Home /  Critical Issues in Mathematics Education 2016: Observing, Evaluating and Improving Mathematics Teaching from the Early Grades through the University


Critical Issues in Mathematics Education 2016: Observing, Evaluating and Improving Mathematics Teaching from the Early Grades through the University February 10, 2016 - February 12, 2016
Registration Deadline: March 03, 2016 over 8 years ago
To apply for Funding you must register by: November 10, 2015 over 8 years ago
Parent Program: --
Series: Critical Issues
Location: SLMath: Eisenbud Auditorium, Baker Board Room, Atrium
Organizers Hyman Bass (University of Michigan), Michael Driskill (Math for America ), LEAD Mark Hoover (University of Michigan), LEAD Deborah Hughes Hallett (University of Arizona), Danny Martin (University of Illinois at Chicago), Miriam Sherin (Northwestern University)

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The 2016 CIME workshop focuses directly on the teaching of mathematics at the university and precollege levels. Teaching is not easy to examine in disciplined ways because it is so familiar and seems so obvious.  Although teaching shapes students’ opportunities to learn, what teachers are actually doing is difficult to observe and describe. This impedes work on improving teaching.   This workshop will offer the opportunity to study and talk closely about mathematics teaching through close observation and discussion of video tapes in a setting that will bring together professionals with a range of perspectives, knowledge, experience, and orientations. The goal of the workshop is to develop language and methods for describing, analyzing and evaluating what can be seen in the classroom, with the ultimate goal of helping us shape and improve teaching — our own and more broadly.   Four questions structure the highly interactive design of the workshop: What skills are needed for observing teaching in ways that inform improvement efforts? What is involved in observing teaching? What is the teacher saying and doing? What are students saying and doing? What is the mathematics at play? What else is happening? And what do these imply for teaching? How can the practice and use of observation be structured in order to improve mathematics teaching? What approaches are available? What are their strengths and weaknesses? Observation-based assessment of teaching: Why, what, and how? What are the risks? How can we develop and sustain a cross-professional community that observes and evaluates teaching in such a way that different communities communicate with and learn from each other to support a cycle of improvement in the teaching of mathematics at all levels? The workshop will provide a library of videos of mathematics teaching for study. In addition, participants are encouraged to submit a short video clip of their own teaching, together with a brief background commentary.  These videos will provide a central text for our collective work on discussing and assessing mathematics teaching.
Keywords and Mathematics Subject Classification (MSC)
Primary Mathematics Subject Classification No Primary AMS MSC
Secondary Mathematics Subject Classification No Secondary AMS MSC
Funding & Logistics Show All Collapse

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To apply for funding, you must register by the funding application deadline displayed above.

Students, recent PhDs, women, and members of underrepresented minorities are particularly encouraged to apply. Funding awards are typically made 6 weeks before the workshop begins. Requests received after the funding deadline are considered only if additional funds become available.

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For information about recommended hotels for visits of under 30 days, visit Short-Term Housing. Questions? Contact coord@slmath.org.

