Download or browse any or all of the presentations HERE
Rural Issues Special Interest Group
Session 3 Thursday 8:00-8:50 Room 3 Grades K-5
Promoting Flexible Thinking in Elementary Mathematics
While the new standards still emphasize the "standard" algorithms, the development of strategies for meaning making are paramount. In this session, we will explore best practices to build confidence in elementary students' problem-solving and flexible thinking. Strategies and materials will be shared for ready use in your classrooms.
Mindy Adkins, email@example.com, Upper Arlington City Schools
Chris Bolognese, Upper Arlington City Schools
Session 4 Thursday 8:00-8:50 Room 4 Grades 3-8
Geoboard Fun: Good problems + Good thinking = Good for all
The Geoboard provides an environment where good problems can be introduced to stimulate thinking, reasoning, and fun! In this session participants will engage in solving and creating various problems on the Geoboard involving middle school mathematics content. We will discuss how these problems can help upper elementary and middle school students broaden their understanding of specific content and practice standards from the common core state standards.
Michael Mikusa, firstname.lastname@example.org, The Ohio State University at Mansfield
Session 5 Thursday 8:00-8:50 Room 5 Grades 6-8
Kinesthetic movement with linear equations.
Participants will be able to leave the session with a completed lesson on how to incorporate kinesthetic movement in their class when they teach graphing of linear equations. Participants should come with a graphing calculator to participate in activities.
Melissa Novak, email@example.com, Strongsville, Center Middle School
Session 9 Thursday 8:00-9:20 Room 10 Grades 6-8
Fractions, ratios, proportions! Explore a variety of strategies and activities to help your students strengthen their rational number sense and develop the ability to reason proportionally. We will consider the CCSSM Content Standards, Learning Progressions, and Practice Standards as they relate to these ideas.
Jill Madonia, firstname.lastname@example.org, Akron Public Schools
Beverly Kuster, Akron Public Schools
Session 10 Thursday 8:00-9:20 Room 11 Grades 6-12
Connecting Cedar Point and the Geometry-focused Common Core State Standards
We will explore the Standards for Mathematical Practice and Content through a worthwhile task designed and tested in middle and high school classrooms. Mathematically modeling a realistic experience in Cedar Point will frame our problem solving. The task provides a launching pad to engage all learners in rich mathematics, specifically focusing on geometry standards. Moreover, it can be scaffolded for middle and high school students learning geometry using appropriate technologies such as geometer's sketchpad and geogebra. Feel free to bring your laptops or tablets if you regularly use one or both applications.
Jonathan Bostic, email@example.com, Bowling Green State University
Gabriel Matney, Bowling Green State University
Session 16 Thursday 9:00-9:50 Room 1 Grades 6-12
Our Kid’s Can’t Do That: Differentiating Between Real and Perceived Impediments to Teaching and Learning the Common Core State Standards for Mathematics
CCSSM and accompanying next generation assessments have left some teachers with the perception that their students are underprepared and unable to perform at grade level. Transition to CCSSM requires more than just a quick fix in curriculum and instruction; rather, such a transition requires thinking deeply about how such knowledge, skills, and processes develop. In this presentation we will discuss instructional strategies designed to support teachers in implementing CCSSM so that ALL students are successful.
Scott A. Courtney, firstname.lastname@example.org, Kent State University
Teresa Graham, Baldwin Wallace
Joanne Caniglia, Kent State
Session 20 Thursday 9:00-9:50 Room 5 Grades 9-12
Geometry in Action in the High School Classroom
Come prepared to borrow ideas that we use in our own classrooms. We use cooperative and discovery based learning on our classrooms along with projects such as the Fast Food Factory for Triangle Congruence that utilize hands on and technology based investigations.
Luci Howard, email@example.com, River View High School
Darcy Miller, River View High School
Session 21 Thursday 9:00-9:50 Room 6 Grades K-5
Guided Math: Differentiated Instruction for Elementary Mathematics
Guided Math is an instructional framework for differentiating instruction to incorporate small-group and hands-on learning with younger students. This session will focus on the work of a cohort of first grade teachers and their progress toward using this model with their students. Participants will learn of the model and be given time to reflect on its potential use in their own classrooms and districts.
