Dana Center Presents at CAMT 2019

Join Dana Center experts at the Conference for the Advancement of Mathematics Teaching (CAMT) in San Antonio, TX, from July 10-12, 2019.

We will be presenting on a variety of topics at CAMT, including HB 5, understanding the language of mathematics, the transition from high school to college mathematics, Algebra interventions, growth mindset, and more.

We hope to see you there! 

Modernize the Mathematics Transition from High School to College

Presenters: Katey Arrington and Kathi Cook
Date: Wednesday, July 10
Time: 10-11 a.m.
Room: 304B
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Join a conversation about how to best use the “launch years” of high school mathematics to prepare students for all college mathematics pathways. The session will provide an overview of the movement to improve higher-education mathematics and how this relates to how we think about courses beyond the foundational algebraic and geometric content typically taught in Algebra I, Geometry, and parts of Algebra II in high school. The session will include discussion of mathematics transition courses, typically offered in the twelfth grade, and learn from implementation efforts in several states across the country.

Growth Mindset Interactive Meetup

Presenters: Lisa Brown and Susan May  
Date: Wednesday, July 10
Time: 11:30-12:30 p.m.
Room: 304B
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Network and learn with educators who are interested in, or excited about, applying growth-mindset strategies in education. This popular and highly interactive gathering—with fresh updates for 2019—starts with a quick introduction to key ideas from growth mindset research, and then focuses on practical application of growth-mindset strategies in classrooms, faculty teams, and more. Bring your ideas, questions, and friends! We provide a structure for participation and conversation. Participants will be encouraged to add their own stories and wonderings to the discussion. Leave with inspiration, fresh ideas, and new collaborators. Optional: bring contact information or business cards to share.

Seizing the Opportunity for College Readiness Through HB 5

Presenters: Josh Recio and Kathi Cook
Date: Wednesday, July 10
Time: 1-2 p.m.
Room: 304B
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One of the requirements of HB 5 is that districts must offer a college-preparatory mathematics course to grade 12 students who do not meet college-readiness standards. In this session, we will dig into the requirements and intent of the legislation, as well as discuss a recommended content framework developed by the Texas Success Center for the college-prep math course. Bring your questions!

Teaching Elementary Students to Speak the Language of Mathematics Through Mathematical Discourse

Presenter: Michael Greenlee
Date: Wednesday, July 10
Time: 4-5 p.m.
Room: 211
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Teaching kids to speak the language of math can seem daunting, but elementary-age students can learn to participate in meaningful discussion when they have the instructional support they need. In this session, we will introduce a new tool that will help teachers anticipate and monitor student responses to mathematical tasks while providing a framework for selecting and sequencing in order to make deep mathematical connections. By using student work as the launching point for discussions, elementary students can learn to articulate their own ideas, consider the perspectives of peers, and develop deep conceptual understanding of important mathematical concepts.

Going Further: Teaching High School Students to Speak the Language of Mathematics, through Selecting, Sequencing, and Connecting Student Response

Presenters: Denise Thornton and Mary Davis
Date: Thursday, July 11
Time: 11:30-12:30 p.m.
Room: 304B
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Teaching kids to speak the language of mathematics can seem daunting, but middle and high-school students can learn to participate in meaningful discussion when they have instructional support. Participants will learn how to select, sequence, and connect student responses to a rich, mathematical task. Teachers and leaders will identify instructional practices and coaching strategies that will help teachers achieve high-demand learning objectives, while allowing students to engage in learning as mathematicians. With strategies like making conjectures, explaining their thinking, and listening to and questioning the thinking of others, we’ll discuss how we can teach middle and high-school students to speak the language of math.

Proportional Reasoning Before Proportions

Presenters: Sherri Jones and Lisa Brown
Date: Thursday, July 11
Time: 1-2 p.m.
Room: 221D
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Ratio and rate reasoning is arguably the most foundational big idea in middle school mathematics, yet many students struggle with this important concept. In our experience, moving too quickly to the abstract notation of proportions is a fundamental barrier to students’ ability to reason proportionally. In this session, we will explore a process—and sets of related tools—for students' successful introduction to proportional reasoning through a variety of visual, tabular, and graphical tools. These tools build a solid and lasting conceptual understanding of ratios and rates that help students reason proportionally with confidence and clarity.

Research Based Interventions for Underprepared Algebra Students

Presenter: Kathi Cook 
Date: Thursday, July 11
Time: 1-2 p.m. (Note – this session also takes place on 7/11 at 4 p.m. in room 221D)
Room: 304B
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Students who do not succeed in Algebra I do not have the same choices as those who do. Current practices to serve students who enter Algebra I underprepared are not successful—putting these students at a disadvantage. These students may benefit from more time, but simply going more slowly is not sufficient. In this session, we will share information about Intensified Algebra, a comprehensive program to help these students succeed, incorporating strategies drawn from research on literacy, social psychology, and special education. Session participants will also explore some of these strategies through activities they can implement in their own classrooms.

Research Based Interventions for Underprepared Algebra Students

Presenter: Kathi Cook 
Date: Thursday, July 11
Time: 4-5 p.m. (Note – this session also takes place on 7/11 at 1 p.m. in room 304B)
Room: 221D
Download Presentation Slides

Students who do not succeed in Algebra I do not have the same choices as those who do. Current practices to serve students who enter Algebra I underprepared are not successful—putting these students at a disadvantage. These students may benefit from more time, but simply going more slowly is not sufficient. In this session, we will share information about Intensified Algebra, a comprehensive program to help these students succeed, incorporating strategies drawn from research on literacy, social psychology, and special education. Session participants will also explore some of these strategies through activities they can implement in their own classrooms.

Transforming Secondary Mathematics Education: Relevant Mathematics at the Right Time for Each Student

Presenters: Kathi Cook and Josh Recio
Date: Friday, July 12
Time: 10-11 a.m.
Room: 005
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Increasingly, post-secondary institutions are recognizing the limited usefulness of legacy Algebra II courses and the singular pathway to Calculus they are designed to serve. Join us as we engage in a discussion on the future relevance of Algebra II and its follow-on courses, building on the successes of the Texas standards and the promise of House Bill 5.

Supporting Multiple Pathways in HB 5 College Prep Math Courses

Presenters: Susan May and Josh Recio
Date: Friday, July 12
Time: 11:30-12:30 p.m.
Room: 304B
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Is your district offering the HB 5-mandated College-Preparatory Mathematics course? The emerging trend in college mathematics is toward multiple mathematics pathways, including College Algebra, Statistics, and Quantitative Reasoning. Additionally, research indicates that academic skills are not sufficient to prepare students for college. How well does your course mirror these trends and research? Come explore a course that supports multiple pathways to college mathematics and also addresses crucial non-academic knowledge and skills.