Speaker Abstracts
General Interest Sessions:
Julie Alonzo
Title:
Using the Free Online easyCBM Assessment System to Enhance Teaching and
Learning
Abstract:
Attendees will have the opportunity to learn
first-hand from one of the developers of
easyCBM, an online progress monitoring
system designed to support the
implementation of Response to Intervention.
The session will provide an overview of the
system, including a description of the K-8
mathematics tests it includes, and a
demonstration of how to access and interpret
the progress monitoring reports. The goal of
the presentation will be to provide
educators with the information they need to
begin using the easyCBM assessment system
effectively as soon as they return to their
schools. First introduced in 2006, easyCBM
has gained increasing popularity with
educators seeking access to
technically-adequate assessments in
mathematics and reading, K-8. The math
measures on the system represent a
significant addition to the field in that
they extend beyond numeracy and
computation-based problems, are designed for
computer administration and scoring, were
developed using Item Response Theory to
enhance the comparability of alternate
forms, and were normed on a stratified
national sample of students, K-8 in the
2009/2010 school year.
Grade Level(s): K-2, 3-5, 6-8
Anne Flick
Title:
Serving Advanced Math Students Using the Diagnostic Testing –
Prescriptive Instruction Method
Abstract:
The Study of
Mathematically Precocious Youth provides an
easy-to-replicate model to develop
personalized programs for highly gifted K-12
mathematicians. Discover how one small K-8
school maximized limited resources using the
Diagnostic Testing->Prescriptive Instruction
method. Identifying students as young as 5th
grade ready for algebra, we provided a path
with appropriate challenge. Students in
other grades were placed appropriately in
advanced math courses too. This session will
teach the steps of the DT->PI process, which
has a 40-year-long successful track record
with advanced learners from elementary
school to high school. Effective tools,
texts, and assessments will be shared,
demonstrated, and explained.
Grade Level(s): K-2, 3-5, 6-8,
9-12
Anne Flick
Title: Upgrading Grading in
the Age of Standards
Abstract: The advent of standards
brought about a new way of thinking about
course content. The logical extension was to
think about assessment and grading in new
ways too, but decades into the standards
era, many schools still utilize outdated
grading practices. The good news is that the
literature from national grading experts
presents nearly complete agreement on
appropriate and ethical K-12 grading
practices, and all those practices are
rooted in the standards system. Come examine
some outmoded grading procedures that
persist, and discover the common-sense
corrections recommended by experts like
Guskey, O’Connor, Stiggins, and Wormeli.
Participate in an exciting discussion of
modernizing various grading practices, from
formative assessment to group projects. Now
that we’re on the verge of common standards,
determine how you can bring grading in your
classroom, school, and district into ethical
alignment with common best practices.
Grade Level(s):
3-5,
6-8, 9-12
Seth Hunter
with Renee Yates
Title: Developing Self-Directed
Mathematical Learners
Abstract:
How are classroom
cultures developed that encourage students
to think? What kinds of teaching practices
help students become self-directed learners?
This session will explore some beliefs,
values, and norms underpinning teaching
practices that help students become
independent mathematical thinkers.
Participants will learn shared
decision-making processes that both teachers
and students can use to solve not only
mathematical problems, but classroom social
problems as well. Questioning techniques,
wait-time, and student-student and
teacher-student interactions will also be
examined as ways of creating self-directed
mathematical learners.
Grade Level(s): 3-5, 6-8, 9-12
Jenny Ray
Title:
Teaching Algebra I, Geometry, and Algebra I using the Kentucky Core
Academic Standards for Mathematics
Abstract:
A look at the
content standards as addressed in Appendix A
of the Kentucky Core Academic Standards for
Mathematics and the implications for
teachers. The focus will be on standards
that present new ways of thinking about the
mathematics, as well as the additional
content to be taught in the subject areas of
Algebra I, Geometry, and Algebra II.
Teaching strategies in enhancing student
engagement will be demonstrated.
Grade Level(s): 6-8, 9-12, 13-16
Chyleigh Rose
with
Amy Patterson
Title: KDE Update
Abstract: Kentucky Department of
Education representatives will discuss
current news regarding Senate Bill 1
implementation, assessment, standards, and
other pertinent information.
Grade Level(s): K-2, 3-5, 6-8,
9-12,13-16
Chyleigh Rose
Title: The Quantile Framework
for Mathematics
Abstract: The Quantile Framework for
Mathematics is a free tool which can be used
to monitor progress, forecast performance on
assessments, match students with appropriate
materials at their level, determine if a
student is ready for a new mathematics skill
or concept, and assist teachers in many
other ways.
Grade Level(s): K-2, 3-5, 6-8, 9-12
Charles Rutledge
with
Jim Hamm
Title: Leadership Networks and
District Implementation
Abstract:
Introduction to
the various networks being implemented
across the state regarding SB1:
Instructional Support Leadership Network,
Kentucky Leadership Academy Network, and
Teacher Participant Network. We will tell
how these networks combine to form district
leadership teams. One district will share
how they have chosen to effectively
disseminate the information of SB1 to all
staff members in the district. Other
district models will be discussed as well.
Grade Level(s): K-2, 3-5, 6-8,
9-12
Julie Teague
with Tatiana Adams and Diana
Shadowen
Title: Singapore Math in Kentucky
Abstract:
Marshall County
School District was one of the first to use
the Singapore Math Approach in the state of
Kentucky. The change in our approach to
teaching math was prompted by analyzing data
trends of student achievement in math at all
grade levels in our district. It was found
that students were not mathematically sound
once leaving the elementary school level,
and thus, not prepared for higher level
mathematics courses. Singapore students
scored in the top of the TIMSS in 1995,
1999, and 2003. This research based
curriculum encourages an active thinking
process, communication of mathematical
ideas, and problem solving. Singapore Math
develops the foundation students will need
for advanced mathematics courses. Many other
school districts have visited Marshall
County to view Singapore Math in action.
Since the Singapore Math curriculum aligns
well with the Kentucky Core Academic
Standards for Mathematics, many other
districts may be interested in this
curriculum as well.
Grade Level(s): K-2, 3-5, 6-8,
9-12, 13-16
Robert Thomas
with Nancy Blue
Williams
Title: Automaticity and High
School Readiness in Mathematics
Abstract:
The initiative
combines a comprehensive basic skills
initiative centered on automaticity,
numeracy, and mathematics fluency with a
comprehensive testing and remediation
program. The program includes three phases:
initial diagnosis of automaticity,
automaticity remediation review sheets, and
individualized student remediation,
reinforcement, and enrichment. Throughout
each phase, university professors work
closely with K-8 teachers to provide
resources and direction to foster
computational fluency. In its second year,
the project has expanded to over 45 school
districts, serving students across Kentucky.
