October 21-23, 2021

Online via Zoom

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keynote speakers

Francis Su

Friday 08:30

 

Francis Su is the Benediktsson-Karwa Professor of Mathematics at Harvey Mudd College and a past president of the Mathematical Association of America. In 2013, he received the Haimo Award, a nationwide teaching prize for college math faculty. His work has been featured in Quanta magazine, Wired, and The New York Times. His book Mathematics for Human Flourishing (2020), winner of the 2021 Euler Book Prize, is an inclusive vision of what math is, who it's for, and why anyone should learn it.

Chrissy Newell

Saturday 11:15

 

Chrissy spent 7 years teaching all subjects in upper elementary and middle school, but quickly realized she loved math best (shh, don't tell the others). She was a county math specialist and coach for 6 years before joining the Desmos team as a Coach. One of her proudest achievements is co-founding #MathGals, a project with a mission to build a sense of belonging for girls in mathematics, with her daughter, Coralie.

Speakers & Sessions

The 60th Northwest Mathematics Conference promises to be the best Northwest ever. Just have a look at this amazing list of speakers and the sessions they will be leading! 

Below is a list of sessions, organized by speaker. The letters after the session title denote the intended grade-band: P = Primary (K-3), I = Intermediate (4-7), M = Middle (6-9), S = Secondary (8-12) and G = General (K-12).

In this session we will explore building multiplicative reasoning with TouchTimes, an iPad app that provides elementary students with new ways to think about, manipulate and visualize multiplication. To better understand the ideas underlying these tasks (and because it’s super fun!), have your iPad ready with TouchTimes downloaded from the app store (it’s free) and we will interactively explore the tasks together. A PDF handout of tasks and assessment ideas for TouchTimes will be provided.

Sandy Bakos is currently a doctoral student at Simon Fraser University, where she studies mathematics education. Prior to that, she taught kindergarten – grade 6 and was an instructional coach in northwestern Alberta for 16 years. She is interested in ways that digital technologies can be used for teaching/learning mathematics in elementary schools and how these complement the diverse skillset that elementary generalist teachers bring to the mathematics classroom. 

Traditionally, a sizeable chunk of a student’s experience in mathematics class is passive, but this sessin flows from the fundamental belief that a mathematics classroom should connect all students as designers and decision-makers, and not just describers and direction-followers. Together, we will interrogate how infusing opportunities for tudents to make mathematical decisions pushes back on passive mathematical classrooms and invites students to engage in mathematical sensemaking.

Nat Banting is a classroom mathematics teacher from Saskatoon who blogs about teaching math at natbanting.com/blog, tweets as @NatBanting, and curates the online resource fractiontalks.com. Recently, the Fields Institute awarded him the 2019 Margaret Sinclair Memorial Award recognizing innovation and excellence across Canadian math education, and he was named the winner of 2019 Rosenthal Prize for Innovation and Inspiration in Math Teaching from the National Museum of Mathematics in New York.

Teachers from the BC Numeracy Network will share instructional routines and provide ideas for how to extend and enhance the use of instructional routines in the classroom. Examples of how to create a fully developed lesson from an instructional routine, how to use them as part of math workshop and how to intentionally include them in your planning all year to help develop big ideas and competencies. We will focus on the concept of fractions across the grades from fair shares to operations.

The BC Numeracy Network is a group of BC educators, brought together by the BC Ministry of Education and supported by their local school districts. Their work together involves curating and creating resources to support BC educators in implementing our BC mathematics curriculum with a focus on numeracy development from K-12.

Join us as we explore how different types of feedback can push student thinking and deepen their understanding. From the interpretive feedback built into our activities to the Written Feedback tool for teachers, we’re moving past “right” or “wrong” and making way for student growth and brilliance.

Stephanie taught middle and high school math, been a secondary math specialist, and now supports districts as they implement the Desmos Middle School Math curriculum. Stephanie lives in Oregon with her husband and son. When she isn’t thinking about how to improve students’ experiences in math, you’ll find her spending time with her family or curled up with her cat, Oliver, reading a book.

