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10:30 a.m. – 12 noon

60. Let’s Talk about Geometry! Discourse, Problem Solving, and Questioning

(3–5) Workshop SC

Good questioning and good listening will help children make sense of mathematics, build self-confidence, and encourage mathematical thinking and communication. Let’s explore mathematical discourse in geometry through problem solving and questioning. Participants will participate in problem-solving experiences that they can use in their classrooms.

Susan R. Kutt

Moncure Elementary School, Stafford, Virginia

Grand Ballroom Salon A/B (Marriott) Capacity: 70

74. Reflecting on Practice: Working with Second-Year Teachers

(Teachers of Teachers) Session SC

How does your school district keep beginning mathematics teachers from leaving the profession within the first five years? In this presentation, participants will find out how one system uses a combination of content training, instructional strategies, and support using the Paravision process to allow second-year teachers a nonthreatening way to solve the problems that are inherent to new teachers.

Leslie Johnson

Baltimore County Public Schools, Towson, Maryland

E21 A (Richmond Convention Center) Capacity: 160

77. Elementary School Math Coaches: A Look at the First Two Years

(Pre-K–5) Session SCSC

Two Virginia elementary school math coaches will share their experiences in the implementation of a school-based, math coach initiative. Topics covered will include the transition from teacher to coach, coaching strategies that work, the coach’s role in improving teacher content knowledge, and developing a positive relationship with administrators. A question-and-answer period will follow the presentation.

Kristen Race

Douglas MacArthur Elementary School, Alexandria, Virginia

Liz Sinclair

Alexandria City Public Schools, Alexandria, Virginia

B11 (Richmond Convention Center) Capacity: 80

11:00 a.m. – 12 noon

91. What Do Elementary Mathematics Specialists Do, and What Is Their Impact?

(General Interest) Session SCSC

Elementary mathematics specialists are being placed in schools to provide on-site professional development. But how can their support services be documented? Does their work actually have an impact on teachers, a school’s mathematics program, and students’ achievement? Research from an National Science Foundation funded study will be shared; policy implications will be discussed.

Patricia F. Campbell

University of Maryland, College Park, Maryland

B21 A (Richmond Convention Center) Capacity: 900

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