Plenary Sessions
We are very pleased to announce four plenary sessions, addressing
each of the continuums, led by an outstanding set of plenary
speakers.
Click a session title for more details.
Thursday evening, Innovation continuum:
Jo
Boaler
Scaling
Up Innovation: Using Research to Make a Difference
As a researcher of mathematics education I regard my job
to be about producing knowledge of the very best ways to help children
learn mathematics. But in recent years I have come to realize that
producing knowledge—communicated in scientific journals—is
not enough to make a difference in the teaching and learning that
happens in classrooms. In this presentation I will describe a journey
I have been on over recent years, that has involved writing a book
for members of the public, talking to politicians, journalists, broadcasters
and celebrities and taking the results of a study of effective teaching
in California and working with schools in the UK to bring about changes.
This journey has given me many important insights into the ways the
public thinks about mathematics teaching and learning, as well as
some of the issues that teachers—and more generally, our field—face
if we want to take the results of research and use them to make a
difference in students' lives.
Friday afternoon, Student Learning continuum:
Jere
Confrey
Articulating a Learning Sciences Foundation for Learning Trajectories in the CCSS-M
The paper describes the history of how learning trajectories (LTs) were associated with the Common Core State Standards for Mathematics (CCSS-M) and discusses the degree to which the two correspond faithfully. It reports on a website, www.turnonccmath.com, which organizes the K-8 standards into 18 LTs describing the development of big ideas over time, informed by empirical studies of learners. The paper illustrates how descriptors for each LT identify: 1) conceptual principles, 2) strategies representations, and misconceptions, 3) meaningful distinctions and multiple models, 4) coherent structure, and 5) bridging standards. The design principles for the website are illustrated describing how the CCSS-M are related to a learning trajectory on division and multiplication.
Saturday afternoon, School Mathematics Articulation continuum:
Amanda
Jansen, Janie Schielack, Cathy
Seeley & Jack Smith
moderated by Christian
Hirsch
Conceptualizing
the Nature of Students' Transitions (and Teachers' Participation in
Them), K–16
Students experience a variety of challenges as they move
from one level in school to the next. In this session, we will consider
and discuss two central questions related to students' progression
through their mathematical experience, particularly at transitions
roughly characterized as elementary to middle school, middle school
to high school, and high school to post-secondary: What are the dimensions/aspects
of such transitions? What kinds of system-level responses address
transition issues? We will discuss research and practice related
to the challenges students face and the nature of system-level responses
to various aspects of these school mathematics transitions, including
mathematical content, curriculum, student motivation and disposition,
engagement, teaching practices, and school structures. Characteristics
of selected strategies and programs will be discussed and questions
for further research will be presented.
Sunday morning, Professional Learning continuum:
Deborah
Ball & Suzanne Wilson
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