Chrissy spent 7 years teaching all subjects in upper elementary and middle school, but quickly realized she loved math best (shh, don’t tell the others). She was a county math specialist and coach for 6 years before joining the Desmos team as a Coach. One of her proudest achievements is co-founding #MathGals, a project with a mission to build a sense of belonging for girls in mathematics, with her daughter, Coralie.

Two pillars of my classroom are community and flexible “structures” that help students think, learn and share about mathematics. This session will delve into both. How do we build community so that every student feels their voice matters? How do we ensure we are fostering kindness in our students and breaking down social barriers? What structures work well with a variety of content? We will work through many sample activities together and get a taste of the students’ experience.

Mary teaches mathematics at West Carleton Secondary School in Ottawa. She has presented workshops internationally, authored mathematics resources, is a past Vice President. She is a Desmos Fellow and is always working to improve her craft. You can get a window into her classroom through her blog and can find her collaborating with other math teachers on Twitter. An award-winning teacher, Mary continually strives to learn new and better ways of helping students learn and love mathematics.

When we are working with complex math ideas, objects-to-think-with can help us make sense of the mathematics. Papery used gears as his objects-to-think-with, not just for coding but for complex algebra and other math constructs. Two objects-to-think-with will be explored in particular: number lines and grids. This session will focus on new ways to applied these objects and on examples of student use of these objects.

Dr. Cathy Bruce studies mathematics education and is a founding faculty member of the Trent University School of Education. A former teacher, Cathy brings 14 years of classroom experience to her work as Professor, Dean of Education and most recently as acting Vice President Research and Innovation at Trent. She has an active SSHRC-funded research program involving multi-year studies of challenging areas of mathematics teaching and learning including fractions. Dr. Bruce tips her hat to the many classroom educators who have opened their hearts, minds and doors to engage in collaborative research. Cathy sees all students – from young children onward – as capable of engaging with and getting excited about mathematics.

Her research can be accessed at www.tmerc.ca


This session will explore the use of prompting questions and contextual tasks to reveal what students think (and often misunderstand) around foundational concepts in the early years. Tools and strategies will be offered to help move learning forward through conferencing and rich open activities.

Jen Carter is currently the K – 12 Numeracy Coordinator for Vernon School District, Treasurer of the BCAMT and a member of the BC Numeracy Network. She teaches for UBC Okanagan, and is an author for Pearson’s Mathology. Jen has past experience as an administrator and 25 years of teaching experience, with over 15 years as a primary teacher.

In this session we will explore ways to engage students in the mathematics of social issues. I will draw on and share numerous mathematical inquiry activities and general approaches to mathematics teaching supporting the revised curriculum and its move toward a socially-relevant education. Topics will include gerrymandering, projections and climate change.

Sean is an assistant professor in mathematics education at Simon Fraser University and the co-editor of Vector

In this session, Michelle will share examples of how to integrate Peter Liljedahl’s Thinking Classrooms framework in intermediate classes. This will include ways to incorporate curricular competencies and content, as well as practical ways to organize assessment of students.

Michelle is a late French immersion teacher with the Burnaby School District and self-professed math nerd. After realizing that a traditional approach to teaching wasn’t helping students think deeply or better comprehend concepts, she became passionate about expanding her math program with the goal of helping students move beyond the idea that they are “math people” or “not math people” towards developing richer understanding. Michelle has her M.A. in Educational Technology and Learning Designs.

All people use math each day in ways that are useful, playful, and personal. Still, our students may not recognize they are capable users of math for their own purposes. As educators, how can we support each learner to appreciate and cultivate their own connection to mathematics? This session will investigate how dispositions toward math impact learning. Learn how classrooms, families, and communities can become spaces where students can affirm and strengthen their mathematical identities.