This presentation will describe the
components of this successful program and
outline the process for automaticity
diagnosis and remediation.
Grade Level(s): 3-5, 6-8, 9-12
Debbie Waggoner
Title:
K-8 Common Core State Standards for Mathematics
Abstract:
Kentucky was the
first state to adopt the new Common Core
State Standards for Mathematics and now
there are at least 44 states to adopt. In
Senate Bill 1 the standards are referred to
as Kentucky's Core Academic Standards but in
Kentucky, KCAS=CCSS in mathematics, and
after spring 2011 there is no longer CCA
(Core Content for Assessment) nor POS
(Program of Studies) as math standards in
Kentucky. This session will provide an
overview of the format, organization and big
ideas of the new mathematics standards for
grades K-8. We will investigate differences
in the new standards and our previous
standards, and explore instructional
implications inherent in both the new
practice and content standards for
mathematics in primary, intermediate and
middle school classrooms.
Grade Level(s): K-2, 3-5, 6-8
Preschool Sessions:
Susannah Dickman
with
Dan Dickman
Title: I Wonder Why?
Abstract: A brief overview of the
connection between activities that are fun
and engaging for young children, how such
activities get pre-school children
questioning how and why things happen, and
what informal and pre-formal math concepts
and connections such activities help young
children begin to explore (ex.: One-to-One
correspondence, Number sense and counting,
Logic and classifying, Comparing, Early
geometry shapes & spatial sense, Parts and
wholes, Ordering, seriation, and patterning,
Measurement; volume, weight, length and
temperature). A number of specific math
activities that teachers can engage young
children in to promote a “desire to inquire”
about math will be demonstrated.
Participants will be provided with a list of
the materials needed to organize these
activities and many more like them, as well
as web resources that they may seek out on
their own to find additional activities.
Grade Level(s): Pre-K
Featured
Speaker Sally Moomaw
Title: Addition in Preschool: It’s
Everywhere in the Classroom – or Can Be!
Abstract: Children in math-rich
environments often begin to transition into
addition before they leave preschool. How do
children progress from quantifying simple
sets to early addition? What helps them make
this transition? What may hinder it? What is
the role of play experiences? Research
documenting trajectories in early addition
development will be explored and connected
to classroom materials and environments.
Grade Level(s): Pre-K
Elizabeth Wright
with Mary Greene, Kelly Livers,
Cindy Gross, and Becky Reister
Title: Games You Know to Help Them
Grow
Abstract: Candy Land and Tic-Tac-Toe are
two classic games that are deceptively
simple, yet very powerful when you apply a
few easy modifications. Learn how to get the
most out of these games to help Pre-K
students master numeral identification to
ten, subitizing to six, and shape
recognition. You will leave with the
motivation for modifying other well-known
games you may already play with your
students and a basic understanding of
numeracy progressions.
Grade Level(s): Pre-K
Preschool and K-2 Sessions:
Janis Logsdon
with
Rebecca Atkins-Stumbo and Chyleigh Rose
Title: From the Cradle to
Graduation: Alignment of Kentucky Core
Academic Standards and Kentucky Early
Childhood Standards
Abstract: Work is progressing on the
alignment of Kentucky's new Core Academic
Standards (Kindergarten) and Kentucky's
Early Childhood Standards (3 & 4 year olds).
This session is for anyone interested in
exploring the foundation of mathematics
instruction. Participants will have the
opportunity to see the proposed alignment of
the math standards and participate by giving
valuable feedback in this on-going work.
Grade Level(s): Pre-K, K-2
K-2 Sessions:
Selisa Adams
with Jo-Lin Owens, Calvin Music,
and Robin Wright
Title:
Top Ten Ways to
Teach 10!
Abstract:
Teaching ten is a
key component for numeracy. From number
recognition to adding and subtracting
without true understanding of ten, students
will struggle in math. Participates will
leave this session with experienced Math
Intervention Teachers top 10 strategies for
teaching 10, assessments and a make and take
it activity.
Grade Level(s): K-2
Charlotte Baker
with
Kris Jarboe
Title: Using Singapore Math
Strategies in the Intervention Classroom
Abstract: Learn new motivating ways of
partitioning and combining numbers. Watch
your students, in their everyday life,
visualize math skills through discussion and
stories. These are stepping stones toward
mental math, another component of Singapore
Math.
Grade Level(s): K-2
Traci Brown
with
Nicque Hall and Mary Helen Hodges
Title: Structuring with the Bead
Rack
Abstract: Are you looking for a way to
support the natural progression of students'
mathematical development while building
their mental computation skills? Are you
looking for a formative assessment tool to
help drive your instruction? Then
"Structuring with the Bead Rack" is the
presentation for you. We will explore ways
to use the bead rack) to build automaticity
through structuring. And, we will discuss
ways to use the bead rack as a formative
assessment tool.
Grade Level(s): K-2
Melissa Dicken
with
Amanda Pasley
Title: The Aspects of Number: Why
Quantity?
Abstract: It is easy to understand why
students need to be able to identify
numerals. But why is it important for our
students to understand quantity? Come see
how we have used the one inch square tiles
to assist in students understanding of
numbers in their different aspects and to
encourage student motivation in this
process.
Grade Level(s): K-2
Suzanne Farmer
Title:
Using Dreambox Learning Virtual Manipulatives
Abstract:
In this session, a
Kentucky Math Intervention teacher will
share successful strategies and uses of
Dreambox Learning (an award-winning
web-based mathematics instructional tool)
for the classroom. Virtual manipulatives
will be demonstrated to teach early numeracy
concepts, skills, and strategies (such as
the five- and ten-structures and subitizing).
Several of Dreambox Learning’s free virtual
manipulatives, including the mathrack,
tenframe, snapblocks, open number line, and
numbergrams, will be shared. Teachers
interested in virtual programs as an avenue
for mathematics intervention will also learn
how Dreambox Learning uses data to increase
student learning and provides similar data
to teachers as an instructional tool.
Teachers will share how the program can be
used with students who have a wide range of
abilities and settings, from gifted to
struggling in math and from whole-class to
individual instruction. Note: Dreambox
Learning is designed for students K-3 (with
grades 4-5 being developed).
Grade Level(s): K-2
Becky Fuqua
with Helen Blevins and Suzanne Farmer
Title: Build your Money Skills
Abstract: We will use structuring,
composing and decomposing numbers to enable
young math students to calculate the value
of coin sets and determine the correct
amount of change.
