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Saturday, March 2nd at UCLA

UCLA Mathematics Department2013 Curtis Center

Mathematics and Teaching Conference

The UCLA Mathematics Department has a strong tradition of involvement in the entire spectrum of mathematical activity with programs ranging from pre-collegiate mathematics to advanced current research. Building on this tradition, on June 5, 2007, the department established The Philip C. Curtis Jr. Center for Mathematics and Teaching, in honor of Professor Emeritus Phil Curtis who played a singular role in the establishment of most of the department’s current pre-collegiate programs.

The Curtis Center exists to further high quality K-12 mathematics activity and mathematics education research. The center is dedicated to developing and supporting high quality mathematics programs that interface with the K-16 community, including outreach programs for K-12 students, continuing education programs for K-12 teachers and mathematics teacher preparation programs for UCLA undergraduates. The following programs are currently housed in The Curtis Center:

Curtis Center Professional DeveloPment: The Curtis Center offers teachers the opportunity to deepen their understanding of the mathematics required to teach elementary through high school math. Current professional development efforts focus on preparing teachers for the mathematics needed to teach the new Common Core Standards. Coursework may be utilized to satisfy California’s Subject Matter Competence requirement for teaching middle school mathematics.

uCla CalteaCh-math: UCLA CalTeach-Math is an undergraduate program whose goal is to graduate annually 40 high quality, CA credential program-ready mathematics teacher candidates. The program prepares undergraduates for careers in teaching mathematics through early field experiences, coursework focused on the mathematical and pedagogical knowledge necessary for teaching secondary school mathematics, career guidance, professional networking activities, and a number of scholarships.

the los angeles mathematiCs CirCle (lamC): The LAMC engages interested elementary, middle and high school students in mathematics not covered in a typical school curriculum. The weekly sessions are led by UCLA faculty and graduate students and are free and open to all.

the uCla site of the mathematiCs DiagnostiC testing ProjeCt (mDtP): MDTP is a joint CSU/UC project that develops diagnostic tests that measure student readiness for courses from prealgebra to calculus. MDTP’s 10 regional sites make these tests and associated written response items available to California teachers free of charge. These sites score tests, provide diagnostic test result reports, and offer assistance to teachers regarding the interpretation of test results and their use as part of formative assessment in their classes. These reports help teachers and students focus on topics, skills, and understanding that can increase the chances of students succeeding in learning collegiate mathematics. The UCLA site serves Los Angeles and Ventura counties.

the exeCutive statewiDe offiCe of the California mathematiCs ProjeCt (CmP): The CMP is one of nine California Subject Matter Projects funded by the state through the UC Office of the President. The Executive Statewide Office oversees and coordinates the activities of nineteen CMP sites located throughout California. The CMP provides professional development programs that give K-12 teachers of mathematics the opportunity to strengthen and deepen their mathematical knowledge, to enhance and expand their teaching strategies, and to develop their leadership capabilities.

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welcome to the 2013 Philip C. Curtis jr. Center for mathematics and teaching Conference!

We enthusiastically welcome you to the seventh annual UCLA Mathematics Department’s Philip C. Curtis Jr. Center for Mathematics and Teaching Conference! The conference will focus on mathematical modeling and is composed of two plenary sessions and two sets of breakout sessions. This year’s plenary session speakers are Fields Medalist David Mumford, Professor Emeritus at Brown University, and Dr. Patrick Traynor, Director of the Assessment Development and Administration Division within the California Department of Education. In addition, an outstanding group of mathematics educators, teachers, and mathematicians have agreed to present in the breakout sessions. We believe the day will be thought provoking and worthwhile for any member of the mathematics education community and hope to see you there! Welcome to the UCLA Mathematics Department!

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Dr. Patrick Traynor is the Director of the Assessment Development and Administration Division within the California Department of Education. Previously he has been Assistant Superintendent of Assessment and Accountability, Director of Assessment and Evaluation, Director of Middle School Curriculum and Instruction, Director of Language Support Services for English learners, Middle School Principal, and Elementary School Principal. He began public education as a high school science teacher.

He earned his B.S. at UC Davis with a double major in Entomology and Nutrition Science, a master’s degree in Computer Education, and a Ph.D. in Educational Administration from UC Riverside.