Molly is a Regional Mathematics Coordinator in Vancouver, Washington where she directs the Math Anywhere! Project to spread playful mathematics throughout her community. Molly currently serves as the Board Chair for Public Math, a non-profit which introduces math into public and sometimes unexpected places. The way grown-ups and children experience and perceive math strongly impacts student engagement and outcomes, and Molly is determined to cultivate positive math attitudes through her work.

Many times, throughout the course of a year, we teach a lesson and the understanding goes out with the trash because student retention is minimal. What only makes things worse is that all the misconceptions we thought we addressed resurface towards the end of a unit. Let’s explore how task selection can play a pivotal role in building math residue. Mathematical residue helps understanding stick and it can reduce the number of times that misconceptions rear their ugly head.

Graham Fletcher has served in education as a classroom teacher, math instructional lead, and currently as a math specialist. He is continually seeking new and innovative ways to support students and teachers in their development of conceptual understanding in elementary mathematics. He is the author of Building Fact Fluency and openly shares many of his resources at gfletchy.com.

This session will provide an introduction to the new Math First Peoples resource from FNESC. We will explore how to thoughtfully incorporate math content with First Peoples knowledge and perspectives using Indigenous content and First Peoples Principles of Learning.

I am a proud member of the Haida and Tsimshian Nations. I am currently an Indigenous Education Teacher Consultant in Richmond. I have been collaborating with teachers for 27 years on incorporating Indigenous worldviews and perspectives into curriculum and teaching practice. Exploring Math in a cultural context is a learning journey that I am excited to be on and to continue in order to foster a love of Math and how we view it.

The BC Ministry defines “Extending” as demonstrating a sophisticated understanding of the concepts and competencies relevant to the expected learning. But how do we know what to look for? In this workshop we’ll explore what Extending can look like for both content and competencies, and how to design assessment tasks with Extending in mind. Examples will be included across all grade bands. For teachers outside BC, read “Extending” as whatever language you use for the highest level in a scale.

Marc Garneau is a Numeracy Helping Teacher for the Surrey School District, supporting the teaching, learning, and assessing of mathematics across grades K-12. Marc has served on the BCAMT Executive since 2001 in various roles including President, conference chair, and the NCTM/NCSM representative. Marc has also served on the K-12 BC Math Curriculum Committee, as well as nationally for the NCTM and NCSM. Transforming assessment has been a particular passion for Marc recent years.

Is math instruction all about getting students to have conceptual understanding so that they can better perform step by step procedures? Or is it about something else entirely? We can build increasingly sophisticated mathematical reasoners who solve problems using what sparks for them, not what they have rote-memorized. It’s about reasoning, not answer getting. It’s about positioning all students as mathematical sense makers. How? Come and see and experience mathematizing!

Pam Harris is a mom, a former high school math teacher, a university lecturer, an author, and she wants to change the way we view and teach mathematics. “I had always bought into the myth that math is a disconnected set of facts to memorize, with rules and procedures to mimic.” But Real Math is thinking mathematically, not just mimicking what a teacher does. Pam helps teachers make this shift that supports students to learn real math.

Teachers from the BC Reggio-Inspired Mathematics Project will share stories from their K-5 classrooms with a focus on outdoor learning and learning through stories. Areas of mathematics will include number, pattern, measurement and shape. Connections to the principles and practices of the Reggio Emilia Approach will be made and suggested resources and materials will be shared.

The BC Reggio-Inspired Mathematics Project is a collective of teachers from across the province who collaborative to create materials and resources as they investigate how the principles and practices of the Reggio Emilia Approach can inspire and enhance the teaching and learning of mathematics. 

Michelle is a primary teacher who is passionate about fostering a love of learning and big thinking. She has taught in Richmond for 25 years and is currently teaching a grade 2 and 3 class She is excited to share her thinking about Reggio Inspired Math ideas and examples from her classroom.