Grade Level(s): K-2
Bonnie Humphries
Title: Making Math Balance:
Structuring Numbers
Abstract: In order to meet the Kentucky
Core Academic Standards for Mathematics in
adding and subtracting numbers fluently
within 20, my school is teaching structuring
numbers to 5, 10, 10 wise, doubles, and
doubles plus one very heavily. Math Balances
from EAI Education have enhanced our lessons
and provided us with teaching clearly to the
students how the equal sign means "the same
as". These balances and the activities that
go with them are very supportive of our
Kentucky Core Academic Standards for
Mathematics, specifically in numeracy, and
have a high impact on student learning.
Grade Level(s): K-2
Linda Jewell
Title:
Developing Non-Count-by-Ones Strategies for Solving Addition and
Subtraction Problems
Abstract:
Participants will
explore instructional strategies that will
help develop understanding and skills for
solving one-, two-, and three-digit addition
and subtraction problems.
Grade Level(s): K-2
Susie Osborne
with
Lisa Adams
Title: Hundreds Board Activities for
K-2
Abstract: This session is designed to
help teachers understand why it is important
to use hundreds board activities to enhance
numeracy development. By using the
activities utilizing the hundreds board
shown and described in this session,
students will gain skills in numeral
identification, patterns, place value, skip
counting, addition and subtraction, and
early multiplication. Students will enjoy
the activities that can be used
independently or teacher directed.
Grade Level(s): K-2
Amanda Pasley
with
Melissa Dicken
Title: The Aspects of Number: Why
Numeral Identification?
Abstract: We all know that it is
important to know your numerals. But how do
you make this more exciting to motivate your
students? Do you have one inch square tiles?
Come see how we have used these and other
math tools we already in our classrooms have
to improve students’ relationships with
numbers and to motivate students to learn
more about number.
Grade Level(s): K-2
Wilma Rogers
Title:
Mini-Lessons Using the Math Rack and Other Tools
Abstract:
Participants will
learn to stimulate children's thinking by
exploring the arithmetic rack and other
tools in daily 10 minute mini-lessons
designed to help students develop an
understanding of number sense concepts.
Strategies covered are the 5 and 10
structure of numbers, compensation,
commutative property, making 10, doubles and
near doubles, relating addition and
subtraction, and more. All of these
strategies are connected to the Kentucky
Core Academic Mathematics Standards for
numeracy development in the early primary
grades.
Grade Level(s): K-2
Belle Rush
with Jan Estes and Cher Rosser
Title: Delving into
Differentiation – New and Improved!
Abstract: So, you’ve done the diagnostic
assessment on your students. Now what? This
session will give you ideas for taking the
next steps. Track student progress daily
with quick assessment checks. Differentiate
instruction in Number Word Sequences,
Numerals, Structuring Numbers, and Addition
and Subtraction Strategies with learning
centers based on your assessment data to
keep students motivated and moving along on
their journey to numeracy. Presenters will
demonstrate use of a CD with everything you
need to get started, including individual
student objectives, color-coded learning
centers for each construct, progress
reports, and more! Information on CD
availability will be provided.
Grade Level(s): K-2
Lyndee
Russelburg
Title: A Paradigm Shift
Abstract: This session is a reflection
of a first year MIT's thinking as it changes
from traditional teaching methods to newly
learned Math Recovery approaches. Handouts
and demonstrations will be utilized. We will
cover the challenges in overcoming
traditional teaching methods, how to assess
students in small groups, and how to track
individual progress of students in groups.
Also included will be ideas on how to
communicate to parents and classroom
teachers. This session is appropriate for
new MITs, MITs who have small groups, and
classroom teachers.
Grade Level(s): K-2
Vonda Stamm
with Tolene Pitts
Title: Keep It Balanced
Abstract: In life and in math, it is
important to KEEP IT BALANCED! Students
often think of the equal sign as an
“operation” or "action" sign – they think
they need to STOP immediately and write an
answer. Join us as we explore a conceptual
understanding of equality (equivalence) with
a variety of activities and physical models.
Grade Level(s): K-2
Edna Schack
with Jonathan Thomas, Molly Fisher, Sara Eisenhardt, Janet Tassell,
Margaret Yoder, and Patricia Higgins
Title: Noticing Numeracy Now (N^3): A
Collaborative Research Project to Develop
Preservice Teachers’ Abilities to
Professionally Notice Children’s
Mathematical Thinking
Abstract: The project goal is to provide
information about the extent to which an
innovative learning experience focused on
the professional noticing of children’s
numeracy develops pre-service teachers’ (PSETs’)
capacity to attend to, interpret, and
respond appropriately to the mathematical
thinking of children. The research uses a
module, Noticing Numeracy Now (N3),
developed by the researchers and based on
professional literature in the areas of
professional noticing and the Stages of
Early Arithmetic Learning (SEAL). The
research will advance knowledge and
understanding of how teacher educators can
facilitate PSETs’ development of
professional noticing, knowledge of
children’s conception of unit, mathematical
knowledge for teaching, and positive
attitudes toward mathematics. The proposed
activities present a creative and
potentially transformative approach to the
preparation of future elementary teachers
through classroom and field activities that
explicitly promote the development of the
component skills of professional noticing in
the context of SEAL. This is a collaborative
effort initiated by the Kentucky Center for
Mathematics and building on the expertise
and experience of post-secondary professors
from both Colleges of Education and Arts and
Sciences of eight Kentucky public
universities.
Grade Level(s): K-2, 13-16
Robin Swords
with
Dee Hilton
Title: A Million Ways to Use Go Fish
and Tic Tac Toe
Abstract: Most children know how to play
Go Fish and Tic Tac Toe very early in life.
There are many uses for these games. This
session will share some adaptations for ways
to relate these well-known games to number
sense. Time will be given to share and learn
new ways to play some old favorites.
Grade Level(s): K-2
Julie Tatman
Title: Games and Activities
for Structuring Numbers to 10
Abstract: Structuring numbers, a child's
ability to combine and partition numbers
without counting by ones, provides a crucial
basis for development of mental math and
place value. By internalizing quantity,
students learn to use mental math and become
problem solvers. The games and activities
presented here will support students as they
structure numbers to 5 and 10.
Grade Level(s): K-2
Tonda Thompson
with
Jean Bingham and Amy Simpson
Title: Helping Struggling Students
Advance their Mathematical Strategies in the
Classroom through Highly Effective Teaching
Strategies
Abstract: Activities and strategies that
focus on helping struggling students become
successful in mathematics and keeping track
of their progress.
