ICTM Fall 2024 Conference

Reasoning and understanding are the pathway to helping students make sense of the math they're learning. So how do we build students numerical reasoning, sense making, and problem solving while also building key foundational concepts, such as numbers and operations, place value, algebraic thinking, fractions, and more?

Join us to explore strategies for how to provide high quality differentiated instruction while also keeping pace with the guidance and demands of the Iowa Standards for Mathematics? We’ll learn why thinking and reasoning, a process unique to each learner, is so critical to students’ mathematical understanding and a pathway to proficiency in elementary school on through more advanced math. What might classroom intervention look like that develops both understanding about the content and why the procedures make sense?

Come and experience the math resources from Heinemann and learn how they can be used to help students see patterns and make connections and develop mathematical practices. We will share lessons and games that offer multiple access points and strategies to best support students in achieving mathematical proficiency. We'll also share more about digital differentiation through Matific, an award-winning digital learning platform, available in more than 40 languages, that can also be mapped to high quality instruction and intervention by trusted math author Marilyn Burns.

This session challenges the misconception of "watering down" rigorous math for Multilingual Learners (MLs) because of limited English proficiency. Through reflection, discussion, and a collaborative math task, we will explore Math Language Routines and additional strategies to engage and support MLs in the math classroom.

Dr. Peter Liljedahl was the 2002 ICTM conference keynote speaker. His topic was a newly published pedagogy, Building A Thinking Classroom. By the time of this conference, he will have 3 different publications on this. In the pedagogy, he gives 14 things to do in a classroom that are any teacher can do (so, not tied to personality etc.), which are shown to improve student learning.

I’ve implemented BTC strategies for two years now in Burlington schools and would like to share some of my own and my students’ reflections on the experience. This defies the traditional “I do, we do, you do,” approach. Students are often much more highly engaged. The biggest surprise was how in the beginning students were afraid of being placed into random groups, whereas in the end, this was their favorite part.

If you are interested in trying this yourself or if you have tried it and have your own comments about it, this is the session for you. As part of the session I will share with you my BTC problem sets for algebra 1 and geometry.

Explore strategies that help students develop a deeper understanding of concepts through interacting with each other and their teachers. Participants will engage in activities that enhance their knowledge of problem-based instruction, as they explore how it develops conceptual understanding in students. Participants will walk away with effective strategies for using problem solving to enhance students’ learning and tools to engage students in interactive learning.