Chris Bolognese, firstname.lastname@example.org, Upper Arlington City Schools
Carla Wilson, Upper Arlington City Schools
Leslie Fewell, Upper Arlington City Schools
Session 22 Thursday 9:00-9:50 Room 7 Grades 6-12
Literacy Instruction Across Content Areas
With the transition to Ohio’s new learning standards, Common Core and PARCC, literacy instruction must be emphasized in every content area. This session will explore how math and science courses can integrate literacy into their curriculum and instruction.
Beverly Beutell, email@example.com, ECOT
Jennifer Grimmett, ECOT
Diane King, ECOT
Session 23 Thursday 9:30-10:50 Room 10 General
Mathematics Camps: Overcoming the Stigma
This session's purpose is to share the Bowling Green Council of Teachers of Mathematics one day math camp experience for K-12 students. The camps are based on the research of Thailand’s math camps by Matney (2012) and Matney & Panarach (2013). BGSU preservice teachers went to Thailand to experience and participate in the mathematics camps first hand and then brought back ideas to develop similar camps for American students. Session attendees can expect to be engaged in a fun loving time of problem solving and a demonstration of the math camp atmosphere.
Gabriel Matney, firstname.lastname@example.org, Bowling Green State University
Jonathan Bostic, Bowling Green State University
Tami Matney, Imagine Clay Avenue Schools, Toledo, OH
BGSU Students: Emily Haynes, Lance Kruse, Megan Schlosser, Corrine Sullivan
Session 28 Thursday 9:30-10:50 Room 15 Grades 6-8
Let's Get to the Heart of Mathematics: CORE Problem Solving
The Golden Girls model strategies, techniques, and activities to help your middle school students become competent, fluent, problem solvers. Topics include: making sense of the problem, reasoning abstractly and quantitatively, persevering to a viable solution, and clearly communicating that solution both verbally and in writing. Resources and favorite problems will be shared.
Bonnie Beach, email@example.com, University of Southern Indiana
Rebecca Maggard, Sinclair Comm. College
Session 30 Thursday 10:00-10:50 Room 1 General
Dialogue: Our Key to Mathematical Reasoning
Common Core State Standards require more than just procedural skills, students must demonstrate understanding. "One hallmark of mathematical understanding is the ability to justify"(CCSSM 2010) This requires teachers to engage students in discussions. After examining a high level task, participants will watch the task enacted in a classroom and discuss specific moves the teacher uses to verbalize their understanding and guide the discussion to the intended mathematics.
Stephen Miller, firstname.lastname@example.org, OCTM
Sandra Campo, Institute for Learning
Session 33 Thursday 10:00-10:50 Room 4 Grades 6-12
History of Mathematics in the Common Core
In this History of Math SIG sharing session, we will share ideas for including history of mathematics in a curriculum based on the Common Core. This is a sequel to last year's session on the same theme.
David Kullman, email@example.com, Miami University
Session 34 Thursday 10:00-10:50 Room 5 Grades 9-12
So many standards, so little time!
Every day, we are hitting multiple standards with our lessons and activities. I am amazed that ELA and Practice standards are woven into the fabric of my lessons, and always have been. No matter which specific content standards I am addressing, students learn about precision, technical language, and use technology in new and engaging ways. Let’s take a look at several short activities that hit those standards! (dare to impress your administrators, too)
Heidi Rudolph, firstname.lastname@example.org, ORANGE HIGH SCHOOL
Session 36 Thursday 10:00-10:50 Room 7 Grades 6-12
Getting and Keeping Mathletes Attention
Active participation in a classroom is vital for any mathlete's success. This presentation will cover a variety of proven techniques to grab the mathletes' attention, to get them involved and to have them take ownership of their learning. The best part is that these techniques can be used with or without technology and can be used from remedial all the way honor level math courses. You will be amazed with what can be accomplished in a 50-minute classroom!
Jacqui Lehmkuhl, email@example.com, Troy High School, Troy City Schools
Session 37 Thursday 10:00-10:50 Room 8 Grades 9-12
Integrating Virtual Resources to Better Prepare Students for Technology on the Common Core Assessments
While teachers don’t have all of the details of what everything will look like on the Common Core assessments, we can proactively use the information we do know to help our students prepare. With the use of virtual resources and applications to which we currently have access, we can equip our students for some of the technology and formatting they will encounter on these assessments.
Current and frequent classroom use of graphing calculator simulators and equation editors similar to those used on the Common Core assessments will help our students gain familiarity and practice with the tools necessary for these assessments. With slight revisions and preparation, these free prep tools can add techie twists to previously developed lessons, assignments, and assessments, allowing students to gain additional virtual practice, both in and outside the classroom.