Grade Level(s): K-2
K-2 and 3-5 Sessions:
Featured
Speaker Antonia Cameron
Title: Walking the Talk: Creating
Robust Student Discourse in K-3 Classrooms
Abstract: Where are children’s voices in
our classrooms? Why are so many children
silent learners? How does this silence
affect learning? If discourse is critical
to the development of students’ mathematical
reasoning, how do coaches and teachers
improve student talk in classrooms? In this
session, we will focus on the process
standards in mathematics to examine how
specific talk moves generate rich academic
discourse. We will also explore how to use
discourse techniques to differentiate
without lowering the standards for special
needs and second language learners. Video,
handouts, and techniques will be shared.
Grade Level(s): K-3
Carrie Gary
with
Cynthia Aossey
Title: Developing Place Value
Concepts
Abstract: Mental strategies for double
digit addition and subtraction go
hand-in-hand with developing place value
concepts and a rich understanding of
quantity and number. The presenters will
share strategies and activities for working
with students on place value concepts,
starting with materials and moving to mental
computation.
Grade Level(s): K-2, 3-5
James Hamm
with
Charles Rutledge
Title: Math Speaks: Communicating
Mathematics
Abstract: When students communicate
their mathematical thinking, several
tremendous things happen. First, student
understanding of mathematical concepts and
processes becomes more permanent for the
student as they process their thinking
through various forms of communication. In
addition students benefit from the open
discussion of math and learn from one
another. Of equal importance, the teacher is
better able to formatively assess student
understanding through the discussion and
display of mathematical reasoning. Students
participate in mathematical communication
through verbal, concrete/pictorial and
written forms. Each of these forms of
communication is important for attaining a
deeper understanding of math.
Grade Level(s): K-2, 3-5
Teresa King
Title:
Blasting Off with Base-10
Abstract:
A variety of
hands-on materials and resources for
teaching base-10 to children from grades K-3
will be shared. Some of the lessons have
even been used to teach 4th and 5th grade
students that needed intervention.
Participants will leave with strategies and
a smorgasbord of materials, strategies and
lessons that can be easily differentiated
within the regular classroom. Hands-on
activities will vary from the basic how-to
teach and organize the base-ten
manipulatives, teaching basic number sense,
teaching odd and even numbers, being
creative with base-10 while learning about
word form, standard form and expanded form,
base-10 games, teaching the operations
(+,-,x and divide) with the base-10
manipulatives, sing them with solving word
problems, how do I move them from the
concrete to the abstract, to websites
that incorporate base-10 lessons with
interactive games.
Grade Level(s): K-2, 3-5
Gwen Morgan
Title:
Small Group Instruction in the Regular Classroom
Abstract:
Participants will
view a video of small group instruction
taking place in the regular classroom. The
video is from My Kids Can, Making Math
Accessible to All Learners, K-5 by Judy
Storeygard. A follow up discussion will take
place on the questioning strategies and
instructional settings used by the teacher
during instruction.
Grade Level(s): K-2, 3-5
Jo-Lin Owens
with
Selisa Adams
Title: Making Math the “Center” of
your Classroom!
Abstract: We will explore games and
activities that you can take back to your
classroom and use as centers! We will focus
on strategies using hundreds charts,
bridging to 10, and many others. Walk away
with activities that your students will be
ready to use and love.
Grade Level(s): K-2, 3-5
Katrina Slone
Title:
So What Do We Do with the Standards Now?
Abstract:
Now that we have
new mathematics standards how do we use them
to improve our teaching and student
learning? This session will show teachers
the process of deconstructing a standard
into student friendly learning targets. Then
we will look at a variety of ways to use
those targets to formatively assess student
learning and look at some student work
matched to learning targets to see what we
can learn from them.
Grade Level(s): K-2, 3-5
3-5 Sessions:
Marsha Maupin
with
Tolene Pitts
Title: Fraction Showdown
Abstract: The development of a deep
understanding of fraction concepts is a
cornerstone of the elementary mathematics
curriculum, but one that is often
complicated and difficult to accomplish.
Join us as we explore ways to enhance and
encourage student mastery of fraction
concepts through 'Showdown', a research
based strategy.
Grade Level(s): 3-5
Tolene Pitts
with
Vonda Stamm
Title: Keep It Balanced II
Abstract: Is understanding balance
important in mathematics? Does the equal
sign always require an action? Join us as we
explore a conceptual understanding of
equality. Participants will experience
problem solving strategies through a variety
of activities and physical models. While
this is a stand-alone session for grades
3-5, it will continue and expand on
strategies presented in the Keep It Balanced
I session.
Grade Level(s): 3-5
Featured Speaker David Webb
Title:
Using
Representational Pathways to Increase
Student Access to and Understanding of
Mathematics
Abstract:
Math
educators at Freudenthal Institute USA have
used the Iceberg Model to support teacher
thinking about learning processes and the
development of student strategies. This
approach has since been used with
elementary, middle, and high school teachers
in Colorado, Wyoming and elsewhere to
support instructional decisions and
formative assessment. At the heart of this
approach are representational pathways that
integrate students' prior knowledge and
mathematical models to make connections and
support student understanding of
mathematics. This interactive keynote will
provide an overview of this approach and
offer suggestions to support instruction,
assessment, and selection of appropriate
interventions for struggling students.
Grade Level(s):
3-5
3-5 and 6-8 Sessions:
Featured Speaker Peter Gould
Title: Developing Understanding:
Students Linking Area and Number to Reason
About Place Value
Abstract:
We often ask students to make a drawing to
help solve a problem. Yet all drawings are
not equally helpful. What types of drawings
are most helpful? When students can
represent whole-number products as
rectangular areas in mathematical reasoning
they have a very powerful mathematical tool.
We asked a Year 6 teacher if her students
could use their understanding of the
structure of rectangular arrays and area to
reason about place value. What we discovered
was that using area drawings is an effective
way for students to reason about place value
and to generalize their reasoning.
Grade Level(s): 4-6
6-8 Sessions:
Jenny Barrett
Title:
Assessment for Learning in the Middle School Math Classroom
Abstract:
This session will
focus on the use of assessment for learning
in the mathematics classroom. Participants
will experience a formative assessment
lesson created by the Shell Centre (funded
by the Gates Foundation.) The emphasis will
be the incorporation of the Standards for
Mathematical Practice into the classroom
through the use of learning tasks which
encourage higher level thinking, multiple
representations, and communication about
mathematics. Participants will leave with
several classroom ready tasks.
