Two years ago, I returned to the classroom, and I've learned that teaching mathematics is a long game. This session is all about building positive math identities in each and every student by understanding that a student's mathematical journey is much longer than one day, week, month, or year. We'll examine how to play the long game by learning my four core beliefs about teaching mathematics and engaging in mathematical routines and tasks that highlight these beliefs.

We are at a crossroads where access to rigorous mathematics has become one of the most important equity issues in education today. This session will explore how to create (or enhance) a math-positive classroom where students see themselves as mathematicians by focusing on student thinking, powerful routines, and other tasks that help create math-positive identities for each and every student.

Listening is one of the most important tools in a teacher's toolbox. In this session, we'll explore a variety of rich mathematical tasks that provide authentic opportunities for us to learn to better listen to our students. We'll also view video clips of students solving problems as an exercise in learning to truly listen.

During this interactive presentation, we'll focus on the research and teaching ideas related to how children come to understand counting and cardinality. Along the way, we'll investigate the standards and expectations of students in Kindergarten, view a variety of video clips of students at varying levels along the path as they learn to count, and investigate the future ideas that are impacted by a student's understanding of counting and cardinality.

Come explore ten lessons I learned through my transition from a thirteen-year elementary mathematics classroom teacher to working for a research organization. We’ll cover topics spanning a variety of mathematics content areas from Pre-K through 6th Grade. We’ll also explore research-based pedagogical ideas and instructional implications.

Join us as we explore how assessment and instruction can intersect in the elementary classroom by investigating examples of what formative assessment looks like. We will accomplish this by exploring mathematical ideas as learners as well as viewing videos of classrooms where the lines between instruction and assessment are blurred.