Heather Ebert, firstname.lastname@example.org, Ohio Virtual Academy
Diana Schenkenberger, Ohio Virtual Academy
Brunner, Ohio Virtual Academy
Session 45 Thursday 12:00-12:50 Room 5 Grades 6-12
What’s So Important about Factoring?
A generation ago, the NCTM Content Standards asked us to decrease the attention on “the use of factoring to solve equations and simplify rational expressions.” The Common Core re-emphasized factoring. In a world where your phone can factor pretty much any polynomial, what’s really important for us to teach? Explore connections between different algebraic and graphical representations, and between the Fundamental Theorem of Arithmetic and the Fundamental Theorem of Algebra.
Michael Buescher, email@example.com, Hathaway Brown School
All materials (PowerPoint, .tns , and handout) are also available at http://bit.ly/Buescher (case sensitive)
Session 48 Thursday 12:00-12:50 Room 9 Grades 3-12
Can GeoGebra teach Geometry?
This presentation will address some common misconceptions and challenges appearing in Geometry classes. It will demonstrate a number of GeoGebra applets to identify and remove these difficulties in a visual and intuitive way. The GeoGebra applets will show ways to guide the students in investigating some properties of geometric shapes, properties of quadrilaterals, of symmetries, angles, and more. Room 9 has a limited number of computers, wifi, and additional seating for those who bring their own laptop or device.
Hea-Jin Lee, firstname.lastname@example.org, Ohio State University, Lima
Irina Boyadzhiev, Ohio State University, Lima
Session 55 Thursday 12:00-1:20 Room 15 Grades 3-12
Join us for a Math Teacher Circle as we explore the game of Liar's Bingo! Leaders from the three Ohio Math Teacher Circles (Cincinnati, Southwest Ohio, and Central Ohio) will facilitate the investigation and will engage participants in the best inquiry activity ever!
Members of the Cincinnati Math Teacher Circle
Members of the Southeast Ohio Math Teacher Circle
Members of the Columbus Ohio Math Teacher Circle
Session 58 Thursday 1:00-1:50 Room 2 Grades K-2
We Like to Move It Move It...In Math Class!
How can something as basic as movement impact learning so significantly? The answer is not as complicated as you might think. Movement acts as a generator to the brain, which is involved in all learning. The Golden Girls share specific ideas and activities, and the reasoning behind them, to get your primary students moving and learning mathematics.
Rebecca Maggard, email@example.com, Sinclair Comm. College
Bonnie Beach, University of Southern Indiana
Session 61 Thursday 1:00-1:50 Room 5 Grades 9-12
A Sampling of Ancient Mesopotamian Mathematics
Learn how mathematics thrived in the very cradle of civilization. Some of the methods we teach our students were known to the Babylonian culture over 3500 years ago. We'll discuss how members of this culture learned to express quantities using a sexigesimal (base-60) number system, how they knew and applied the "Pythagorean" theorem, and how they taught their students to complete the square.
Jeff Silliman, firstname.lastname@example.org, Upper Arlington High School
Session 65 Thursday 1:30-2:50 Room 8 Grades K-8
Dive into Differentation with Practice Forward Anchor Stations
Have you been dragged into an undertow of initiatives, leaving you instructionally adrift? Tame the uncertain seas by learning how to create and sustain powerful anchor stations that maximize instructional time in the math classroom. Learn to incorporate effective thinking, writing and metacognitive routines that will become the mainstay of your Common Core classroom. This session will help you chart the course toward deep understanding for all learners by increasing student engagement with the Mathematical Practices.
Heather Canzurlo, email@example.com, Parma City School District
Sara Good, Parma City School District
Session 66 Thursday 1:30-2:50 Room 10 Grades 3-12
Engaging Minds while Raising Achievement with Interactive Notebooks
Interactive Notebooks have the power to not only engage and interact with each student no matter the subject material, but also allow students to retain knowledge. Come join me as we create several flippables for you to take back to your classroom and incorporate with proven strategies for students.
Jennifer Smith-Sloane, 4mulaFun@gmail.com, 4mulaFun Inc.
Session 75 Thursday 2:00-2:50 Room 3 Grades 3-8
Preparing for PARCC Techonology
With computerized testing coming up, our students need to better familiarize themselves with the technology they will need to know to be successful with the PARCC. Leave this session with a variety of resources that will assist your students and help you plan!
