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