2025 MidSchoolMath National Conference

Math is so much more than tricks — it should also be understandable!

In this talk, we will investigate why "keep change flip" works when dividing fractions, why "a negative times a negative equals a positive" and more of these common shortcuts seen in the classroom as well as fun mental math tricks!

Learn alongside a group of 7th grade students as they work on integer addition! In this session, you'll look at the 5 Phase Teaching Model from But Why Does It Work? by Susan Jo Russell et al from both the seat of the learner and as an analyst of instructional decision-making.

This interactive session will include opportunities for you to explore the mathematics of integer addition, analyze student-created representations, discuss how to use the student work as a basis for instructional decisions and examine the student-articulated general claims. You'll have the opportunity to practice making instructional decisions at a key moments in students' journey and be able to consider implications for their own instruction.

A student’s mathematical identity and how they situate themselves as a mathematical learner are framed by their early experiences and interactions with mathematics. Mathematics anxiety can alter a student’s attitude towards the content, detouring academic pursuits and career choices.

Accelerated learners are not devoid of confidence issues and struggles with mathematical identity. When students are accelerated into high school math courses in middle school, such as Algebra 1, our learners may have gaps in essential knowledge that predicate the content of future math courses. Students who may have a positive self-perception of their mathematical ability may become overwhelmed with the increase in content complexity, causing a shift in how they view themselves as mathematical learners.

As mathematics teachers and leaders, how can we help students reframe the struggle and rebuild their mathematical identity? Together, we'll discuss research and strategies and you'll leave with handouts and more!

“You should already know how to do this.” We’ve all offered that feedback to students more than we are willing to admit to our peers (or ourselves). In most cases, that feedback is probably true. And, arguably, that feedback is immediate, relevant to the task, and non-comparative - it may even “lead the way to some next steps.” It’s even likely that the student(s) needed to hear it.

But if we are really being honest, we have to admit that there is more to this story. Students need much more specific feedback that helps them to grow, allows them to fail safely, and ultimately encourages them to acquire the skills they need. We also have to admit that the best way to do this is one-on-one with a student. In most cases, the best time to meet one-on-one with a student is outside of school hours, and it takes more than just a few minutes. Who has time for that?

So… how do we do it? How do we ensure students receive the feedback they need and deserve without compromising our own time or simply “passing the buck” to somebody or something else? We'll explore my quest for a solution to this challenge, trade ideas and (hopefully) share success stories!

Learn how math study cycles can be an effective tool to develop teacher leaders as change agents in their school and districts, and how this continuous improvement design helps ensure equitable access to high quality mathematics instruction for all students.

In partnership with our Math Teacher Leader Network (MTLN) teacher leader colleagues, we co-developed an approach to support the effective implementation of mathematics lessons in the classroom–math study cycles. Firmly grounded in this research and in support of NCTM’s Effective Mathematics Teaching Practices, math study cycles are conducted in three parts: (1) the planning - teachers plan the lesson together, do the math, anticipate students’ strategies, and develop meaningful questions; (2) the observation - teachers observe the lesson as a group collecting data on how students engage in the mathematics practices; and (3) the debriefing - teachers use a protocol to provide feedback on the lesson. Members of the MTLN testify that this professional learning process has been the most effective approach to improving their practice and the mathematics outcomes for their students.

During this session, we'll share video testimonials from our teacher leader partners in Blanco Elementary School, and then analyze a completed Math Study Cycle Template/protocol.

In this session, we'll share how our school has created a culture of seeing the opportunities in mistakes, using tools such as reflective journals, templates, and prompts, ultimately fostering a culture of continuous learning.

You'll engage in interactive discussions and activities that model these techniques, allowing you to see firsthand the impact of metacognitive strategies in the math classroom, including metacognitive awareness, error analysis, and reflective writing  By the end of the session, you'll have with practical tools and actionable strategies to implement reflection and error analysis with your own students.