Jenni Stadtmiller, firstname.lastname@example.org, Hamilton County Educational Service Center
Session 76 Thursday 2:00-2:50 Room 4 Grades 3-12
Creating and Assessing Meaningful Mathematics Writing Assignments
Writing in the learning of mathematics is an enlightening method of assessment in mathematics education, but many teachers see barriers to using mathematics writing assignments; specifically, how to create good assignments and how to effectively assess them. During this session we will discuss creating meaningful writing assignments and methods of assessing them.
James FitzSimmons, email@example.com, Wilmington College
Session 77 Thursday 2:00-2:50 Room 5 Grades 6-12
How Might Common Core Assessments Impact Classroom Instruction?
As districts, schools, faculty and other stakeholders prepare for implementation of CCSSM the number of resources designed to guide and support this transition continues to expand in breadth and depth. Along with changes in mathematics content standards, come increased emphasis on processes and proficiencies— the Standards for Mathematical Practice. In this session, we describe how existing CCSSM-aligned tasks can be implemented to support teachers in authentically assessing their students’ engagements with the mathematical practice.
Michelle Frederick, firstname.lastname@example.org, Kent State University/Ravenna City Schools Scott A. Courtney, Kent State University
Session 80 Thursday 2:00-2:50 Room 9 General
Using the Virtual Classroom
Teachers in all settings of education are now using the virtual world to help students achieve. In this session, teachers learn best practices when using a virtual classroom for live or recorded sessions and using recordings for effective encouragement. Teachers explore websites to enhance student learning, help fill gaps in learning, or challenge learning beyond the classroom. Room 9 has a limited number of computers, wifi, and additional seating for those who bring their own laptop or device.
Karen Noyes, email@example.com, Ohio Virtual Academy
Marie Mueller, Ohio Virtual Academy
Session 81 Thursday 3:00-3:50 Room 25ABC General
Keynote - Engaging Students in the CCSS: Challenging Tasks and Questions That Matter
The CCSS call for a shift in both content and how we engage students in that content. And research suggests some instructional practices have the potential to make a difference in what students learn. What are some strategies to make these happen in our classrooms and what is the role of dynamic interactive technology in supporting those shifts?
Gail Burrill, firstname.lastname@example.org, Michigan State University
Session 82 Thursday 4:00-4:50 Room 1 Grades 6-12
Going Digital in the Mathematics Classroom
From slate to paper to calculators to online assessments. Change can be difficult, but the digital world is here. Learn how you can embrace the digital resources for your classroom to give you data to help your students better. The presenter will share his experiences on his shift to a totally digital classroom and how it has benefited his students.
Doug Darfus, email@example.com, Jones Middle School / Upper Arlington City Schools
Session 83 Thursday 4:00-4:50 Room 3 Grades 6-8
A Little Bit of Everything
The focus of our presentation is to provide teachers with some of our favorite lessons and activities in the middle school classroom. From using matherobics (math + aerobics) to help develop the knowledge of the coordinate plane and inequalities to exploring units rates with a virtual trip to the grocery store - this sessions will give teachers ideas that they can put in place right away in their classrooms.
Susann Davis, firstname.lastname@example.org, Fremont Middle School , Fremont City Schools
Carrie Schmitt, Columbus City Schools
Session 85 Thursday 4:00-4:50 Room 4 Grades 3-12
Using PowerPoint Jeopardy in the Classroom
Using PowerPoint Jeopardy in the classroom can enhance the educational process. We will play a relevant Jeopardy game complete with sound effects, lights, lockout buzzers and prizes. Each attendee of this session will receive a CD containing six different PowerPoint games.
Gerry Nemeth, email@example.com, Cuyahoga Community College
Session 87 Thursday 4:00-4:50 Room 6 Grades 9-12, HE
Rethinking the Trigonometric Functions through Technology
Many beautiful ideas in trigonometry emerge from the Unit Circle. We will use GeoGebra, Sketchpad, and Nspire Geometry to generate trigonometric graphs. Then we will exploit similar technology to investigate generalized graphs and the behavior of a unit square and other polygons.
Chris Bolognese, firstname.lastname@example.org, Upper Arlington City Schools
Session 88 Thursday 4:00-4:50 Room 7 Grades 3-8
Learn about FIRST LEGO League
Learn about FIRST LEGO League (FLL) and meet a current team, the St. Hilary Saberbots. FLL is a team robotics and innovation challenge that is open to children ages 9-14. FLL provides students real-world engineering experiences by building LEGO-based robots to complete tasks or missions on playing surfaces, as well as researching and presenting an innovative solution to a current real-world issue, this year’s challenge is titled World Class. Please visit http://www.usfirst.org/ to learn more.
