|Registration Deadline:||April 02, 2015 over 5 years ago|
|To apply for Funding you must register by:||December 18, 2014 over 5 years ago|
|Location:||MSRI: Simons Auditorium, Baker Board Room, Atrium|
- Thomas Bailey (Teachers College Columbia University)
- Deborah Ball (University of Michigan)
- Rachel Beattie (Carnegie Foundation for the Advancement of Teaching)
- Kate Belin (Fannie Lou Hamer Freedom High School)
- Lauren Brady (Park East High School)
- Pamela Burdman (Just Equations)
- Duane Cooper (Morehouse College)
- Philip Dituri (New Design High School)
- Alicia Dowd (University of Southern California)
- Carol Edwards (TODOS: Mathematics for ALL)
- Ann Edwards (Carnegie Foundation for the Advancement of Teaching)
- Wade Ellis (West Valley College)
- Audrey Federman (Math for America)
- Giselle George-Gilkes (East Side Community High School)
- April Go Forth (Resources for Indian Student Education)
- Linda Gojak (National Council of Teachers of Mathematics)
- James Gray (University of Southern California)
- Deborah Harrington (Los Angeles Community College District)
- Harry Hellenbrand (California State University, Northridge)
- Noah Heller (Harvard University)
- Mark Hoover (University of Michigan)
- Jacob Koehler (The New School)
- Gregory Larnell (University of Illinois at Chicago)
- Nalo Lewis (Math for America)
- William McCallum (University of Arizona)
- Robert Megginson (University of Michigan)
- Michael Moshos (Math for America)
- Richard Sgarlotti (Bay College)
- Myra Snell (Los Medanos College)
- John Squires (Southern Regional Education Board)
- Katherine Stevenson (California State University, Northridge)
- Peter Trapa (University of Utah)
- Philip Uri Treisman (University of Texas, Austin)
- Bruce Yoshiwara (Los Angeles Pierce College)
- Katherine Yoshiwara (Los Angeles Pierce College)
- Lee Zia (National Science Foundation)
This workshop will address the critical issue of developmental mathematics at two- and four-year colleges and universities and the broader dynamic of mathematics remediation that occurs at all levels. It will engage mathematicians, K-12 teachers, mathematics educators, and administrators in a conversation about the goals of developmental mathematics and the contributions that our different professional communities make to this work. Key questions that will be addressed are:
1. How do we teach content in ways that acknowledge and leverage each student's prior learning experiences? In particular, how do we take advantage of a student's maturity while refining his or her learning habits where necessary?
2. How can developmental mathematics instruction move students through mathematics which must be relearned while simultaneously gaining momentum on more advanced mathematics (including the development of mathematical practices needed for meaningful mathematical work)?
3. What are strategies for supporting the needs of the wide range of students in developmental mathematics programs--those developing mathematical skills for life in general as well as those developing the foundation necessary to proceed towards a STEM major? How can we successfully address equity issues raised for students from groups underrepresented in STEM fields? How can developmental mathematics instruction blend synchronous and asynchronous instruction to achieve maximal efficiency and impact?
4. What is the proper balance between addressing the needs of the wide range of students mentioned in the preceding point and keeping instruction and course offerings concise?
5. What are the characteristics, training, and practices of a successful developmental mathematics teacher?
6. What support services enhance the success of a developmental mathematics program?
To apply for funding, you must register by the funding application deadline displayed above.
Students, recent Ph.D.'s, 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.
MSRI does not hire an outside company to make hotel reservations for our workshop participants, or share the names and email addresses of our participants with an outside party. If you are contacted by a business that claims to represent MSRI and offers to book a hotel room for you, it is likely a scam. Please do not accept their services.
MSRI has preferred rates at the Hotel Shattuck Plaza, depending on room availability. Guests can call the hotel's main line at 510-845-7300 and ask for the MSRI- Mathematical Science Research Institute discount. To book online visit this page (the MSRI rate will automatically be applied).
MSRI has preferred rates at the Graduate Berkeley, depending on room availability. Reservations may be made by calling 510-845-8981. When making reservations, guests must request the MSRI preferred rate. Enter in the Promo Code MSRI123 (this code is not case sensitive).
MSRI has preferred rates at the Berkeley Lab Guest House, depending on room availability. Reservations may be made by calling 510-495-8000 or directly on their website. Select "Affiliated with the Space Sciences Lab, Lawrence Hall of Science or MSRI." When prompted for your UC Contact/Host, please list Chris Marshall (email@example.com).
MSRI has a preferred rates at Easton Hall and Gibbs Hall, depending on room availability. Guests can call the Reservations line at 510-204-0732 and ask for the MSRI- Mathematical Science Research Inst. rate. To book online visit this page, select "Request a Reservation" choose the dates you would like to stay and enter the code MSRI (this code is not case sensitive).
Additional lodging options may be found on our short term housing page.
Mar 18, 2015
Mar 19, 2015
Mar 20, 2015