Moving Georgia Mathematics Education Forward

January 28th Sessions

Playing the Long Game

Zak Champagne

About the Session:

Teaching mathematics is a long game. We don’t have to fix everything in one day. It’s a long-term strategy that requires trusting our students and their voice.

During this session, we’ll examine how to play the long game by engaging in mathematical routines and tasks that highlight my core beliefs about the teaching and learning of mathematics.


About Zak Champagne:

Zak has been in mathematics education for over 20 years. He currently serves as a Lead Teacher and Math Specialist at The Discovery School in Jacksonville where he teaches first and second grade students. He tweets at @zakchamp and writes at www.zakchamp.com



Including the Student Story in Math Class

Jocelynn Hubbard


About the Session:

Time and again students have difficulty personally connecting to math concepts, making it more difficult to understand the purpose behind learning math. However, students who see themselves in the numbers are more engaged and connected with the math curriculum. In addition, retention of information and academic achievement increase. Creating a culture-centered classroom in which students feel affirmed, welcomed, and celebrated is the best strategy for helping students connect in this way. In the presentation, I will discuss the importance of creating a culture-centered classroom and three strategies for accomplishing this goal.

About Jocelynn Hubbard:

Jocelynn Hubbard is the founder and managing director of Custom Teaching Solutions, LLC. She is an experienced educator, speaker, professional development creator and facilitator. Driven by a passion to see the diverse students of our world feel welcomed, affirmed, and celebrated, she provides training on becoming and remaining culturally competent. As a wife and mother of five, her goals include squeezing in time for exercise, finding moments of joy each day, and parenting each of her children as unique individuals.

Jocelynn received a B.S. in Education from Miami University (OH) and an MA in Education from The University of North Carolina – Pembroke.



Student Engagement in Mathematics

Still Exists in Any Learning Platform

Dr. Bernard Frost

 

About the Session:

Participants will explore multiple ways on how to implement lessons with fun and innovative activities that will hook students into the lesson while maintaining engagement and increasing student achievement in any learning environment. Strategies and tips shared will allow participants the opportunity to: 1) focus students’ attention on the lesson, 2) create an organize framework for the ideas, concepts, and principles to follow, 3) Connects to prior knowledge of skills and concepts, 4) Gives students a positive experience with learning and ultimately 5) personalize learning to provide choice.

About Dr. Frost:

Dr. Bernard. E. Frost is currently the Director of Teacher Quality and Staff Development for Spartanburg School District Two. He also serves as the Southern 1 Regional Director of NCSM: Leadership in Mathematics; Southern 1 NCTM Membership and Affiliate Committee board member. 

With over 16 years of teaching experience and conducting professional developments, Dr. Frost’s passion for education is evident in his willingness to put forth 100% in developing professional development opportunities that assist educators’ in their ongoing process of improving instructional practices that impact student achievement.



January 29th Sessions

Up for Debate!

Chris Luznaik


About the Session:

Debate and discussions have often been staples of humanities classrooms. However, as Elham Kazemi states “everything we know about student learning and classroom practice tells us that classroom conversations are crucial to mathematics learning.” Let's explore ways to help teachers incorporate student discourse into everyday math lessons. Come learn about and experience techniques and routines for creating healthy math-debating classrooms that help students construct viable arguments and critique the reasoning of others.

About Chris Luzniak:

Chris Luzniak is currently a math teacher and department chair at The Archer School for Girls in Los Angeles. His 15+ years of teaching mathematics began in New York City public schools, where he also founded and coached the Speech and Debate team. Through this combination of teaching and coaching, Chris has worked to develop debate routines that bring student voice and discussion into the math classroom. He coaches teachers in both math and science to develop real-world debate activities for students. His book Up for Debate! is currently published by Stenhouse Publishers.


Teaching Math at a Distance-

Blended Routines

Dr. Theresa Wills


About the Session:

Who participates in your online or hybrid class? If the answer isn’t ALL students, this session is for you. Learn to increase participation through online math routines with unique structures to engage learners through different modalities.

About Dr. Wills:

Theresa Wills, PhD, is the author of Teaching Math from a Distance, K-12: A Practical Guide to Rich Remote Instruction. She is an assistant professor of mathematics education in the School of Education at George Mason University, where she works with in-service mathematics specialists and preservice elementary and secondary teachers.  Theresa has taught synchronous online classes and webinars since 2010 and researchers teaching practices that are adaptable to the online environment.  She is a former classroom teacher and math coach who still volunteers weekly in K-12 classrooms.


Flipping, Remote, and Face-to-Face

Teaching: What to Keep and

What to Toss

Dr. Zandra de Araujo


About the Session:

Long before the Pandemic, record numbers of teachers were adopting different models of instruction, such as flipped teaching. After researching and working with teachers using face-to-face, flipped, and now remote instruction I've learned a lot about what these models overlap and where they differ. In this session we'll explore some of the benefits and constraints of these models as we work through what to keep and what to toss if our goal is to provide students access to high-quality mathematical experiences. 

About Dr. Zandra de Araujo:

Dr. Zandra de Araujo is an associate professor of Mathematics Education at the University of Missouri. Dr. de Araujo studies how teachers use mathematics curriculum, particularly with students classified as English learners. Her research has been published in a number of journals including the Review of Educational ResearchJournal of Urban Mathematics Education, and Journal for Research in Mathematics Education. Dr. de Araujo started her career as a high school mathematics teacher. Currently, she is a mathematics teacher educator and researcher who focuses on understanding practical strategies to make mathematics more meaningful (for teachers and students!). She is the author of numerous mathematics education publications, the creator of the Mathematically Educated blog, and the co-creator of the Two-Minute Teacher’s Guide.

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