TODOS 2016 Ensuring Equity and Excellence in Mathematics for ALL | Page 17

Friday, June 24, 2016 7:00-8:00 8:00-8:45 9:00-11:00 Breakfast Opening Session Impact Sessions Conference Foyer Grande Ballroom C M-Scan Measure: A Framework for Examining Mathematics Teaching Practices Robert Q. Berry III K-12, General Standards-based mathematics teaching practices is often associated with the eight teaching practices and standards set forth by the National Council of Teachers of Mathematics (NCTM) (2000 & 2014). The NCTM eight teaching practices and standards provide a vision for teaching mathematics; however, they pose challenges to researchers and mathematics teacher educators because they do not provide enough details and specific indicators necessary for measuring mathematics teaching. Because of the lack of details and specificity, teachers vary widely in their mathematics teaching (Pianta & Hamre, 2009). The M-Scan measure was developed to address this challenge. The M-Scan provides translation from the NCTM principles and standards to mathematics teaching practices. Additionally, the M-Scan was developed using the research literature in mathematics education that converges on nine dimensions. [email protected] La Valencia A Teaching and Learning Life Lessons: Collaboration and Equity in the Mathematics Classroom Sandra Crespo & Marcy B. Wood ! La Valencia B PreK-6 This session focuses on mathematics teaching that counteracts the image of mathematics classrooms as competitive spaces for learning and for education inequities. Using the lens of Complex Instruction, in this session, we discuss the problem that unequal student participation creates in the mathematics classroom and how to address it by designing mathematics lesson that demand collaboration. We introduce the audience to three collaborative learning structures that require active and equitable participation. The audience will then use these structures to revise a mathematics task and to further unpack qualities of tasks that support empowering and equitable learning. We close by sharing classroom norms teachers can use to maximize these tasks’ potential for teaching life lessons that transcend the mathematics classroom. [email protected],[email protected] Implementing Rigorous Standards-Based Mathematics Curriculum (Grades 6-12): Increasing the Mathematical Power of All Students Marilyn Strutchens & W. Gary Martin ! ! Sandra Crespo Marcy B. Wood