Lauren works in the Coquitlam School District as a Mentoring Support Teacher in the area of mathematics but also has a passion for outdoor learning. She has been involved in the Reggio-Inspired Mathematics group since it began in 2015. Lauren is also the host of the Mentoring Nature Connections Podcast and author of Me and My Sit Spot.

If you’re like most teachers, then you know how frustrating it is when our students appear to understand our lessons, only to find out later that they had many misconceptions. Imagine instead that we had three strategies we could quickly incorporate to reliably spot and fix these issues. What’s better is that students love doing them and they work even if students don’t realize they have misunderstandings. You’ll leave with ready-to-go resources and strategies.

Robert Kaplinsky has been an educator since 2003 as a classroom teacher, teacher specialist for Downey Unified School District, instructor for the University of California, Los Angeles (UCLA), and presenter at conferences around the world. He runs the website Open Middle, has been published in Edutopia and Education Week, is the author of Open Middle Math: Problems That Unlock Student Thinking, and created the #ObserveMe movement. He’s also the founder and president of Grassroots Workshops.

Graphs and infographics are everywhere! How can we support students in navigating the data representations they encounter? Let’s dig into a powerful, discourse-driven routine: Slow Reveal Graphs. This routine begins a graph that has been stripped of context and labels. As more and more of the graph is revealed, students refine their interpretation and construct meaning, often in surprising ways. This routine increases access for students without sacrificing rigor or engagement.

Jenna Laib is a math specialist for the Public Schools of Brookline (Massachusetts, USA). She started her career as an upper elementary classroom teacher and later became a grade 6 math teacher and K-8 math coach. She is grateful to have wonderful colleagues—at her school and in the larger math ed community—to share in the pursuit of dynamic and equitable learning environments. She tweets at @JennaLaib, blogs at http://jennalaib.wordpress.com, and curates slowrevealgraphs.com.

In this talk I will look at the practices of the Building Thinking Classroom framework (consolidation, notes, homework, and formative assessment) that help students take responsibility for their own learning as well as help them to move collective knowing and doing into individual knowing and doing. The practices discusses will intertwine with, and make extensive references to, the recently published book, Building Thinking Classrooms in Mathematics (Grades K-12): Teaching Practices for Enhanced Learning.

Dr. Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education and author of the recently published book, Building Thinking Classrooms in Mathematics (Grades K-12): 14 Teaching Practices for Enhancing Learning. Peter is a former high school mathematics teacher who has kept his research interest and activities close to the classroom.

This session will provide a quick overview of culturally responsive teaching. We will also explore some daily routines and strategies that are responsive to students’ needs. Classroom examples will be provided and we will engage in some interactive activities.

Nikki Lineham is a math teacher, math education consultant, co-founder of Educating Now, and a PhD student. Nikki is passionate about making mathematics accessible for all people and so created Educating Now, an online resource for teachers, as a way to support teachers in learning to use manipulatives, visuals and language to support students in developing deeper math understanding. Nikki completed a postgraduate certificate in ethnomathematics at the University of Hawaii in 2019.

As we look around at the world surrounding us, issues of equity are continuously gaining more attention. What is equity and how as educators can we ensure that our mathematics classroom is providing opportunities for learning for every student? Furthermore, how is having a strong understanding of mathematics an important tool in attaining equity outside mathematics classroom?

Currently pursuing my Doctorate in Mathematics Education at SFU, my research areas of interest include both the thinking classroom and issues of equity within the mathematics classroom. I am also teaching secondary mathematics at École Salish Secondary and exploring cross-curricular teaching.

Metacognition and self-talk play a key role in empowering learners to self-regulate their own thinking as well as develop strong decision-making and communication skills in mathematics. During this session I will share how to use think-alouds and self-talk teaching strategies from my research to deepen student thinking and enhance student engagement. These teaching approaches can also alleviate math anxiety as they render aspects of mathematical thinking that are often not explored,  accessible to all learners, demystifying the thinking process.