Grade Level(s): 6-8
Summer Bateiha
with
Twyla Harris
Title: A Conceptual Construction of
Inegers
Abstract: College students often enter
their postsecondary mathematics courses with
a superficial grasp of basic operations with
integers. They tend to rely on memorized
rules and procedures to add, subtract,
multiply, and divide integers. However,
working with integers in this way can
confuse students and result in a misuse of
“the rules,” often limiting their
opportunities for successful attainment of
future mathematical concepts. Therefore, in
this talk, the speakers will contend that
teachers should provide students with
opportunities to actively construct the
rules for integer operations, rather than
transmitting them as readymade. Further,
participants will explore several ways to
engage middle school students in the
conceptual understanding of integer math.
Grade Level(s): 6-8
Cynthia Bell
with
Cathy Gibbs
Title: 5-D Process for Problem
Solving
Abstract: Math is used to solve
challenging problems that apply to daily
life. When trying to solve a new and
challenging problem, it is useful to have a
strategy. The strategy we will be presenting
is from CPM (College Preparatory
Mathematics) and we have found it to be very
effective with our Pre-Algebra Students. The
5-D Process is an organized model to solve
problems. The D's stand for Describe,
Define, Do, Decide, and Declare. We will be
demonstrating this model with real problems
and examples of student work.
Grade Level(s): 6-8
James Botts
with
Susan Gordon
Title: Being on the Same Page with
Schoolwide Math Support
Abstract: Our school has several
school-wide math support systems. In order
for these systems to work for kids all
teachers need to be on the same page. James
and Susan will share the systems in place at
their school and how all teachers are
involved in supporting math. These systems
range from daily intervention classes to
daily math facts to IEP/504 accommodations.
Grade Level(s): 6-8
James Botts
with
Susan Gordon
Title: Algebra I for All 8th
Graders
Abstract: East Jessamine Middle School
has successfully implemented an "Algebra I
for All" plan over the past 4 years. This
session will provide the rationale for this
aggressive plan, the blueprint, bumps in the
road and how we know it's successful.
Grade Level(s): 6-8
Amy Hunter
Title:
Fraction Development in the Common Core Standards
Abstract:
The purpose of
this presentation is to provide participants
with an easy-to-understand diagram that maps
the development of fractions in the Common
Core Standards using 5 mathematical
representations: pictorial, symbolic,
language, concrete, and context. From
there, we will discuss connections to
formative assessment to ensure fraction
building blocks are well-developed leading
to student success.
Grade Level(s): 6-8
Natalie Leet
with
Lesia Eldridge
Title: What is Standards-Based
Grading? How is it Beneficial to Student
Learning?
Abstract: Standards-Based Grading is a
new adventure in the teaching field. Many
teachers are intimidated by these words
because there isn't enough information in
Kentucky yet. Simons Middle School has 8
teachers using standards-based grading. This
session will consist of: What is
standards-based grading? How does it work?
What does a classroom look like that uses
standards-based grading? How do students
react to standards-based grading? How are
assessments used when implementing
standards-based grading?
Grade Level(s): 6-8
Kim Loucks
with
Carolyn L. Hirst-Loucks
Title: How to Solve Problem Solving
for Our Students
Abstract: Included in the skill set from
the Partnership for 21st Century Skills is
“solving complex, multidisciplinary,
open-ended problems.” The 21st Century
learner requires a new set of skills...and a
refocus on skills that already may be in
place. This interactive session will allow
attendees the opportunity to explore the
what’s, why’s and how’s of problem solving.
Participants will leave this session with
practical strategies they can put to use
immediately, thereby improving students’
problem-solving techniques. Time during this
session will be spent examining Science,
Technology, Engineering, and Mathematics and
how bringing STEM education into our
classrooms provides students with a broader
spectrum of learning opportunities. Be
prepared to delve into strategies and ideas
that will prepare our current generation of
learners for their futures, in school and
beyond. Join us as you begin (or perhaps
continue) to transform your work as
educators as you transform learning
experiences for the next generation.
Grade Level(s): 6-8
Linda West
with
Kim Elam
Title: Developing Number Sense in
Middle School
Abstract: The goal of this session is to
give middle school math teachers activities
that can be used in whole class settings to
increase students’ abilities to calculate
problems mentally as well as increase their
quantitative reasoning (the ability to think
about numbers by their quantity). These are
activities that can be used as class
openers, during time targeted for
intervention, or during a regular class
period. These activities consist of games,
flashed quantities, concealed quantities,
problem strings, and hands-on activities.
Grade Level(s): 6-8
6-8 and 9-12 Sessions:
Jessica Addison
Title:
Using Formative Assessment Results to
Differentiate Instruction
Abstract:
As a high school
math teacher, I knew I needed to do a better
job meeting individual needs of my students.
The problem was I had no idea how. This
session will inform participants how my
classroom was transformed by the use of
aligned, formative assessments and the data
that resulted in doing this. A short video
documenting the improved classroom practices
and student reaction will provide insight
for participants who need to see to believe.
Grade Level(s): 6-8, 9-12
Featured
Speaker Arthur Baroody
Title: Preparing for Algebra: A
Purposeful, Meaningful, and Inquiry-Based
Approach to Teaching Ratios and Proportions
Abstract: Ratios, proportions, and
algebra are major pitfalls for many
students. Understanding ratios and
proportions requires a major advance in
mathematical thinking—thinking
multiplicatively instead of additively.
Algebra seems like a foreign language or
even stranger—to many students. As one
student woefully announced, “Algebra is wack
[don’t make sense] because math is about
numbers, not letters.” Ratios and
proportions taught in an inviting,
comprehensible, and thought-provoking manner
can help students bridge the divide between
additive and multiplicative reasoning and
prepare a key foundation for algebra. The
workshop will focus on how ratios and
proportions can taught using a
problem-solving approach, underscore key
misconceptions about the topic, relate
real-world proportional situations to
formulas and graphs. It will include
hands-on, student-centered activities.
Grade Level(s): 7-9
Brooke Bartrug
with
Forrest Smith
Title: Aleks Solves Math Dilemmas!
Abstract: Aleks math fills in the gaps
and designs the learning path for each
individual student. Glasgow Middle School
has had remarkable results using Aleks as a
learning and intervention tool. Our results
are seen nationally on Explore and NCLB and
statewide on KCCT. Through using Aleks our
teachers have been able to adapt our
teaching in the classroom to enhance student
learning. And the kids LOVE it!