Karen Plaster, email@example.com, The University of Akron
Angela Jorgenson, St. Hillary
Session 89 Thursday 4:00-4:50 Room 9 Grades 9-12
Dynamic Proofs Without Words
If a picture is worth a thousand words, what would be the value of a dynamic picture? This presentation will demonstrate a number of GeoGebra applets showing dynamic proofs of some well known geometric theorems. It will also give dynamic geometric proofs of the formulas for some finite and infinite sums. Room 9 has a limited number of computers, wifi, and additional seating for those who bring their own laptop or device.
Irina Boyadzheiv, firstname.lastname@example.org, OSU Lima
Session 90 Thursday 4:00-4:50 Room 15 Grades 3-8
Using technology in middle level math and science classrooms
Professor and former student will discuss and show several ways in which they have implemented different technologies into middle level math and science classrooms.
Lisa Douglass, email@example.com, Ohio University
Ally Alexsonshk, Ohio university
Session 98 Friday 8:00-8:50 Room 2 Grades 9-12,HE,PS
Assessment for Learning - How the edTPA can make candidates better prepared mathematics teachers
This session is for other university faculty and cooperating teachers interested in learning about and discussing the edTPA. The presenter will discuss some specific methods that have been helpful in supporting candidates through the assessment, including planning, assessment of student learning, and academic language. Attendees should be prepared to reflect and contribute to the discussion about this assessment and how to use it to increase candidates’ abilities as mathematics teachers.
Brian Boyd, firstname.lastname@example.org, Wright State University
Session 91 Thursday 4:00-5:20 Room 10 Grades 6-12
Guess my Rules: Teaching Inductive Reasoning
We will work with Japanese language-independent logic puzzles to determine the goal and the rules for each type. This activity demonstrates ways to teach inductive reasoning strategies and the importance of looking at multiple examples before generalizing. Participants will explore brand-new puzzles in this interactive problem solving session.
Jeffrey Wanko, email@example.com, Miami University
Matthew Dollard, Miami University
Session 102 Friday 8:00-8:50 Room 6 Grades 3-5
Teaching Fractions within the Common Core
Research has found that a student's understanding of fractions at grade 5 is a better predictor of their grade 10 mathematics achievement than their IQ or family background. Fractions are nothing new. However, the Common Core has some particular ideas about how they should be introduced and expanded upon in grades 3-5. I will share the subtle and not so subtle changes these new standards are calling for and resources to help you implement the content.
Carl Jones, firstname.lastname@example.org, Darke County ESC
Session 105 Friday 8:00-9:20 Room 9 Grades 6-12
ASSISTments: Free, Formative, Functional, and Fun!
Looking for a way to take your assessments to the next level? ASSISTments is a FREE, digital teaching and learning platform that blends assistance and assessments. Teachers can use pre-built, standard-aligned questions or author their own. Participants will learn more about the system from a student and teacher's perspective and will leave with an account and assessment ready to use in your classroom the next day! Room 9 has a limited number of computers, wifi, and additional seating for those who bring their own laptop or device.
Carol Van Fossen, email@example.com, Metro Early College Training Center
Chris Bolognese, Upper Arlington City Schools
Session 106 Friday 8:00-9:20 Room 10 Grades 6-8
Proportional reasoning in the middle grades: Sharing the knowledge I've gained over 26 years as a teacher and parent.
Proportional reasoning is everywhere in mathematics. We will share examples of proportional situations and discuss meaningful ways kids make sense of this very important concept. Our focus will center on student thinking, tasks we can give kids, and teacher questioning strategies that support and challenge all students with this topic. We will end the session by looking at the constant of proportionality.
Jim Mamer, firstname.lastname@example.org, Rockway School
Session 110 Friday 8:00-9:20 Room 14 Grades K-2
Using Strategies to Solve Real World Problems
What does it mean to, "See Glossary, Table 1" or "See Glossary, Table 2" in Ohio's New Learning Standards for Mathematics? Let's explore together how we can introduce our mathematics through problem solving along with the different strategies students might use. We will create a template that we can take back to use on Monday!