A former classroom teacher and district education consultant, Dr. Cathy Marks Krpan is a professor at the Ontario Institute for Studies in Education. Her current areas of research in mathematics education include student communication, think alouds, and argumentation skills. Cathy is the 2021 recipient of the Margaret Sinclair Memorial Award for innovation and excellence in mathematics education the Fields Institute for Research in Mathematical Sciences.

What makes a person numerate? What does it mean to develop competencies in numeracy? What thinking processes support numeracy throughout one’s life? How can we develop and assess these ways of thinking in students over time and across subject areas? In this session, we will explore key numeracy processes and skills and why they might be important. We will share ways of embedding the teaching of these processes in Humanities subjects areas in classroom and blended learning environments, in BC.

Shaheen Musani is a teacher consultant in the Richmond School District in British Columbia, Canada. Her focus is in supporting teachers from K-12 in curriculum implementation and assessment. She works across grades and subject areas including Math, ELA, SS, and CE; while drawing on her 17 years experience teaching in secondary schools. In addition to her work with teachers, Shaheen has supported the development of curriculum and assessment standards for British Columbia’s Ministry of Education.

Mehjabeen Datoo is a secondary English Language Arts and Social Studies teacher in the Richmond School District in British Columbia. She has worked for many years mentoring teachers and leading professional development. Having completed a degree in Learning, Design and Technology at Stanford University, she is currently completing her doctoral degree with the University of Toronto continuing her investigation into how technology can be utilized for collaboration and to shift perspectives.

Students bring their whole selves to school, and their identities shape what they experience in class. Many students question their belonging in math class specifically, because they have very little evidence that people like them belong and can succeed there. Framing math class as a brave space is a start, but we must provide opportunities for students to develop positive mathematical identities to truly build belonging.

Chrissy spent 7 years teaching all subjects in upper elementary and middle school, but quickly realized she loved math best (shh, don’t tell the others). She was a county math specialist and coach for 6 years before joining the Desmos team as a Coach. One of her proudest achievements is co-founding #MathGals, a project with a mission to build a sense of belonging for girls in mathematics, with her daughter, Coralie.

If we believe that learning mathematics is social, then we need to provide tasks that allow for discussions among students. Selecting better tasks and asking better questions to engage all learners must be at the forefront of our pedagogical content knowledge. What types of tasks are better than others? What makes them more interesting and challenging? Which ones allow for more tinkering and investigating? How do these tasks promote and foster the 8 standards for mathematical practice? These are the questions I hope we will strive to find answers to in order to help all students achieve at their highest levels.

Fawn is a second-year Teacher on Special Assignment (TOSA) with Rio School District in Oxnard, California. She was a middle school teacher for 30 years prior. Fawn was the 2014 Ventura County Teacher of the Year. In 2009, she was awarded the Math Teacher Hero from Raytheon. In 2005, she was awarded the Sarah D. Barder Fellowship from the Johns Hopkins Center for Talented Youth. In 2012, she co-founded the Math Teachers’ Circle in Thousand Oaks, California.

Teachers across the province share their resources, approaches and experiences bringing math, community and culture together including place-based math, Indigenous storywork to learn math, and culturally responsive math.

Cynthia Nicol is in the Department of Curriculum and Pedagogy in the UBC Faculty of Education and holds the David F. Robitaille Professorship in Mathematics and Science Education. She researches and works with communities exploring the possibilities of interweaving Indigenous perspectives and pedagogies for place-based and culturally responsive math education.

Dr. Jo-ann Archibald, Q’um Q’um Xiiem, a member of the Stó:lō First Nation is Professor Emeritus in the Faculty of Education, University of British Columbia. Over a 45 year educational career, Q’um Q’um Xiiem has been a school teacher, curriculum developer, researcher, author, university leader and professor. 

