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.
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.
Douglas MacArthur Elementary School, Alexandria, Virginia
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