There are two internets. There is the internet student’s use in their home lives and the internet they use in their school lives. The school internet is often dreary and the home internet is often engrossing. Students often learn more on the personal internet also. So why is the math education internet so dull and so uneducational so often? What lessons can we draw from the home internet and how can we apply them all over our classes?
Dan Meyer taught high school math to students who didn't like high school math. He has advocated for better math instruction on CNN, Good Morning America, Everyday with Rachel Ray, and TED.com. He earned his doctorate from Stanford University in math education and is the Chief Academic Officer at Desmos where he explores the future of math textbooks. He speaks internationally and was named one of Tech & Learning's 30 Leaders of the Future. He lives in Mountain View, CA.
After 37 years as a statistics educator, I often reflect about my professional journey teaching statistics – remembering the past and feeling guilt about how poorly I must have taught my students those first years, trying to stay current with constantly changing pedagogy and assessment in the present, and making predictions about the future. How often are you reflecting the same thoughts about your journey as a maths and stats teacher? I also reflect on what an amazing journey and great feeling to wake up each day knowing we can work with students and colleagues hoping to see those light bulb moments of understanding the beauty of statistics but also the importance of being a healthy skeptic of statistics. What has been the evolution of helping students become statistically literate over the past 50 years internationally and what are the lessons we have learned that will positively impact the statistical literacy of our students in the future? Let’s journey together in this presentation back to the past, present, and future of statistical literacy at the school level.
Christine (Chris) Franklin is the Lothar Tresp Honoratus Honors Professor and Senior Lecturer Emeritus in Statistics at the University of Georgia and a Fellow of the American Statistical Association. She has been recognized with numerous teaching and advising awards at UGA. She is the co-author of an Introductory Statistics textbook with Alan Agresti and Bernhard Klingenberg, co-author of the textbook Statistics Reasoning in Sports with Josh Tabor and has published more than 50 journal articles and book chapters. Chris was the lead writer for the American Statistical Association Pre-K-12 Guidelines for the Assessment and Instruction in Statistics Education (GAISE) Framework. She chaired the writing team of the ASA Statistical Education of Teachers (SET) report.
Chris completed her term serving as the Advanced Placement Statistics Chief Reader in July 2009. She has been honored nationally by her peers with the Mu Sigma Rho National Statistical Education Award, the United States Conference on Teaching Statistics (USCOTS) biennial lifetime achievement award, and the ASA prestigious Founders Award. She was a 2014-15 Fulbright Scholar, spending six months at the University of Auckland, New Zealand working with statistics educators on the project, “Implementing K-12 Statistics Standards: Comparing Practices in New Zealand and the United States”. She also spent time with mathematics and statistics educators at the University of Tasmania.
After 36 amazing years as statistics faculty in higher education, Chris retired from the University of Georgia in June 2016. In fall 2016, Chris begins serving as the K-12 Statistics Ambassador for the American Statistical Association.
Chris’s husband Dale Green is a physician who currently is an associate professor in the UGA School of Public Health. They have two sons, Corey Green (working on a PhD in forestry with a focus on biometrics at Virginia Tech and married to Lisa – a first grade teacher) and Cody Green (a fourth year student at University of Georgia). Chris loves to run, hike, and attend baseball games.
Engaging young women, and other underrepresented groups into STEM fields is instrumental in improving outcomes and addressing inequalities within New Zealand. The first step is to show young people that they don’t have to look like Alan Turing or Steve Jobs or even Isaac Newton to have a stimulating and well paid career in STEM.
Alexia is 17-years-old, has just finished high-school, and is still on her learner's license, yet her love of STEM (Science, Technology Engineering and Math) has led her to a level of influence well beyond her years. Bypassing the slow, traditional path to leadership she acted on her passions and established GirlBoss NZ, an organisation which encourages young women to embrace male dominated STEM fields. In just 12 months GirlBoss has over 1000 members and has 40 GirlBoss Ambassadors in 20 schools across the country. Alexia’s passion for future-focused education is why she was named the most influential woman under the age of 25 at the 2016 Westpac Women of Influence Awards. “You cannot be what you cannot see.”
Many educators, as well as the public, have accepted the need, in the 21st century, to develop critical thinkers and creative thinkers in subjects other than mathematics. But what about mathematics? Is it really different or should that not be an emphasis here too? I propose that, as straightforward and black and white as mathematics may seem to be, there is a LOT of room and a lot of need for critical and creative thinkers, whether they are 6 years old or 17 years old. We will consider what it looks like and why it matters.
Marian Small, the former Dean of Education at the University of New Brunswick in Canada, writes and speaks about K-12 math around the world. Her focus is on teacher questioning to get at the important math, to include all students, and to focus on critical thinking and creativity.
Some resources she has written include Making Math Meaningful for Canadian Students: K-8, Big Ideas from Dr. Small (at several levels), Good Questions: A Great Way to Differentiate Math Instruction, More Good Questions: A Great Way to Differentiate Secondary Math Instruction, Eyes on Math, Gap Closing (for the Ministry of Education in Ontario), Leaps and Bounds toward Math Understanding (at several levels), Uncomplicating Fractions, Uncomplicating Algebra, Building Proportional Reasoning, Open Questions for the Three-Part Lesson (at several levels), and is currently authoring MathUp, a new digital teaching resource.
Kia ora e te whānau! Thrill seekers, come one, come all! In this talk we will explore mathematics in exciting everyday and extraordinary experiences from the past, present and future. We will focus on ways of engaging all students by promoting their interest in and enthusiasm for mathematics and maximising their learning. We will enjoy exploring how frameworks for culturally responsive mathematics teaching can look, feel and sound in practice. We will meet ideas from Number, Algebra, Measurement and Geometry relevant to curriculum levels 3-7. We will be investigating, considering, discussing, singing, and sharing mathematical ideas in ways that can enliven our own and others’ teaching. Your active and positively excited participation is expected and very welcome! Nau mai, haere mai ki a tātou!
Robin is Associate Dean (Teacher Education) at Victoria University of Wellington, Te Whare Wānanga o Te Ūpoko o Te Ika a Māui. Robin has worked extensively in primary and secondary mathematics teacher education and contributed to many mathematics books and resources. Robin’s research in culturally responsive teaching and equitable learning opportunities is grounded in teachers’ and students’ views and practice. Robin believes that excellent mathematics teaching develops all students’ learning, and their curiosity and thirst for more.