Grade Level(s): 6-8, 9-12
Buddy Berry
Title:
Get FIRED Up About Standards Mastery! (Formative, Interventions,
Relationships, Enrichments, and
Differentiation)
Abstract:
During this
session we begin to develop a "Mindset of
Mastery" as it relates to standards based
learning. The three main topics this
framework revolves around are Formative
Assessments, Student Engagement, and
Differentiation. The session will be very
specific, giving participants tools that can
be immediately implemented in classrooms. We
also explore lesson development as it
relates to the overall goal of student
mastery, including interventions and
extensions. Attendees will begin to
understand the power of a learning target
and what it means in driving the learning in
the classroom. Attendees will also leave
with a full toolkit of strategies for
transitioning to a standards-based
classroom.
Grade Level(s): 6-8, 9-12
Gina Foletta
Title:
Literacy Strategies for the Mathematics Classroom
Abstract:
This session is
based on professional development activities
designed for four rural County School
Districts: Estill, Jackson, Lee, and Owsley.
The professional development was funded by
CPE as part of an IEQ grant. I will first
present an overview of several types of
literacy strategies, then focus on using one
strategy, Gallery Walk, to examine the CCSS
Mathematical Practices, build consensus and
synthesize concepts. Participants will
experience the Gallery Walk strategy.
Grade Level(s): 6-8, 9-12
Sharon Johnston
with
Amy Patterson
Title: What’s in it for Me”
Connecting Math Standards with Student
Interests Using the Individual Learning Plan
Abstract: This interactive session will
illustrate how to make connections between
Math standards, careers and resource
components within the Individual Learning
Plan. Sample lesson plans will be provided
and participants will have an opportunity to
create additional lessons to take back for
immediate use in their classrooms.
Grade Level(s): 6-8, 9-12
Dianne Leveridge
Title:
Project Lead the Way
Abstract:
A review of
Project Lead The Way (PLTW)Foundation
Courses and how they incorporate hands-on,
project-based mathematics concepts to excite
students about learning math, opening the
door of option and opportunity to those
students who may have overlooked a STEM
choice, and making learning technical
mathematic (and science) concepts engaging
and fun. Further, we will discuss how PLTW
prepares students for postsecondary options
by developing the critical thinking, logical
analysis, and design process methodology
necessary for any postsecondary choice.
Grade Level(s): 6-8, 9-12
Jackie Robinson
with
Don White
Title: Teaching Conceptual Math
Through Perception
Abstract: This session is a focus on
teaching philosophy to help target the lack
of understanding, retention, and application
of math concepts. By building a solid
foundation in the mastery of algebra
concepts, students will be better prepared
for post-secondary education and beyond.
Teaching math concepts through perception
helps develop highly effective teachers and
increases student understanding. Building
perceptions can increase student performance
on assessment (KCCT, ACT, etc), better
prepare students for post-secondary
education and careers, and eliminate the
ambiguity that prevents students from
understanding and applying math concepts.
Grade Level(s): 6-8. 9-12
Jennifer Warford
with
Kelly Stidham
Title: Deepening Mathematical
Understanding through Literacy
Abstract: Mathematical discourse, widely
considered one of the most meaningful
learning strategies in high school courses,
is a pivotal theme in the Kentucky Core
Academic Standards for content and practice.
Participants in the presentation will
discuss strategies that foster meaningful
discussion in class by encouraging our
students to be responsible consumers and
producers of knowledge. This is demonstrated
through proficiency in communicating their
reasoning verbally, in writing and in
evaluating the reasoning of others. We will
discuss the clusters of content standards
most closely associated with this practice,
student samples and feedback, and the
challenges most often faced when
implementing these practices.
Grade Level(s): 6-8, 9-12
9-12 Sessions:
Ann Booth
with
Tami Pickett
Title: Keep It Balanced
Abstract: In life and in math, it is
important to KEEP IT BALANCED! This session
will emphasize the importance of equality
(or if you prefer, equivalence) on the idea
of Algebraic Reasoning. Come and achieve
balance in the high school math curriculum.
Grade Level(s): 9-12
Featured
Speaker Maurice Burke
Title: The Common Core State
Standards for Mathematics: The Role of
Technology and the Challenge of Inquiry
Abstract: The Common Core State
Standards for Mathematics, adopted by the
State of Kentucky and many other states,
open the curriculum to uses of technology
that greatly broaden current practice. The
role given to technology, however, also
challenges us to embed inquiry as a matter
of common practice in the classroom.
Examples from each of the five high school
content domains will be shared along with a
summary of what is implied for grades K-8.
The presentation concludes with a summary of
implications for teacher preparation and
professional development.
Grade Level(s): 9-12
Tim Gott
Title:
Lessons Learned from the Gatton Academy
Abstract:
The Gatton Academy
of Mathematics and Science is in its 4th
year, working with high school students from
across the state. This session will be a
discussion on what we have learned through
the Academy Community about student
preparedness for college level courses, the
impact of acceleration, study skill
development, and the social and emotional
impact of an early college experience.
Grade Level(s): 9-12
Kelly Lindsey
Title:
Using Flatland: The Movie to Deepen
Geometry Understanding
Abstract:
Flatland,
by Abbott, is a book that explores
dimensionality through the adventures of A.
Square. Flatland: The Movie is an
animated adaptation of the book. The
descriptions of 1, 2, and 3 dimensions help
students understand the nature of points,
planes and solids. Since the book is in
story form, students are exposed to a
different approach to basic ideas of
geometry. This presentation will outline
materials available through the book and
movie. We will also discuss how to
incorporate these materials into the regular
flow of a geometry course. Sample materials
will be available. These materials link the
book/movie topics to content the students
will learn in geometry.
Grade Level(s): 9-12
Featured
Speaker Margaret Mohr-Schroeder
Title:
Increasing the
Probability of Hitting a Moving Target:
Transdisciplinary Teacher Preparation for
Tomorrow's Careers
Abstract: Effective competition in a
rapidly growing global economy places
demands on society to produce individuals
capable of higher-order critical thinking,
creative problem solving, connection making,
interdisciplinary skills, and innovation. In
response to these demands, various
organizations throughout the United States
have created and published various
initiatives and even standards for what we
should expect of our P-20 students and how
our classroom teachers should promote
achievement. Within the ever-changing
context of today’s society, we must look to
our teacher education programs to help
prospective mathematics teachers build
mathematics habits of mind. It is imperative
tomorrow’s teachers promote a conceptually
indexed, broad-based foundation of
mathematics knowledge for teaching.
Instrumental teaching encompasses the
establishment and strengthening of the
transdisciplinary connections and demands of
today’s society. Dr. Mohr-Schroeder will
discuss the need to create and modify
transdisciplinary teacher education
programs, what challenges the new
mathematics and science standards create for
new teachers and our teacher education
programs, and what effect these changes will
have on students as they are prepared for
post-secondary education and their careers.