Spatial reasoning is one of the best indicators of overall mathematics development and school success. In this session I will share ideas to nurture the development of spatial reasoning in young children with a focus on composing and decomposing shapes, perspective taking and “unplugged” coding. Materials, children’s books and related resources will be used to share examples of spatial reasoning tasks from BC classrooms.

Janice is currently a district teacher consultant for the Richmond School District and an Adjunct Professor at UBC. 

Good projects combine 21st century skills and rich mathematics, but can also explore ideas of social justice. Learn how to explore history, inequality, and current events while kids make mathematical models, think critically, and develop mathematical practices. Bring your ideas and we’ll start creating new projects that will serve your population.

Carl Oliver is a high school math teacher and assistant principal at City-As-School high school, a high school where students go out in New York City to do internships. Carl helps work with the performance assessment consortium to implement teacher made, portfolio based assessments in lieu of state exams. He has been teaching for 15 years in New York City and is focused on helping students who might not always be successful in high school change their relationship with mathematics.

Taking out a sledge hammer and creating an environment that is conducive to thinking by using vertical non-permanent surfaces, visibly random groups and rich tasks is noticeable and relatively easy to implement. Based on the research of Dr. Liljedahl, let’s dig deep into the components of a thinking classroom that are less noticeable and more difficult to implement. Participants will be actively engaged in a structure to examine these other components of a thinking classroom.

Alex Overwijk is veteran secondary math teacher in Ottawa who has always been a student of teaching. He is a pioneer in embracing spiralling and thinking classrooms, and is a popular speaker on a variety of topics in the teaching of mathematics. He is renowned for being the World Freehand Circle Drawing Champion. Alex has also been active in the basketball community throughout his teaching career. Alex lives in Ottawa with his wife and two teenage boys.

Join us as we explore the two systems for thinking in the brain and how mathematics education often only serves one. We’ll share practical approaches, classroom activities, and ready-made resources that can help you and your colleagues find the right balance in their mathematics program so all students can flourish.

Kyle is the K-12 Mathematics Consultant with the Greater Essex County District School Board, where his passion for mathematics fuels him to Make Math Moments by sparking curiosity, fuelling sense making, and igniting teacher moves. When he is not working on the next media-rich contextual math lesson and recording episodes of the Making Math Moments That Matter Podcast, he is spending time with his wife and two children. @MathletePearce makemathmoments.com Mathisvisual.com

Jon is a math teacher at John McGregor Secondary School in Ontario Canada. When not teaching his students and spending time with family he leads workshops and presentations on teaching pedagogy in the math classroom. He is a co-host of the podcast Making Math Moments That Matter along with his friend Kyle Pearce. Lately he is excited about promoting struggle in his students and designing & hosting PD opportunities at makemathmoment.com

I have been using non-content based, fun math tasks to begin my Thinking Classroom classes for the past eight years. Over this time, I have been impressed with the energy in student engagement by all students, the creativity in solutions and the level of mathematics demonstrated. In this session I will share a few of my favourite tasks along with student work. We will discuss the advantages to using these tasks as part of your regular classroom routines and how they can be used to focus on curricular competencies and content within BC’s curriculum. Be prepared to solve some problems and work with others in this collaborative workshop.

Michael Pruner is a high school mathematics teacher from North Vancouver, BC and a past president of the BC Association of Mathematics Teachers. Michael is also a grad student at Simon Fraser University currently working towards his PhD in mathematics education with an interest in collaborative problem solving. Michael is an advocate for teaching in the Thinking Classroom model and believes that mathematics is a social endeavour best learned through collaborative activity in rich tasks. Through the BCAMT, Michael has had the privilege of visiting classrooms all across BC sharing his experience and knowledge of developing and maintaining Thinking Classrooms and Assessment practices. Outside of teaching math, Michael likes to spend time outdoors with his family cycling, skiing, and camping.