He has also been published in the areas of classroom management and education technology in such journals as Education, Journal of Instructional Psychology, California Reader, and Learning and Leading with Technology.

we proudly present

David mumford & Patrick traynor

David Mumford received his PhD in Mathematics from Harvard University in 1961. He stayed at Harvard, becoming Higgins Professor in 1977. His research until 1983 was in pure mathematics in the area of algebraic geometry. He then shifted to applied mathematics, working specifically in the modeling of vision, both by computer and biologically. He moved to the Division of Applied Mathematics at Brown in 1996 where he is now University Professor Emeritus. He was President of the International Mathematical Union from 1991 to 1994. He received the Fields Medal in 1974, was a MacArthur Fellow 1987-1992 and the Shaw Prize in 2006. Most recently he has also been working in History of Mathematics and Mathematics Education. He has written and lectured with Sol Garfunkel on how applied math might be integrated into the High School Math curriculum.

Young hall: Cs50

Young hall: Cs50

Cap: 352(3-5, 6-8)

ms 5138Cap: 42(3-5, 6-8)

ms 5137Cap: 42

(K-3)

ms 5117Cap: 40

(6-8)

ms 6201Cap: 28

BREAKOUT SESSION ATTENDANCE IS FIRST COME, FIRST SERVE, BASED ON ROOM CAPACITYPlenarY session: 9:00 - 10:15 am

teaChing mathematiCs to serve the majoritY of 21st CenturY ameriCan stuDentsDavid mumford, mathematics Department, Brown universityThe traditional school curriculum follows a time honored route to the concepts of higher math, concepts which have migrated steadily into the high school curriculum. In recent years, the call for incorporating applications of math and mathematical modeling into school mathematics has grown louder. I will propose a radically different approach to the traditional school curriculum based on modeling and computing. The approach links math tightly with science and economics, including the financial skills basic to entrepreneurship. I suggest that this better serves the needs of the majority, students who are not on a STEM track and may join the large percentage of adults who are alienated from math.

BreaKout sessions: 10:25 - 11:40 am

what Can we still learn from timss? Data anD items from timss 2011Patsy wang-iverson, gabriella and Paul rosenbaum foundation The Trends in International Mathematics and Science Study 2011 (TIMSS 2011) is the fifth administration of the TIMSS series, which began in 1995. TIMSS examines grade 4 and grade 8 student performance on items that were selected in alignment with the participating countries’ curricula. This session will go beyond the superficial ranking of countries to provide participants with deeper insight into 1) what we can learn from TIMSS, 2) how we can use this knowledge to re-examine our current school practices, and 3) beginning a conversation about how to help students learn.

Progressions in the Common Core area stanDarDsmichelle sidwell, Curtis Center/mathematics Department, uClaThis session will present several hands-on activities that demonstrate the coherence in the 3rd to 7th grade area standards. From rectangles to circles, we will demonstrate teaching strategies that help students develop a rigorous understanding of area including the conceptual understanding, fluency, and application emphasized in the standards.

Pattern anD PlaCe value ConneCtionssusan Kunze, mathematics Department, elm street elementaryIn this presentation, teachers will explore activities and instructional strategies to help students in grades K-3 identify structure to develop place value understanding and number sense. Understanding place value is an imperative to understanding concepts and algorithms of addition and subtraction with regrouping and multi-digit multiplication and division. Teachers will build and play engaging games designed to guide students to conceptual understanding.

moDeling with mathematiCs using a real worlD ContextKyndall Brown, Executive Office of the California Mathematics Project, UCLAThe Common Core Standards for Mathematical Practice are asking that students be able to Model with Mathematics. Mathematics Educators interested in providing access and equity for students who have been unsuccessful in mathematics have been advocating the use of real world tasks to engage students in modeling with mathematics. In this session, participants will engage in a modeling task related to the issue of garment sweatshops.

hot Dogs, hamBurgers, snow Cones anD moDeling Bruce grip, mathematics Department, Chaffey joint union high school DistrictSee how a simple business context, accessible to all students, combined with the mathematical modeling process, can be used to introduce several key concepts from algebra and functions. Experience how abstract concepts make more sense when you begin with a meaningful context drawn from the real world of your students.

