Breakout Session 2
12:45 – 1:30 PM
Mathematizing: Making Mathematics Meaningful (Angie, Room # 222)
Middle Level, 6-8
Mathematizing is the process of giving meaning to mathematics, especially problem situations. This session will provide strategies for helping students look beyond the numbers in a word problem to focus on the actions and relationships to understand how to apply an operator to connect the relationships in the problem. Polya wrote a 4-step problem-solving strategy in 1945 with the first two steps as Understand the Problem, then Devise a Plan. Students cannot Devise a Plan without a clear understanding of the situation. We will focus on operation sense and mathematical representations of the problem.
Developing Meaningful Tasks for Secondary Students (Aubrey, Room # 330)
Middle Level, 6-8, High School, 9-12, University Level, Professors/Student Teachers
Mathematics teaching has seen a shift from viewing students through a deficiency-based lens to viewing students through an asset-based lens. While we know that it is important to see students as assets, what aspects might we be able to use in the mathematics classroom? What are the implications these assets might hold for our curriculum? In this session, we share the process we used to answer these questions throughout work to develop tasks that made use of secondary students’ community knowledge in Wichita Public Schools. We will share the “Funds of Knowledge” framework that guided this work, the math methods course assignment that supported two student teachers in their development of the tasks, and lastly, two student teachers will share the tasks they developed. The session will include time for teachers to reflect on their own students’ funds of knowledge, and how those assets might be leveraged in their classroom.
The Game of Life: A Different Approach to Teaching Integer Operations (Jenny, Room # 242)
Middle Level, 6-8
My presentation is a different approach to teaching integers which will fit in with the effective mathematics teaching practices. I will use multiple models (number lines/hot air balloons, integer chips, and a game called the game of life) to give students a strong understanding of how to approach integer operations. This approach to teaching integers has been very successful for me and leaves students well-prepared to translate integer skills to solving equations.
Fostering Mathematical Mindsets in the Classroom (Jolene, Room # 243)
Pre-K and/or Elementary, PK-6, Middle Level, 6-8, High School, 9-12, University Level, Professors/Student Teachers, Instructional Coaches, Strategists, Counselors
"Research on the brain tells us that the difference between successful and unsuccessful students is less about the content they learn and more about their mindset. A growth mindset is essential but to inspire students to high levels of mathematics learning, students also need a mathematics mindset." -Jo Boaler, Mathematical Mindsets, 2016. If a mathematical mindset is essential to student learning, how do we improve student mindset? In this session, teachers, instructional Coaches, Counselors, and Administrators will learn how to create, support, and sustain a mathematical mindset in our classrooms and schools.
Publishing in Special Issues of KATM 'Bulletin' (Julie, Room # 332)
Pre-K and/or Elementary, PK-6, Middle Level, 6-8, High School, 9-12, University Level, Professors/Student Teachers, Administration (Principals), Instructional Coaches, Strategists, Counselors
The KATM Bulletin Editorial Board has revamped our quarterly publication to include an annual Special Issue. If you have an interest in sharing your ideas on math education, successful tasks, a math teaching and learning book review, or action research in your classroom, attend this session to learn how to publish in the first KATM Bulletin Special Issue. We will discuss the process, including turning your presentation into a short article and opportunities for teacher-author partnerships.
FastBridge Progress Monitoring/Intervention Collaboration for Math (Lara, Room # 343)
Pre-K and/or Elementary, PK-6, Middle Level, 6-8, High School, 9-12, Administration (Principals), Instructional Coaches, Strategists, Counselors
This will be a discussion of how things are going on the Mathematics side with Progress Monitoring and Intervention. We will look at the features of Progress Monitoring and Interventions. How have you implemented the interventions? What other resources you have used that have been successful? Let's celebrate our successes and debrief/problem-solve our missteps.
Effective Mathematics Teaching Practices for All Learners through the Kansas Math Proficiency Project (Natalie, Room # 344)
Pre-K and/or Elementary, PK-6, Middle Level, 6-8, High School, 9-12, University Level, Professors/Student Teachers, Administration (Principals), Instructional Coaches, Strategists, Counselors
The Kansas Math Proficiency Project ensures that every math teacher in Kansas has a strong understanding of research-based teaching strategies as well as a deep understanding of math content. We begin with an ingrained belief that all students can learn mathematics followed by a coherent understanding of the mathematics progressions that lead to long-term proficiency. The foundation for effective mathematics instruction is a common understanding and model for instruction that is systematic and explicit. Teachers will explore ways to use data to drive instruction and intervention. Each grade-band-specific module for teachers will include guidance around building students' understanding, language, fluency, and problem-solving skills specific to our Kansas Math Standards. This project has come to fruition through the collaboration of KSDE, Kansas MTSS & Alignment, Dr. Bradley Witzel, Dr. Sarah Powell, and educators across the state of Kansas that have reviewed and provided feedback throughout this entire process. This presentation will give attendees a preview of the foundational modules and details about the opportunities to learn more throughout the 2023-24 school year. We are excited to share this valuable professional learning with our Kansas teachers of mathematics.
Adapting Math Tasks for Diverse Students (Emily, Room # 122)
Pre-K and/or Elementary, PK-6
This presentation will discuss the importance of teaching mathematics through problem-solving. Various strategies will be modeled that preservice and K-6 educators can use to create or adapt math tasks and increase the rigor of math problems. An emphasis is placed on meeting the needs of diverse students who bring various readiness, background knowledge, interests, and other differences into the math classroom. Adaptation strategies include providing multiple modes of entry and exit, allowing for multiple tools and representations, and student justification for solutions. There will be a clear discussion on how the strategies connect to the 8 Effective Mathematics Teaching Practices (NCTM, 2014). This will be an interactive presentation with time allowed for participants to 1) Assess math problems, worksheets, and traditional textbook content using a provided evaluation tool and 2) Adapt the math tasks using the strategies modeled in the presentation. National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author
A Caring Mathematics Community Working on Self-Management and Interpersonal Skills (Brandy, Room # 118)
Pre-K and/or Elementary, PK-6
Mathematics can be a very stressful time of the day for some students. These big feelings provide the perfect opportunity to incorporate Social Emotional Learning. In this session, learn about encouraging your students to improve self-management and interpersonal skills in a caring mathematics community. Join this session to consider connections between the Kansas Social, Emotional, and Character Development Model Standards and the mathematics classroom including the Standards for Student Mathematical Practice.
Cognitively Guided Instruction: Teaching Math Conceptually (Sarah, Room # 129)
Pre-K and/or Elementary, PK-6, Administration (Principals), Instructional Coaches, Strategists, Counselors
One of NCTM's Effective Teaching Practices is to "Build Procedural Fluency from Conceptual Understanding" but what is conceptual understanding and how exactly do teachers build this if they do not have it themselves or they have never been taught in this way? Cognitively Guided Instruction is both a teaching practice and a professional development approach that can address this issue. In this presentation, I will explain what CGI is, and how it helps us to teach conceptual understanding. Participants will have a chance to try out some CGI problems and discuss how they might select and sequence student strategies for sharing in their own classrooms.