ATMNE NH 2024

All students should have the opportunity to see themselves represented in the curriculum materials they use. Teachers who use culturally relevant math tasks challenge the negative stereotypes in society about who is–and who isn’t mathematically smart. In this session, participants will learn the process of creating culturally relevant tasks for the students in their math classrooms.

In this session we will explore how many fluency is developed over time wiht intentional planning, deliberate practice and intensive progress monitoring. We will look at setting up a school plan, Math Running Records, ongoing monitoring, individual goal setting, deliberate practice, intentional homework, scaffolded, differntiated workstations and more. Don't miss out! Come learn how to do this today!

In 2010, Dan Meyer gave a Ted Talk called, “Math Class Needs a Makeover”.  In 2014, NCTM published Principles to Actions.  More recently, books like Necessary Conditions and Building Thinking Classrooms have emerged as excellent and practical resources to help guide teachers to create classrooms where students are engaged, challenged and supported. Classrooms like these foster student agency because they establish a culture where students feel safe and receive more “voice and choice” over their learning experience.

Equity in education is about ensuring that all students have an equal opportunity to succeed, regardless of their background or circumstances. In this session, we will explore how to break free from traditional assessment practices that perpetuate achievement gaps and limit students' potential. Too often, assessments are used to label students rather than to foster learning and growth. These labels can shape students' perceptions of their abilities and limit their achievements. Thissession will introduce you to practical assessment strategies that prioritize student agency, especially for those from marginalized groups. Learn how to use a rubric that not only evaluates proficiency but also offers constructive feedback, helping students identify areas for growth and chart a clear path towards improvement.

For ten years, Principles to Actions has served as a foundation and blueprint for all educators for providing high-quality mathematics teaching and learning for each and every student. Let’s celebrate the ten-year impact this publication has had on teaching and learning of mathematics and discuss how educators can continue to use this resource to make math accessible for ALL learners.  

Great teachers hold above the head of their students, a crown they challenge them to grow tall enough to wear. Engaging collaborative teams is a powerful combination of mindset and practice that should be embedded in the DNA of every school’s culture. In Start With The CROWN, Ken Williams makes clear what instructional equity looks like in practice, how it works in concert with RTI, and delivers on the promise of high levels of learning for all students. Learners will leave understanding how to move equity from ambiguous to actual; from theory to practice!

In a student-centered mathematics classroom, students should have the opportunity to see themselves as doers of mathematics (mirrors) as well as view real-world connections to mathematics (windows). Windows and mirrors in the mathematics classroom allow students to develop positive attitudes about mathematics and build strong mathematical identities. Attend this session to learn practical strategies for building and nurturing students’ mathematical identities.

In complex times, how can we design math experiences that provide access for all students in our classrooms? Universal Design for Learning offers a way to design from the margins, looking for ways to reduce barriers for all students. Dr. Lambert will share the research that led to UDL Math, a version of UDL that is specifically designed for mathematics classrooms. Instead of designing based on student deficits, we will investigate beginning with strengths using neurodiversity. We will explore how design and creativity are central to making math classrooms work for students at the margins, particularly students with disabilities and/or multilingual learners.  

In this session, participants will discover the critical role of belonging in ensuring equity for all. Learners will also experience the difference between diversity and belonging and learn a strategy they can implement immediately to deepen belonging for the students/staff they serve.

Often, math discussions are centered on one teacher and just a few students. Let's shift the focus and work to create classrooms where all voices are heard and hold value in mathematics discussions. Come play with some math ideas and learn how to ask the right questions, listen to how students really talk and listen to each other, and work to create math classrooms that honor the agency of each and every student.