Assessment of student work is a complex, multi-dimensional process of noticing, organizing that noticing, and learning to associate what we notice with benchmarks of performance. This presentation unpacks these aspects by bringing attention to what we notice in student work, suggesting characteristics of mathematical discourse as an organizing framework for looking student work, and offering examples and suggestions for rubrics to help categorize the range of student work we encounter.

In Robert’s over 20 years in public education, he has dedicated himself to improving students’ experiences and teacher development. Robert is currently aligned with Simon Fraser University in the Professional Development Program and as a Doctoral candidate engaged in teaching pre-service teachers and in research on teacher professional vision, assessment, improvement, and Building Thinking Classrooms.

My visit to Singapore schools, publishers and the Education Ministry was fascinating. The differences and similarities between our system and those of this diverse city-state offer a big takeaway for raising the math competency of your students.

Chris Shore is an experienced teacher and presenter, who taught high school mathematics for 29 years. He is an Awardee for the Presidential Award for Excellence in Mathematics and Science Teaching and the author of the books, MPJ’s Ultimate Math Lessons and Clothesline Math: The Number Sense Maker. Formerly the Chair of one of the highest performing Math departments in California, Chris currently serves as the Coordinator of Secondary Curriculum and Instruction for Murrieta Valley USD.

Although our state or province sets out guidelines for mathematics learning, our interpretation of those guidelines makes all the difference. I believe our main focus must be to encourage students to understand the ideas they encounter and to support them in using those ideas to make sense of their world. We want students who find math meaningful and not just students who can do it. We will explore how this might look using specific curriculum topics at various grade levels, with a focus on K-9.

Marian Small writes and speaks about K-12 math. Her focus is on teacher questioning to get at the important math, to include all students, and to focus on critical thinking and creativity. Some resources she has written include MathUp, Making Math Meaningful for Canadian Students: K-8, Good Questions: A Great Way to Differentiate Math Instruction, Uncomplicating Algebra, and Understanding the Math We Teach and How We Teach It; K-8.

Beyond teaching math skills, we have a role as teachers of mathematics to open students up to joy and wonder to be found in thinking well. One of the best ways that happens in mathematics are the mental connections made when grasping an idea from multiple perspectives. These aha! moments provide opportunities for delight. They also point to larger lessons in teaching equitably. The virtue of taking up multiple points of view will serve our students well far beyond their math courses.

Francis Su is the Benediktsson-Karwa Professor of Mathematics at Harvey Mudd College and a past president of the Mathematical Association of America. In 2013, he received the Haimo Award, a nationwide teaching prize for college math faculty. His work has been featured in Quanta magazine, Wired, and The New York Times. His book Mathematics for Human Flourishing (2020), winner of the 2021 Euler Book Prize, is an inclusive vision of what math is, who it’s for, and why anyone should learn it.

If you did a word association game with the word “Math”, I don’t think ‘wonder’, ‘joy’, and ‘beauty’ would be on the list of words that people associate with math. It’s time that we change that. Join me as we talk about practical ways you can make changes to your math instruction that will help your students see that mathematics can be full of wonder, joy, and beauty.

Christina Tondevold is a Recovering Traditionalist. She previously taught mathematics traditionally and expected the students to parrot back what she taught them. Now she gets to work with teachers in developing students’ mathematical understandings in ways that are not limited by the traditional ways of doing and teaching mathematics through her site BuildMathMinds.com where you can get PD at Your Fingertips.

This session will discuss how we can structure math instruction, in a manner that builds
mathematical minds, engages students, and helps them understand addition and multiplication,
not just get answers. We will look at three types of experiences that build students’ flexibility with
numbers while on their way to building addition & multiplication fact fluency and building
connections to subtraction & division facts as well.

Christina Tondevold is a Recovering Traditionalist. She previously taught mathematics traditionally and expected the students to parrot back what she taught them. Now she gets to work with teachers in developing students’ mathematical understandings in ways that are not limited by the traditional ways of doing and teaching mathematics through her site BuildMathMinds.com where you can get PD at Your Fingertips.