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Schedule, Notes/Handouts & Videos
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Feb 10, 2016
03:30 PM - 04:00 PM
04:00 PM - 04:30 PM
  Welcome and framing the workshop
David Eisenbud (University of California, Berkeley), Miriam Sherin (Northwestern University)
04:30 PM - 05:30 PM
  When words get in your eyes: On challenges of investigating mathematics-in-teaching and on the importance of paying attention to words
Anna Sfard (The University of Haifa)
05:30 PM - 06:30 PM
  Supporting collegiate mathematics teaching: Current realities
Sarah Eichhorn (University of California, Irvine), Deborah Hughes Hallett (University of Arizona), Robert Indik (University of Arizona), Mara Landers (Los Medanos College), Scott Peterson (Oregon State University)
06:30 PM - 07:30 PM
Feb 11, 2016
08:30 AM - 09:45 AM
  (How) Can we “see” the work of teaching mathematics?
Deborah Ball (University of Michigan)
09:45 AM - 10:45 AM
  Seeing the math in teaching
Roger Howe (Yale University), Lindsey Mann (University of Michigan)
10:45 AM - 11:15 AM
11:15 AM - 12:15 PM
  Attending to student thinking and their interactions when working in small groups
Chris Rasmussen (San Diego State University)
12:15 PM - 01:00 PM
01:00 PM - 02:30 PM
  Observing practices that support learners’ identity development and participation in mathematics classrooms
Lawrence Clark (University of Maryland), Imani Goffney (University of Maryland), Whitney Johnson (Morgan State University), Danny Martin (University of Illinois at Chicago)
02:30 PM - 02:45 PM
02:45 PM - 03:45 PM
  Parallel session 1.a: Mathematical micro-identities: Students’ positioning and learning during mathematics lessons
Marcy Wood (University of Arizona)
02:45 PM - 03:45 PM
  Parallel session 1.d: Teaching and learning mathematical practices in the early elementary grades
Hyman Bass (University of Michigan), Sarah Selling (University of Michigan)
02:45 PM - 03:45 PM
  Parallel session 1.c: Using video to develop pre-service teachers’ professional vision of ambitious mathematics instruction
Elizabeth van Es (University of California, Irvine)
02:45 PM - 03:45 PM
  Parallel session 1.b: Watching mathematicians at work: Mathematical knowledge for teaching calculus and the practice of examining student work
Natasha Speer (University of Maine)
03:45 PM - 04:15 PM
  Tea Break
04:15 PM - 05:15 PM
  Designing video clubs for teacher learning
Miriam Sherin (Northwestern University)
05:15 PM - 06:00 PM
  The practice and use of observation in powerful professional development: The teaching-for-robust-understanding (TRU) framework
Alan Schoenfeld (University of California, Berkeley)
Feb 12, 2016
08:30 AM - 08:40 AM
  Shifting focus from learning to observe to using observing to learn
Mark Hoover (University of Michigan)
08:40 AM - 09:45 AM
  Structuring the practice and use of observation to improve developmental mathematics courses in a mathematics department
Dawn Berk (University of Delaware), James Hiebert (University of Delaware)
09:45 AM - 10:45 AM
  Preparing secondary mathematics teachers to facilitate video clubs
Michael Driskill (Math for America ), Kristen Smith (Math for America)
10:45 AM - 11:15 AM
11:15 AM - 12:15 PM
  Parallel session 2.a: Advancing quality teaching: Using video to support professional development in the Community College Pathways network
Ann Edwards (Carnegie Foundation for the Advancement of Teaching)
11:15 AM - 12:15 PM
  Parallel session 2.b: Teaching Triads: Enhancing teaching through the use of Cognitive Coaching
Scott Peterson (Oregon State University)
11:15 AM - 12:15 PM
  Parallel session 2.c: Key ideas for effective professional development: Purposeful classroom observation and non judgmental data collection
Hyman Bass (University of Michigan), Akihiko Takahashi (DePaul University)
12:15 PM - 01:00 PM
01:00 PM - 02:00 PM
  Parallel session 3.a: Reflecting on one’s own classroom video to enhance classroom interactions
William Day (Math for America DC), Julia Penn (Math for America DC)
01:00 PM - 02:00 PM
  Parallel session 3.b: Lessons learned from Lesson Study
Travis Lemon (Math for America - Utah)
01:00 PM - 02:00 PM
  Parallel session 3.c: Observing across communities: Learning to observe undergraduate mathematics classes by supervising student teachers
Cody Patterson (University of Texas)
01:00 PM - 02:00 PM
  Parallel session 3.d: Leading mathematics observations: An observational tool for providing feedback
Nicole Garcia (University of Michigan), Meghan Shaughnessy (University of Michigan)
02:00 PM - 03:00 PM
  Observing and talking about teaching: Departmental leadership
Deborah Hughes Hallett (University of Arizona), Wayne Raskind (Wayne State University), Ayse Sahin (Wright State University), Douglas Ulmer (University of Arizona)
03:00 PM - 03:30 PM
  Tea Break
03:30 PM - 04:30 PM
  A conversation about practical next steps
Deborah Ball (University of Michigan)
04:30 PM - 05:00 PM
  Closing session: Reflections on ideas discussed at the workshop
James Hiebert (University of Delaware), Anna Sfard (The University of Haifa)