Program

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BREAKOUT ATTENDANCE IS FIRST COME, FIRST SERVE, BASED ON ROOM CAPACITY

BreaKout sessions: 10:25 - 11:40 am

numBer anD oPerations: strengthening CoherenCe to foster DeePer unDerstanDinglynne Co, mathematics Department, leo Politi elementary; Curtis Center/uClaElementary math teachers often face the challenge of helping students recognize connections in their learning from one grade to the next. This session will help teachers meet this challenge with the Common Core Standards by examining specific ways in which the Number and Operations standards build upon one another across the elementary grades. We will also explore several practical teaching strategies that participants can employ immediately in their classrooms for strengthening the development of students’ conceptual understanding from one grade to the next.

geometrY in our DailY livesmichael nakamaye, mathematics Department, university of new mexico; illustrative mathematicsI will discuss several tasks from the Illustrative Mathematics base which develop rich geometrical ideas by examining concrete, familiar situations. Examples include: estimating the thickness of a soda can, estimating how many leaves are on a tree, and estimating the circumference of the earth.

siDewalK stonesmaureen Burkhart, mathematics Department, northridge academy high schoolmichelle Katz, mathematics Department, northridge academy high schoolParticipants will engage in a MARS mathematical modeling activity that involves identifying structure in a sidewalk used in Prague. This activity also addresses math practice standards 2, 3, & 6 and highlights processes of student inquiry and formative assessment. We will take a close look at how scaffolding affects the cognitive level of the task that can then be used for various grades including Algebra 1 and 2.

an introDuCtion to the Csu/uC mathematiCs DiagnostiC testing ProjeCtMary Sirody, Mathematics Diagnostic Testing Project; Curtis Center/Mathematics Department, UCLAIn this session, we will introduce the materials and services offered by MDTP. Looking in depth at a specific test and sample results report and related written response items, we will discuss how these materials may be used to guide a teacher’s instructional decision making. Attendees will be provided sample tests for courses ranging from Pre-algebra thru Calculus, including the recently released CAHSEE prep test, the new Calculus readiness test and a newly released CD of written response items.

lunCh BanQuet: 11:45 - 1:00 Pm

uCla faCultY CenterPlenarY session: 1:05 - 2:20 Pm

uPDate on California’s future assessment sYstemPatrick traynor, California Department of educationThe Standardized Testing and Reporting (STAR) Program is scheduled to sunset July 1, 2012. California has already begun transition activities to a new assessment system and Education code has now been changed to provide the State Superintendent of Public Instruction (SSPI), Tom Torlakson, the responsibility to provide recommendations to the state legislature for a new assessment system. This presentation will provide an update on the most current activities pertaining to the recommendations and considerations that have been made. For example, California has been involved with the Smarter Balanced Assessment Consortium to align the assessments to the Common Core State Standards. The new assessment system will consider a systematic battery of assessments that will include formative assessment tools and interim assessments and not only a single summative assessment at the end of the year.

Program, continued

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ms 6943Cap: 20

(K-5)

ms 5127Cap: 40(9-12)

ms 6221Cap: 25(9-12)

ms 5147Cap: 42

Young hall: Cs50

room #

level

BREAKOUT SESSION ATTENDANCE IS FIRST COME, FIRST SERVE, BASED ON ROOM CAPACITY

BreaKout sessions: 2:30 - 3:45 Pm

news from the California frameworK Committee heather Dallas, Curtis Center/mathematics Department, uClaJoe Fiedler, Mathematics Department, California State University – BakersfieldBruce grip, mathematics Department, Chaffey joint union high school Districtsusan Kunze, mathematics Department, elm street elementaryBrian shay, mathematics Department, Canyon Crest academyIn this session, a panel of CA Framework Committee members shares news regarding CA high school “coursification”, modifications to the CA Common Core, timeline for textbook adoption, and changes in credentialing relative to Common Core, among other items.