Barb Weidus, email@example.com, New Richmond EVSD
Session 111 Friday 8:00-9:20 Room 15 Grades 9-12
Linear Regression for the Common Core with Graphing Calculators
An overview of the linear regression topics included in the high school Common Core curriculum in Algebra I. Topics include correlation, curve-fitting, residuals, deciding if a linear model is appropriate, non-linear models, and r^2. This presentation will include material on how and why these procedures work along with how to interpret the output of the calculations and step by step calculator directions. Participants are required to bring their own TI-83 or TI- 84 calculator or equivalent.
Jessica Kellogg, jKellogg@Beachwoodschools.org, Beachwood High School
John Kaminski, Beachwood High School
Session 115 Friday 9:00-9:50 Room 3 Grades 6-12
Math Axioms: Analyzing Content and Pedagogy of Secondary Mathematics Teachers
Certain math axioms are constantly mentioned in mathematics classrooms. For example, anything raised to the power of zero is one; and dividing a nonzero number by zero is undefined. Teachers and students use these axioms daily in instruction and learning but little attention is paid to exploring them. Some students have even questioned why they are so.This study focused on exploring the axioms and what teachers know and do. Participants will gain useful insights into promising practices and methods that are novel to the axioms.
Bobby Ojose, firstname.lastname@example.org, Youngstown State University
Session 116 Friday 9:00-9:50 Room 4 Grades 9-12, HE
The OTHER College Placement Tests
Educators are familiar with the ACT and SAT, in fact they were required to take one or both when applying to college. However, many students will be required to take the Accuplacer, Compass, or an institution-specific math placement test. Unfortunately, students typically underperform on these tests and are placed in developmental math courses, costing them time and money on their path to a degree. This presentation will provide test overview, sample test questions and common student weaknesses. Participants will be provided with teaching strategies and review materials.
Valerie Cope, email@example.com, Sinclair Community College
Laura Connor, Oakwood City Schools
Session 117 Friday 9:00-9:50 Room 5 Grades 6-12
Algebra: Beyond X, Y, and Z
Algebraic thinking is more than the study of the "last three letters of the alphabet." Variables are an important part of mathematical processes, but so is quantitative reasoning, discourse, communication, patterning and more. The activities will we share in this session demonstrate connecting all these mathematical habits and making connections across topics within algebra and with other topics.
Anthony Bokar, firstname.lastname@example.org, Dover City Schools, Dover, Ohio
Joshua Konczal, Jefferson County Public Schools, Louisville, KY
Session 118 Friday 9:00-9:50 Room 6 Grades 6-12
We are six undergraduate students at the Bowling Green State University and members of the ACTION program, consisting of future math and science educators. As freshman in our program, we researched a scholarly topic related to patterns and randomness. By conducting an experiment, we evaluated the streakiness and consistency of our data. Come to our session to find out more about our results and learn more about how to incorporate randomness into the classroom.
Sandy Zirkes, email@example.com, Bowling Green State University
BGSU Students: Taylor Ernsthausen, Brittany Gates, Sam Laderach, Collin Nissen, Calvin Verplanck, Courtney Wilcox
Session 129 Friday 10:00-10:50 Room 2 General
K-12 Mathematical Practices shed light on Teacher Evaluations
Come hear successes and challenges your Ohio colleagues have faced with Ohio’s Teacher Evaluation System. Join us to learn how you can improve your practices with instructional planning tools like Ohio’s Quality Review Rubric and by intentionally integrating the Standards for Mathematical Practices. The presenters are K-12 members of the OMELC board.
Christina Sherman, firstname.lastname@example.org, Hamilton County Educational Service Center
Barb Weidus, New Richmond Village Schools
Chris Bolognese, Upper Arlington City Schools
Session 130 Friday 10:00-10:50 Room 3 Grades 6-12,HE,PS
So, You’ve Got a Student Teacher/Wow, You’re Going to be Student Teaching!
This presentation will share some effective strategies for collaborating in a student teacher-mentor teacher relationship. For mentors, we’ll talk about strategies for managing and supporting the learning of a new teacher and for student teachers we’ll talk about ways to communicate and share instructional responsibility with mentors. We will also help troubleshoot some common student teaching problems. Bring your questions and concerns: We will have several student teacher-mentor pairs for a panel discussion.