Grade Level(s): 9-12
Featured Speaker Ann Shannon
Title: Designing Assessment for
Learning Professional Development that is
Especially for High School Mathematics
Abstract: Replicable strategies and
techniques for engaging high school students
in a “productive struggle” with mathematics
will be introduced. In this highly
interactive session, Dr. Shannon will
introduce lessons that have been funded by
the Bill and Melinda Gates Foundation.
Participants will have the opportunity to
see how formative assessment can transform
the learning of high school mathematics.
Grade Level(s): 9-12
Kelly Stidham
Title:
What
Does the Star Mean, Again? Modeling the
Core Academic Standards in our Classrooms
Abstract:
As mathematicians,
we recognize math as the language through
which we describe, explore and understand
our world. As educators, we recognize our
responsibility to teach our students how to
harness this tool in a meaningful,
reflective and independent way. Modeling is
a pivotal theme of the Core Academic
Standards for High School Mathematics,
present in the standards for content as well
as practice. The expectations described in
the document clearly define what “modeling”
is and represents a departure from the
“application” problems of our textbooks, so
often skipped, skewed or bemoaned by our
students. This presentation will discuss the
definition of modeling from the standards
documents, what it is and is not, how to
foster and facilitate modeling in your
classroom and how to assess this style of
reasoning for student learning.
Grade Level(s): 9-12
Nancy Williams
with
Robert Thomas
Title: Preparing Secondary Students
for College Readiness in Mathematics
Abstract: New state legislation enacted
in 2009 mandates college and career
readiness for all secondary students in the
commonwealth of Kentucky. In late summer
2009, the mathematics education team from
Eastern Kentucky University met with
teachers and administrators at a regional
school district to develop and implement
pilot “transition to college” mathematics
courses. The pilot program centered on a
framework of content and concepts roughly
aligned with the developmental courses at
the university that were adapted to the
specific needs and conditions of the high
schools. In its second year, the College
Readiness Initiative has expanded to over 40
school districts in Kentucky serving more
than 120,000 high school students. This
presentation will trace the origins of this
highly successful initiative and highlight
the unique components that led the project
to be named A Best Practice in Kentucky
Schools by the Kentucky Commissioner of
Education.
Grade Level(s): 9-12
9-12 and 13-16 Sessions:
Featured
Speaker David Bressoud
Title: Issues of Transition to
College Mathematics
Abstract: Over the past quarter century,
2- and 4-year college enrollment in first
semester calculus has remained constant
while high school enrollment in calculus has
grown tenfold, from 60,000 to 600,000, and
continues to grow at 6% per year. We have
passed the cross-over point where each year
more students study first semester calculus
in US high schools than in all 2- and 4-year
colleges and universities in the United
States. In theory, this should be an engine
for directing more students toward careers
in science, engineering, and mathematics. In
fact, it is having the opposite effect. This
talk will present what is known about the
effects of this growth and what needs to
happen in response within our high schools
and universities.
Grade Level(s): 10-16
Brooke Buckley
Title:
Using the “Gettysburg Address” to Introduce the Statistical Concept of
Level of Confidence
Abstract:
In this session,
those in attendance will participate in an
activity designed to introduce the
statistical concept of level of confidence,
as well as reinforce other key statistical
ideas, using the words in the “Gettysburg
Address” as the population. The new common
core standards require that secondary
students be able to estimate population
parameters using confidence intervals. While
the calculation of confidence limits is
quite straightforward, the theory behind
these calculations is often misunderstood.
Prior to the introduction of estimation,
students have likely been exposed to
characteristics of a distribution,
parameters and statistics, and sampling
distributions. Past experience, however,
indicates that many students continue to
struggle with these ideas. This activity not
only attempts to convey the meaning of level
of confidence, it also seeks to reinforce
these foundational concepts.
Grade Level(s): 9-12, 13-16
John Cathcart
Title:
Course Management and Student Success
Abstract:
During this
session, a Course Manager model that
provides care, consistency and collegiality
for part-time faculty within the college
will be presented. Content will focus on the
four key roles of a manager and how the
model contributes to meeting learning
outcomes for our students.
Grade Level(s): 9-12, 13-16
Paul Eakin
Title:
A View of Professional Development as Technology Transfer
Abstract:
While
"professional development" carries a sense
of personal improvement, the term
"technology transfer" carries that of
activities undertaken to enhance the
productivity of the receiving organization
(rather than the receiving individuals). It
also projects the sense of new knowledge or
capacity being acquired from its originators
by the most qualified people in the
receiving organization for the purpose
advancing specific objectives. We will
discuss a technology transfer model for
professional development among college and
secondary mathematics faculty.
Grade Level(s): 9-12, 13-16
Karen Heavin
with
Marci Smith
Title: Meeting the Goals of Senate
Bill 1 through Collaboration Between
Kentucky High Schools and KSU Access to
Algebra
Abstract: This session will: 1) Describe
the Access to Algebra Program at KSU -
inspiration, genesis and application 2)
Discuss the results that we have seen in the
mathematical performance level of high
school students participating in the A2A
program. We will also discuss the outcomes
of collaboration between high school and
Kentucky State faculty. 3) Discuss the ways
in which the A2A program at KSU is meeting
the goals of Senate Bill 1.
Grade Level(s):9-12, 13-16
Steve Newman
Title:
Common Core Concerns in High School Mathematics
Abstract:
The required
common core standards in high school
mathematics (those required of all students)
contain far too much content to be covered
effectively in Kentucky’s three required
high school mathematics courses, Algebra I,
Algebra II and Geometry. It would be unwise
to insert additional content into the
geometry course since the required common
core geometry standards are so challenging.
The temptation is to insert all the required
common core probability, statistics and
precalculus content into the two algebra
courses. Yielding to this temptation would
necessarily lead to a de-emphasis of the
essential algebra content that is necessary
for college readiness. Kentucky should take
bold steps to avoid this problem that would
seriously undermine efforts to improve
college readiness by not providing students
the focused, in-depth algebra courses they
need to be prepared for college. The
following two actions offer a partial
solution: 1)
Design and offer
in-depth, elective courses in probability
and statistics that cover the required
common core high school standards in
probability and statistics to free up more
time for essential algebra content in the
required algebra courses.
2) Include
traditional precalculus content in the
required common core standards in an
elective precalulus course instead of the
two required algebra courses.