A thinking classroom involves the use of math tasks, random collaborative groups and vertical surfaces. We will share how our journey started. Do these tasks sound interesting, but are you wondering how to manage behaviours? Are students off-task or not engaged? In this presentation, we will discuss the set-up of a thinking classroom and then four simple steps we took to create change in our student’s behaviours and engagement. This is a tool to influence the development of positive skills.

I am Rhya Wandeler. An elementary teacher who thrives on storytelling, student creativity and the transparency of assessment. I focus on building confidence in students so that skills can be developed and strengthened. I have taught most of the elementary grades but focus on the upper intermediate. I believe that math needs to be fun, collaborative and have a practical application for kids. The basis of my practice flows alongside the unique personalities that the students bring each year.

I am Stefanie (Steffi) van Dun, currently teaching intermediate at an elementary school in Vernon, BC. I love teaching Mathematics and share this passion with my students. Each year my goal is for my students to feel good about themselves as math learners and become advocates of their learning journey. I aim to create a problem solving rich classroom focused on differentiation, feedback, student-driven assessment and learning.

Hands-Down Conversations are a structure for math discourse in which students’ voices and ideas take the lead, building agency as mathematicians and developing strong content understanding. Participants will dig into the what, why, and how of using Hands-Down Conversations as one tool for building more equitable math talking and listening communities. Participants will engage in discussion, analyze video of Hands-Down Conversations and learn some practical tips for getting started right away.

Kassia Omohundro Wedekind spent many wonderful years as a classroom teacher and math coach in Fairfax County Public Schools in Virginia and now splits her time between being an independent math coach and an editor at Stenhouse Publishers. Her favorite days are spent in classrooms learning from the many ways children talk, listen and negotiate meaning together. Kassia is the co-author of Hands Down, Speak Out: Listening and Talking Across Literacy and Math. She tweets at @kassiaowedekind.

Christy Thompson is a Literacy Coach in Fairfax County Public Schools in Virginia. She has spent her teaching and coaching career particularly focused on listening to and learning from the talk of our youngest students.

Who participates in your online class? If the answer isn’t ALL students, this session’s for you. Learn to increase participation through online math routines with unique structures to engage learners through different modalities. You will explore and get access to over 20 different math routines and templates for online teaching.

Theresa Wills, PhD, is the author of Teaching Math at a Distance, K-12: A Practical Guide to Rich Remote Instruction. Theresa is an assistant professor of mathematics education at George Mason University and has taught synchronous online classes and webinars since 2010. As a former classroom teacher and math coach, Theresa still volunteers regularly in K-12 classrooms.

This highly interactive session will feature estimation. Participants will engage in estimation routines and discover new resources that they can immediately use in their own classroom to promote mathematical joy and rich discourse. Learn how to use both Esti-Mysteries and the Estimation Clipboard, and find out what strategies are most effective for promoting discourse in the classroom.

Steve Wyborney is an award-winning teacher and instructional coach from Oregon. He is well known for his use of instructional technology, his love of mathematics and his passionate belief in the exceptional potential of every student. Steve is the creator of Splat, The Estimation Clipboard, and Esti-Mysteries. He has given away over 3 million copies of free resource to educators around the world using his blog stevewyborney.com. 

Primary teachers have the big task of teaching all the subject areas. Connecting mathematics and literacy through Story Workshop is one way they can integrate subjects, allowing teachers and students time to delve deeper into the material. In this session, Sarah will highlight how Story Workshop and its use of the 100 languages of children can enhance a child’s conceptual understanding of mathematics.

Sarah Wong is a French Immersion primary teacher in the Burnaby School District and the Early Learning In-Service Faculty Associate for Advanced Professional Studies at Simon Fraser University. Teaching reading has always been a passion of hers but her experience with maths as a student made her a reluctant mathematics teacher. Committed to overcoming this fear, she completed her MEd in Numeracy. Sarah can now say that she has an equal love for literacy and mathematics.

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