Allyson Hallman-Thrasher, email@example.com, Ohio University
Erin Litchfield, Trimble High School
Katie Hendrickson, Athens Middle School,
Kevin Dael, Alexander High School
Gabrielle Kisner, Ohio University, Trimble High School
Session 133 Friday 10:00-10:50 Room 6 Grades 6-8
Twice the Time, Twice the math
Addressing mathematical gaps, low math-esteem, and developing study skills are even more important as the expectations and rigor of the new standards challenge struggling math students even moreso than the content standards. The "2 a-day" program identifies incoming 7th and 8th grade students, schedules them into a 2nd math class, and addresses individual math gaps as well as provides instruction and modeling of study skills. Increase in achievement, confidence, and lasting results in grade level classes and OAA tests have been the results!
Linda Gillum, firstname.lastname@example.org, Springboro Junior High
Amy Marcum, Springboro Junior High
Session 134 Friday 10:00-10:50 Room 7 Grades 6-8
Formative Assessment in Middle School Project (FAMS)
As participants of FAMS teachers across Ohio have provided formative assessment resources in ELA and Mathematics. The FAMS resources describe how strategies were used in the classroom, with samples of developed instruments, strategies and student work. Join us to learn more.
Karen Daugherty, email@example.com, Ohio Dept. of Education
Nancy Brannon, Ohio Resource Center
Session 136 Friday 11:00-11:50 Room Jr.Ballroom General
Keynote - Using Evidence of Student Thinking to Guide Instructional Decision Making
Formative assessment – the process of eliciting and interpreting evidence about what students have learned and then using this information to make instructional decisions -- is viewed by many as an essential aspect of effective instruction. In fact, Principles to Action: Ensuring Mathematical Success for All (NCTM, 2014) identifies eliciting and using evidence of student thinking as one of eight non-negotiable teaching practices critical for successful implementation of ambitious standards. This session will focus on describing a method for collecting information about students thinking during a lesson and discussing the ways in which the data can be used to inform instruction in the current and subsequent lessons.
Maraget (Peg) Smith, firstname.lastname@example.org, University of Pittsburgh
Session 137 Friday 12:00-12:50 Room Jr.Ballroom Grades 6-12
Understanding and addressing algebra, geometry, rational number, and probability misconceptions
This session will report on research to describe underlying causes and present recommendations for addressing mathematics misconceptions by outlining and incorporating an underlying structure that links rational number, algebra, geometry, and probability misconceptions. Connections to CCSSM student learning objectives will be addressed. The session will share:
Robet Ronau, email@example.com, University of Cincinnati
Session 139 Friday 12:00-12:50 Room 2 HE, PS
So you want to be a Math Teacher?
To earn a teaching license in Ohio, pre-service teachers need to compose the edTPA portfolio. It is a thorough examination of teaching practice that follows the first three sections of the National Board for Professional Teaching Standards: lesson plans, video of the presentation of those lessons, and an assessment of those lessons. Come hear an overview of the process and share your experiences, how your university supports you, questions, and issues completing the rubrics.
Janet Herrelko, firstname.lastname@example.org, University of Dayton
Session 147 Friday 12:00-1:20 Room 10 Grades 9-12
The Pit and the Pendulum
Is Edgar Allen Poe really a mathematician? Does the prisoner really have time to escape the pendulum in Edgar Allen Poe's story "The Pit and the Pendulum?" These are the questions students explored during this three week interdisciplinary project-based unit. Physics, Language Arts, and Trigonometry were investigated and resources such as motion detectors, Geometers Sketchpad and other technology were used. Students were fully engaged while working in collaborative groups to answer these essential questions.
Judy Brown, email@example.com, Dayton Regional STEM School
Jennifer Helton, Dayton Regional STEM School
Session 154 Friday 1:00-1:50 Room 1 Grades 6-12
Regression, Correlation, and Residuals: The Statistical Side of Lines of Best Fit
Both Common Core Grade 8 Math Content Standard SP A and High School Math Standard B.6 are about the association between two quantitative variables, including assessing the fit of models, correlation, and residuals. We'll discuss the statistical side of fitting models to quantitative data - including residual analysis - using real-data examples and technology.
Tom Short, firstname.lastname@example.org, John Carroll University
Session 156 Friday 1:00-1:50 Room 3 Grades 9-12
Beyond Algebra 2: The CCSSM Plus Standards
What does CCSSM say students should do after Algebra 2? What are the standards for STEM intending students? We will have sample lessons about the (+) standards in the HS Common Core. Modeling, sequences and series, probability, Geogebra, extensions of rational functions, and the Mathematical Practices are all items planned for discussion.
