It will probably take more than one post to unwind my last week of conferencing, but let’s start here. I sent a script through the conference programs and pulled out every uploaded handout and slidedeck.

- NCSM Annual Meeting [huge zip file]
- NCTM Research Preconference
- NCTM Annual Meeting

After skimming through every file, I’ll note that the uploads skew *heavily* towards primary. So if you’re looking for those resources, you’re in luck.

In case your interests follow my own, here are the presentations and papers I’ve pulled aside for a closer reading:

**NCSM Annual Meeting**

*Bellman*. Using Free Apps to Encourage Develop, and Support Young Teacher’s Use of Classroom Level Assessment.*Carroll*. Distance Learning for Teachers: Adventuring into Online Mathematics Professional Development.*Dockterman*. Early Math Intervention: Catching up Sooner Is Better.*Fetter*. The Whole Problem-Solving Process: Traversing the Chasms Between Thinking, Talking, Writing, and Typing Mathematics.*Fulmore, et al*. Teaching for Social Justice in Mathematics.*Gray*. Building Bridges Between Mathematical Tasks and Digital Resources.*Håkansson*. Equity and Excellence: Understanding Ratios and Proportional Reasoning.*Hickman*. Smarter Balanced – Making Connections: Eliciting to Acting on Evidence.*Lots*. Ross Taylor Past Presidents’ Session.*Milou*. Challenges in Math Education: A Call to Action.*Norris, et al*. Using NCSM’s Great Tasks in the Digital Age.*Rinehart*. Rethinking Ratios and Proportional Relationships: Implications for Teacher Leaders.*Seitz & Erickson*. Great Tasks: The Pleasure and Luxury of Being Wrong in Mathematics.*Tanner*. The Evolution of Online Learning from a Teacher’s and Student’s Perspective.*Wilson & Gough*. #SlowMath: Looking for Meaning Before the Task.

**NCTM Research Preconference**

*Dove*. The Influence of Consecutive Flipped Learning Courses on Students’ Math Anxieties.*Jarry-Shore & Kobiela*. “It won’t work every time”: The Refutations of Pre-Service Elementary Teachers.*Jensen, et al*. Maintaining High Levels of Cognitive Demand Through Student Silence.*Liu*. What Do Eighth Grade Students Look for When Determining If a Mathematical Argument Is Convincing?*Lobato, et al*. Beyond the Demonstration of Procedures in YouTube-Style Math Videos.*Munson*. Conferring in the Elementary Mathematics Classroom: A Framework.

**NCTM Annual Meeting**

*Abel & Searcy*. Using Social Networks to Teach Graph Theory.*Boakes*. Seeing Is Believing. Using Video Reflection Techniques to Strengthen Instruction.*Carroll*. Learning from Research: Using Worked Examples in Math Class.*Cooperman*. Challenging Precalculus Alternative Assessments Using the Free Online Desmos Calculator.*Creagar & Daiga*. Providing Students with the Power to Prove.*DenBesten & Oswalt*. Functions for ALL: Toward a Rigorous and Thorough Understanding.*Franklin, et al*. Essential Knowledge for Effective Teaching and Learning of Statistics.*Gann*. Building Proficiency in Mathematical Modeling.*Gay & Peterson*. 10 Classroom Ideas That Use Writing to Promote Deeper Understanding.*Godbold*. Mathematical Modeling for High School.*Gordon*. Magical Makeover! Strategies for Content Rigor, Relevance, Richness.*Griffin & Lynch*. Bridges That Don’t Fall Down.*Grinwis & Manganello*. The Rewards and Challenges of Standards-Based Grading.*Krall*. Fumbling Towards Inquiry: Starting Strong in Problem-Based Learning.*Lewis & Vierra*. Early Learning Math at Home.*Mooney*. A Blended Mathematics Class. Creating Authentic Online Mathematical Experiences and Meaningful Writing.*Pahler*. Guidelines for Assessment and Instruction in Mathematical Modeling Education.*Peck*. Making Inferences and Justifying Conclusions.*Pickford*. A Deep Dive into Fraction Operations.*Surti*. Asking Effective Questions.*Tanton*. The Mathematics of Bicycle Tracks.*Tran & Oliver*. Get Function-Minded: Tasks to Jumpstart Relationship Thinking.

If you find any material you recommend, please highlight it in the comments.

## 15 Comments

## David Wees

April 17, 2016 - 5:22 pm -Erik Laby and I posted resources for our session here: http://meetings.nctm.org/2016-annual-meeting/designing-assessment-structures-that-work/

I’m hoping to post a screen-cast of the critical parts of our workshop that you can’t easily understand from the slides within the next week or so.

## John M

April 17, 2016 - 6:25 pm -THANK YOU!

## Autumn

April 17, 2016 - 8:22 pm -How AWESOME!

Thank you for taking the time and mental effort to do this!

## Sue

April 18, 2016 - 4:22 am -Thank you so much for these resources. This will be very useful! Thanks again for your wonderful conferences. How refreshing!

## Mishaal Surti

April 18, 2016 - 6:29 am -Thanks so much for putting these together… and even more for mentioning my session!

You should be able to find the full slides and other resources at http://regionals.nctm.org/2016-annual-meeting/getting-students-talking-open-questions-in-high-school-math/. (You can find a direct link to the session slides at http://tinyurl.com/NCTM2016Surti as well.)

## john oberman

April 18, 2016 - 9:29 am -thank you very much

## john oberman

April 18, 2016 - 9:29 am -interesting

## Danielle Reynolds

April 19, 2016 - 1:07 pm -I’m looking for the video of your presentation on Saturday. Has it not been uploaded yet? Trying to share with a colleague that couldn’t make it.

Thanks so much!

## Dan Meyer

April 19, 2016 - 6:22 pm -@

Danielle, not yet, but I’ll be sure to let you all know when it arrives.## Xavier

April 20, 2016 - 12:34 am -Wow!. A hugh effort to read them all ,-)

## Jennifer Malone

April 20, 2016 - 8:56 am -I would also like to know when the video of your Saturday session becomes available. I can tell my teachers to “delete their textbooks” but your illustrations and examples were spot on. I would love to show them how easy it is to start with a visual and later add in the math. Thanks for all you do.

## Tina

April 21, 2016 - 8:58 pm -I attended your talk at Sonoma State yesterday and played off your idea of locating the dots. We are working on equations of circles so I made the dots in a circular formation and had my students try and describe which dot they selected. they loved it, felt like they were playing a game. I also used the idea of getting wrong answers. I made sure they substituted points into the circle equation that were not on the circle (which the book neglected to do). There is a wealth of information here and I am looking forward to exploring it more as well as watching your upload of your Sat. talk. lThank you!

## Dan Meyer

April 22, 2016 - 9:01 am -@

Tina, awesome work. Understanding where the wrong answers live is as important as calculating the right ones.@

Everybody who asked, my talk from #NCTMAnnual is now online. Enjoy!## Elizabeth (@cheesemonkeysf)

April 22, 2016 - 11:16 am -@Dan – Here is a link to all the materials from my session:

Talk Moves and Task Structures for MP 3 (using Talking Points)

http://cheesemonkeysf.blogspot.com/2016/04/nctm-2016-talk-moves-and-talk.html

## Jamie Duncan

April 25, 2016 - 7:21 am -Thank you for doing this! I put ours up last Friday.

Primary Students in Powerful Mathematical Discussions… For Real?

http://padlet.com/jamie_duncan/45dgro9gzpve