TODOS 2016 Ensuring Equity and Excellence in Mathematics for ALL | Page 28
Saturday, June 25, 2016
10:15-10:45
Innovate Sessions
Social Justice Mathematics with Intermediate
Elementary Students: Correlating Free and
Reduced Lunch Data with AIMS Scores
Tabetha Finchum
K-8
Grande
Ballroom F
Students have the right to access their own personal data and begin formulating opinions as to the correlation
between their own personal circumstances and their academic performance. Join us to explore one teacher’s
work to provide her students with experience using mathematics as a tool for exploring their own data.
[email protected]
10:30-11:15
Innovate Sessions
Square One Academy: An After-school Effort to
Generate Confidence and Interest in
Mathematics
Gil Naizer
K-8
La
Valencia B
Square One Academy is a pilot program implemented in a Boys & Girls Club that approached learning of
mathematics through paper plate folding with minimal use of mathematical terms. Fifth and sixth graders who
claimed to hate mathematics became excited about learning and gained confidence in their mathematics
abilities.
[email protected]
10:45-11:15
Innovate Sessions
How Does Professional Development on
Common Core State Standards-Mathematics
Relate to Student Achievement in an Urban High
School?
Gorjana Popovic &
Susie Morrissey
9-12
Grande
Ballroom B
Professional development on Algebra I and Geometry content knowledge was presented by modeling CCSSM
Standards of Mathematical Practice. Teachers in an urban charter school network realized that the activities
were accessible to their students who do not score well on traditional mathematics assessments. We will
discuss teachers’ enactment of these activities, as well as student achievement.
[email protected], [email protected]
Grit, Ethnicity, and Mathematics: How Diversity
Intersects with Secondary Teachers' Beliefs
about Mathematics
Mark Franzak
6-12
Grande
Ballroom F
In this session, I will present findings on secondary mathematics teachers’ beliefs about mathematics,
teaching and learning mathematics, and race/ethnicity. A key finding relates to manifestation of beliefs about
student diversity within teachers’ conceptualization of teaching and learning mathematics. Implications for
classroom practice and teacher education will be discussed.
[email protected]
TODOS 2016
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