TODOS 2016 Ensuring Equity and Excellence in Mathematics for ALL | Page 28

Saturday, June 25, 2016 10:15-10:45 Innovate Sessions Social Justice Mathematics with Intermediate Elementary Students: Correlating Free and Reduced Lunch Data with AIMS Scores Tabetha Finchum K-8 Grande Ballroom F Students have the right to access their own personal data and begin formulating opinions as to the correlation between their own personal circumstances and their academic performance. Join us to explore one teacher’s work to provide her students with experience using mathematics as a tool for exploring their own data. [email protected] 10:30-11:15 Innovate Sessions Square One Academy: An After-school Effort to Generate Confidence and Interest in Mathematics Gil Naizer K-8 La Valencia B Square One Academy is a pilot program implemented in a Boys & Girls Club that approached learning of mathematics through paper plate folding with minimal use of mathematical terms. Fifth and sixth graders who claimed to hate mathematics became excited about learning and gained confidence in their mathematics abilities. [email protected] 10:45-11:15 Innovate Sessions How Does Professional Development on Common Core State Standards-Mathematics Relate to Student Achievement in an Urban High School? Gorjana Popovic & Susie Morrissey 9-12 Grande Ballroom B Professional development on Algebra I and Geometry content knowledge was presented by modeling CCSSM Standards of Mathematical Practice. Teachers in an urban charter school network realized that the activities were accessible to their students who do not score well on traditional mathematics assessments. We will discuss teachers’ enactment of these activities, as well as student achievement. [email protected], [email protected] Grit, Ethnicity, and Mathematics: How Diversity Intersects with Secondary Teachers' Beliefs about Mathematics Mark Franzak 6-12 Grande Ballroom F In this session, I will present findings on secondary mathematics teachers’ beliefs about mathematics, teaching and learning mathematics, and race/ethnicity. A key finding relates to manifestation of beliefs about student diversity within teachers’ conceptualization of teaching and learning mathematics. Implications for classroom practice and teacher education will be discussed. [email protected] TODOS 2016 !28