Plenary Sessions

Many enduring challenges exist in the field that could be addressed through the work of PMENA and which will likely be evidenced in the myriad of proposals received for the conference. We chose to organize this conference around four focal enduring challenges which reflect both the work of the faculty at Michigan State University and the mission of PMENA: (1) addressing the needs of marginalized populations in school mathematics; (2) teaching as responsive to various conceptions of mathematics; (3) the role of assessment in teaching and learning; and (4) the impact of teacher evaluation and high-stakes assessment in teaching. We are very pleased to announce four plenary sessions, addressing each of these enduring challenges, led by an outstanding set of plenary speakers.

Topic 1: Teaching as Responsive to Various Conceptions of Mathematics

TIitle of Talk: Indigenous Knowledge Provides an Elegant Way to Teach the Foundations of Mathematics

Click here for slides from Andrew-Ihrke, Lipka, Olson, & Yanez.

Click here for slides from Dr. Florence Glanfield.

Dora Andrew-Ihrke

Dora has been a bilingual aid, classroom teacher, and program coordinator of bilingual/bicultural education at Dillingham City Schools. She is currently a faculty member at the University of Alaska Fairbanks, School of Education in the Math in a Cultural Context (MCC) program.

Dr. Jerry Lipka

Dr. Lipka is a faculty member at the University of Alaska Fairbanks, School of Education. He has published ethnographically-oriented studies on Yup’ik pedagogy to quantitative/efficacy studies on teachers’ implementing the Math in a Cultural Context elementary school supplemental math curriculum.

Dr. Melfried Olson

Melfried Olson works at the Curriculum Research & Development Group at the University of Hawaii. He works on curriculum development, research on formative assessment in a networked classroom, and communication between parents and children when working on mathematical tasks.

Evelyn Yanez

Evelyn is a former Yup’ik teacher, bilingual coordinator, and a State of Alaska recognized bilingual educator. She has extensive experience working with Yup’ik elders from collecting, recording, transcribing and translating traditional Yup’ik stories to retelling stories for publication.

Discussant: Dr. Florence Glanfield

Florence Glanfield, Ph.D. is of Métis ancestry from Northeastern Alberta, a professor of mathematics education at the University of Alberta, and a current member of the NCTM Board of Directors. Her current research activities include working alongside First Nation / Aboriginal / Indigenous communities, urban Aboriginal youth, elementary & secondary mathematics teachers, and primary teachers and teacher educators in Tanzania.

Topic 2: Addressing the Needs of Marginalized Populations in School Mathematics

Title of Talk - Addressing the Needs of the Marginalized Students in School Mathematics: A Review of Policies and Reforms

Click here for slides from Dr. Robert Q. Berry III.

Click here for slides from Dr. Joi A. Spencer.

Dr. Robert Q. Berry III

Robert Q. Berry, III is an Associate Professor in the Curry School of Education with an appointment in Curriculum Instruction and Special Education. Much of his research has focused on understanding the mathematics experiences of Black boys and examining factors that mitigate differentials in mathematical experiences and outcomes.

Discussant: Dr. Joi A. Spencer

Joi A. Spencer, PhD. is an associate professor in mathematics education at the University of San Diego. Her research has examined mathematics learning opportunities in the poorest middle schools in Los Angeles, as well as the impact of video-based mathematics professional development on student learning and teacher development.

Topic 3: Impact of Teacher Evaluation and High-Stakes Assessment in Teaching

Click here for slides from Huhn, Jilk, Schnepp, & Smerigan.

Craig Huhn

Craig earned his Bachelor's degree in Mathematics and Master's in Curriculum and Teaching from MSU. He has been at Holt High School since 1999 trying to critically explore how to get the most kids to learn the most mathematics.

Dr. Lisa Jilk

Lisa Jilk is a researcher at the University of Washington and a consultant in a number of urban school districts. Her work focuses on re-culturing middle and high school math departments and building teachers' collective capacity to implement and sustain Complex Instruction practices.

Marty Schnepp

Marty works at Holt High School's new 12-grade campus as a full time math teacher. He has worked on several NSF-funded research projects, authored and co-authored papers relating to Calculus and Algebra instruction.

Marie Smerigan

Marie is currently a Mathematics Education Consultant for Oakland Schools. She works to support the 28 districts in Oakland County by offering professional learning opportunities both regionally and in districts, as well as consulting with district leadership to help them make curricular and other mathematics decisions.

Topic 4: The Role of Assessment in Teaching and Student Learning

Title of Talk: Designing Formative Assessment Lessons for Concept Development and Problem Solving

Click here for slides from Dr. Malcolm Swan.

Click here for slides from Valerie L. Mills.

Dr. Malcolm Swan

Malcolm is Professor of Mathematics Education at the University of Nottingham. His research is mainly into the theory, development and evaluation of teaching situations and professional development in mathematics education.

Discussant: Valerie L. Mills

Valerie L. Mills is the Supervisor and Mathematics Education Consultant for Oakland Schools and current President of the National Council of Supervisors of Mathematics. During her 35+ years in education she has taught high school mathematics, served as Mathematics Department Chair, K-12 Mathematics Coordinator, and Director of Curriculum for the Ypsilanti and Ann Arbor school districts in Michigan.