Grade Level(s): 9-12, 13-16
Bethany Noblitt
Title:
Implementing the Five Practices: A Case Study
Abstract:
In a Secondary
Mathematics Methods class, the five
practices of anticipation, monitoring,
selecting, sequencing and connecting were
implemented with pre-service secondary
mathematics teachers with a task that asked
them to determine a square of half the area
of a given square. During the class meetings
in which the anticipated student responses
to the task were discussed, many interesting
mathematical connections between and among
responses were uncovered. In this session,
the presenter will share the results of the
discussion with the pre-service teachers, as
well as give participants the opportunity to
explore the task themselves, consider
anticipated student responses, and discuss
selecting and sequencing student responses
in such a way that mathematical connections
are highlighted.
Grade Level(s): 9-12, 13-16
Amy Patterson
with
Chyleigh Rose
Title: Options for the 4th
Year High School Math Course
Abstract: Beginning with the graduating
class of 2012, students will be required to
have a math course every year that they are
in high school. This course will provide
suggestions for the types of courses that
can be offered in the 4th year of high
school. This will include information about
the transitional mathematics course for
students not meeting college readiness
benchmarks for ACT.
Grade Level(s): 9-12, 13-16
Carrye Wilkins
with
Brenda Hart
Title: Helping Students on the
Pathway to Success in Engineering Calculus
Abstract: We will describe, demonstrate
and share materials for a program in
academic support developed at the University
of Louisville to address the need to
increase student skills and confidence in
working with Algebra and to help students
transition from high school mathematics to
the rigor of college calculus. The Calculus
Preview Program is a five week, summer,
intensive review program for mathematics,
primarily for Intermediate and College
Algebra. These review sessions, which can be
completed onsite or online, offer fast-paced
instruction in a self paced format. Online
computer software and sessions through
Blackboard and the Virtual Math Center
provide practice and supplemental
instruction for each week of the program.
Students must complete weekly assignments
and tests. Successful program completion
leads to better preparation for the material
presented in the beginning of their first
college calculus course. Students’ program
completion rates and grades earned in
entry-level mathematics courses will be
shared as evidence of program assessment and
success.
Grade Level(s): 9-12, 13-16
13-16 Sessions:
Teresa Emmert
Title:
Engaging Students Using the Mathematical Practices
Abstract:
Why is it
important that the standards for
mathematical practice be the lens through
which we look at the content? Connecting the
mathematical practices to mathematical
content in mathematics instruction provides
teachers with the opportunity to actively
engage students. This session will explore
the Mathematical Practice standards in the
Kentucky Core Academic Standards. Engaging
activities and problems that foster these
mathematical practices will also be
introduced to help teachers become more
intentional in choosing these types of
learning experiences for students.
Grade Level(s): 13-16
Gina Foletta
with
Margaret Mohr-Schroeder and Hope Marchionda
Title: Come See What our Four Noyce
Projects are Doing for Kentucky
Abstract: Kentucky has received four
Robert Noyce Teacher Scholarship grants: UK
is in their fourth year, UL is in their
second year, WKU is in their second year,
and NKU is in their second year. With our
many school partners (Fayette County,
Woodford County, Jessamine County, Jefferson
County Public Schools, Bowling Green
Independent, Edmonson County, Metcalf
County, Monroe County, Owensboro Public,
Cincinnati Public Schools, Covington
Independent Schools, Newport Independent
Schools) we are nurturing the future
teacher-leaders of tomorrow. This panel
session will share our efforts to address
SB1 and CCSS for mathematics within each
Noyce project.
Grade Level(s): 13-16
Shelly Harkness
with
Amber Brass
Title: Believing or Doubting?: The
Implications of Teachers’ Practices
Abstract:
Kentucky Core
Academic Standards define the rigorous
skills and knowledge that students need to
learn. In order to help students develop a
deep understanding of mathematics, teachers
must consider how their practices helps or
hinders students’ enjoyment of doing
mathematics. In fact, many people view
mathematics as a discipline of certainty and
rigidity. Answers are either right or wrong.
It is easy for teachers to play the
“doubting game” when their students give
wrong answers. We invite conference
participants into our classrooms as we talk
about our attempts to play the “believing
game.” We provide a lens into how we
suspended our own logic, assumptions, and
interpretations until we first tried to
“unpack,” understand, and honor our
students’ answers. We “believe” that when we
practice the “believing game”, it has the
potential to impact our students’ motivation
and our own content knowledge of
mathematics.
Grade Level(s): 13-16
Kathy Lewis
with
Gail Stringer
Title: Online Calculus and
Precalculus
Abstract: This session talks about the
development process of online calculus and
precalculus to meet the needs of community
college students, and how to use this as a
tool for outreach to high school students
seeking dual credit in higher mathematics.
Grade Level(s): 13-16
Christopher
Schroeder
Title:
Redesigning College Algebra
Abstract:
Recently Morehead
State University's College Algebra class has
undergone a drastic redesign. Through a
grant from the National Center for Academic
Transformation (NCAT) we have modified our
delivery of content, lecture time, student
requirements and amount of student
interaction. We will look at the details of
how the course was redesigned, problems with
implementation, what changes may yet be made
in the future, and some early results
addressing the effectiveness of the changes.
Grade Level(s): 13-16
Edna Schack
with
Jonathan Thomas, Molly Fisher, Sara
Eisenhardt, Janet Tassell, Margaret Yoder,
and Patricia Higgins
Title: Noticing Numeracy Now (N^3): A
Collaborative Research Project to Develop
Preservice Teachers’ Abilities to
Professionally Notice Children’s
Mathematical Thinking
Abstract: The project goal is to provide
information about the extent to which an
innovative learning experience focused on
the professional noticing of children’s
numeracy develops pre-service teachers’ (PSETs’)
capacity to attend to, interpret, and
respond appropriately to the mathematical
thinking of children. The research uses a
module, Noticing Numeracy Now (N3),
developed by the researchers and based on
professional literature in the areas of
professional noticing and the Stages of
Early Arithmetic Learning (SEAL). The
research will advance knowledge and
understanding of how teacher educators can
facilitate PSETs’ development of
professional noticing, knowledge of
children’s conception of unit, mathematical
knowledge for teaching, and positive
attitudes toward mathematics. The proposed
activities present a creative and
potentially transformative approach to the
preparation of future elementary teachers
through classroom and field activities that
explicitly promote the development of the
component skills of professional noticing in
the context of SEAL. This is a collaborative
effort initiated by the Kentucky Center for
Mathematics and building on the expertise
and experience of post-secondary professors
from both Colleges of Education and Arts and
Sciences of eight Kentucky public
universities.
Grade Level(s): K-2, 13-16