Kevin Klein, email@example.com, Strongsville High School
Fred Dillon, Ideastream
Session 157 Friday 1:00-1:50 Room 5 Grades K-5
Number Lines as an Instructional Tool
Ohio's New Learning Standards (Common Core) place a much greater emphasis on the use of the number line. This session will share ideas on how to use a number line to help build number sense with both whole numbers and fractions. Strategies for using the number line to teach addition and subtraction computations as well as elapsed time will also be presented.
Linda Price, LindaP96@aol.com, Troy City Schools
Session 160 Friday 1:00-1:50 Room 9 Grades K-2
What's New for K-2? Tools and Resources for transitioning to Ohio's New Learning Standards
If you teach K-2 - this session is for YOU! What are the new K-2 tools and resources provided by PARCC to guide your instruction? Members of the Educator Leader Cadre will share the latest information and resources available ensuring that you are on the right path! Room 9 has a limited number of computers, wifi, and additional seating for those who bring their own laptop or device.
Catherine Schulte, firstname.lastname@example.org, Clermont County ESC
Deb Gallagher, Bowling Green State University
Carole Katz, Beachwood City Schools
Session 161 Friday 1:00-2:50 Room 4 PS
The Emergence of the Butterfly
Empowering your mathematics students, Discovering common misconceptions in mathematics, Learning why to say "Why" and Teaching for understanding
Jack Albers, JAlbers3@woh.rr.com, Retired
Marilyn Link, Retired
Session 162 Friday 1:30-2:50 Room 8 Grades 6-12
Activities for Teaching Statistics
Participants will receive hands-on practice with activities for teaching statistical methods. These activities can be used on a broad range of topics from finding the mean to conducting multivariate regression and at a variety of levels from middle school to Advanced Placement Statistics. All materials used in the activities are inexpensive office supplies or common school materials like easel pads.
John Kaminski, email@example.com, Beachwood High School
Amy Hazelton, Beachwood High School
Leena Malik, Beachwood High School
Session 165 Friday 1:30-2:50 Room 12 Grades 9-12
Probability, Polynomials, and CAS
Using Ti-nspireCAS Technology, participants will explore connections between probability and polynomial multiplication through classroom-tested activities that address common core State Standards in Algebra, Functions, Modeling, and Statistics and Probability. Participants will learn how to interpret the structure of polynomial products, construct polynomial models of probability situations and use CAS to support student learning and inquiry.
Steve Phelps, firstname.lastname@example.org, Madeira High School
Session 170 Friday 2:00-2:50 Room 2 Grades 3-8
Empowering Elementary Student Thinking Through Smart Pen Technology
The mathematical practices promote purposeful problem-solving and flexible thinking, but how do we get students to engage in such behaviors authentically? Come learn about how a Smart Pen project at an elementary school reshaped student thinking in solving mathematical problems. Sample projects and uses of this technology will be shared as well as methods to explore for funding in your district.
Crista DeVore, email@example.com, Upper Arlington City Schools
Chris Bolognese, Upper Arlington City Schools
Session 172 Friday 2:00-2:50 Room 5 Grades 9-12
Using Technology to get to the Core of the Mathematical Practices
We will use various technologies to address the mathematical practices with a focus on modeling. We will demonstrate how technology will allow you to explore rich problems to a greater depth. We will use tools such as TI-Nspire, Fathom for statistics, and Geogebra.
Jeff VanArnhem, firstname.lastname@example.org, Olmsted Falls High School
Donna Langenderfer, Olmsted Falls High School
Session 176 Friday 2:00-2:50 Room 15 Grades K-5
"It Takes a District" to Teach Math Facts
Do you still have students who don't know math facts? Are you wondering why the Common Core State Standards aren't fixing this problem? Find out what it really takes to have students demonstrate math fact fluency and show number sense. Strategies will be shown and CDs will be given with all strategies.
Carol Kuchta, CKuchta@austintownschools.org, Austintown Local Schools
Marijo Matune, Austintown Local Schools
Session 177 Friday 3:00-3:50 Room Jr.Ballroom General
Got 5 Minutes? Building Students' Conceptual Understanding using Number Talks
The Number Talk protocol is an opportunity to develop student thinking and understanding in 5 to 10 minutes a day. What does a number talk look like? What is the role of the teacher? What is the role of the student? How do you plan a number talk? This session will answer all of these questions and more!
Linda Gojak, email@example.com, John Carroll University