of the importance our society places on achievement in school mathematics and on high-stakes mathematics tests. As Rochelle Gutierrez says, “Mathematics, like whiteness, operates with unearned privilege in society.” So what does it mean to ensure the way we lead from the classroom ensures our students have the best chance of having academic success in math and, more importantly, becoming powerful mathematical thinkers? What would we do for our students if we had no bounds? What excuses are holding us back? What’s the first, next step?