TODOS 2016 Ensuring Equity and Excellence in Mathematics for ALL | Page 22

Friday, June 24, 2016 1:45-2:45 Investigate Sessions Writing Prompts on Mathematics Exams to Promote Universal Design Angela Thompson & Andrea Johnson 6-12, College Grande Ballroom B Some students have correct mathematical conceptual understanding, but make errors that lead to incorrect responses on exams. By asking students to explain their understanding through writing, the instructor can better determine what students know. This method is particularly effective in learning about struggling students, including evidence that learning occurs during test taking. [email protected] ,[email protected] Finding Out/Descubrimiento (FO/D): A Curriculum from the Past ~ Adelante al Futuro Diane TorresVelasquez, & Carlos LópezLeiva General Grande Ballroom C Participants will learn the theoretical background and the components of a bilingual (Spanish/English) mathematics/science curriculum called Finding out/Descubrimiento. Participants will learn about equal status treatments and will participate in some lessons from the kit. Participants will take away many strategies for language and cognitive development. [email protected], [email protected], [email protected], A Formative Assessment Lesson Diana Ceja 6-12 Grande Ballroom E We will experience a lesson designed by the Math Assessment Project that uses the formative assessment process and cognitive demanding tasks in order to ensure access to rigorous mathematics. [email protected] Three Reads: A Strategy for Supporting English Learners in Accessing and Making Sense of Language-Rich Rigorous Tasks Jennifer Yacoubian General Grande Ballroom F Participants will engage as learners in the Three Reads Protocol to support their own access to and engagement in a language-rich rigorous mathematical task. The Three Reads is a mathematics and language comprehension strategy designed to deepen students’ understanding of both the situation and the mathematics and make sense of a problem before setting out to solve it, delaying the rush to an answer. We will discuss implications for all students, in particular our English Learners, and make connections to the Mathematical Practices in the CCSS. [email protected] 2:45-3:00 Break
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