strengthening the emPhasis on mathematiCal moDelingjohn sarli, mathematics Department, California state university – san BernardinoThe CCSI rightly notes that mathematical modeling “is best interpreted not as a collection of isolated topics but rather in relation to other standards.” We will look at examples of modeling currently in practice, through the lens of Mathematics Diagnostic Testing Project (MDTP) test items, and then provide some examples that require the higher level of modeling that we infer from mathematical practice standard MP4. We will conclude by indicating how this emphasis may influence the design of some future MDTP items, both written and selected response.

the iPhone anD the linear funCtionandy hicks, Kern high school DistrictTeams of teachers in the Kern High School District are writing “anchor tasks” – mathematical investigations where students are the center of the problem-solving process. In this session, we will share our “iPhone Investigation” – where students mathematically model data collected as an iPhone charges (elapsed time vs. percent charged). Surprisingly, a piecewise function is the result! We will also share our anchor task instructional design template, which gives a framework for the structure of these tasks. Our template is based on the Standards for Mathematical Practice.

moDeling in high sChool geometrYCaline Khavarani smith, mathematics Department, Da vinci high schoolThe Common Core State Standards for Mathematics state that “Modeling links classroom mathematics and statistics to everyday life, work, and decision-making.” This session will look at three different high school Geometry standards through the lens of mathematical modeling. We will look at applications of rigid transformations, similarity, and the tangent ratio. Lesson ideas will come from the College Preparatory Mathematics (CPM) curriculum.

multiPliCation anD Division of fraCtionsstephanie Penniman, mathematics Department, alta California elementary; Curtis Center/uClaParticipants will sample and be prepared to teach classroom activities that use visual fraction models and equations to solve real-world story problems involving multiplication and division of fractions. Included are sample strategies and solutions from the Illustrative Mathematics Project which will benefit all learners, especially ELD students and visual learners.

the algeBra formative assessment ProjeCt*terri gibbs-Burke, mathematics Department, arroyo valley high schoolIn this session, it will be shared how San Bernardino County Unified School District teachers are using formative assessment processes and Mathematics Diagnostic Testing Project (MDTP) materials to improve teachers’ capacity to assess and address students’ individualized needs in an effort to help students succeed the first time they take algebra.

Program, continued

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Young hall: Cs50

Cap: 352(K-12)

ms 5137Cap: 42(6-12)

ms 5127Cap: 40(9-12)

ms 6221Cap: 25(9-12)

ms 6943Cap: 20

(3-6)

ms 5147Cap: 42

room #

level

* The Algebra Formative Assessment Project is supported by the California Academic Partnership Program

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BREAKOUT SESSION ATTENDANCE IS FIRST COME, FIRST SERVE, BASED ON ROOM CAPACITYBreaKout sessions: 2:30 - 3:45 Pm

origami Box Design as a mathematiCal moDeling aCtivitY in graDes 7-12arnold tubis, Physics Department, Purdue universityOrigami box designs can provide the framework for novel modeling activities in middle and high school mathematics. The basic analysis problem is to: 1) identify various elements (lengths, angles, polygon shapes) in the crease pattern of the unfolded model with features of the folded box or lid (shape and dimensions of cross-section, height, volume, lid details such as widths of decorative bands); and 2) derive a box-design equation that determines the starting paper shape/size that is consistent with specific design parameters. Illustrative examples of modeling activities for three-, four-, and five-sided boxes (both plain and decorative, with considerable aesthetic appeal) are presented.

DeveloPing mathematiCal moDeling sKills anD other mathematiCal PraCtiCes simultaneouslYxuhui li, mathematics Department, California state university – long BeachMathematical practice is promoted by the Common Core Standards as both an important means to and an ultimate goal for student learning. The speaker will focus on one of the eight fundamental practices, Model with mathematics, and use specific examples to demonstrate the dual roles it plays in mathematics study: as a learning objective, the development of students’ modeling skills would often rely on other mathematical practices; As a learning process, students’ engagement in modeling activities could in turn contribute to the growths in other mathematical practice expertise.

the imPaCt of ConCePtuallY-BaseD CourseworKGwen Hancock, Riverside County Office of EducationVicky Kukuruda, Riverside County Office of EducationDespite a nationwide emphasis on K-12 mathematics professional development, it can be difficult to find data supporting true changes in the classroom. This session uses independent research to highlight the impact of UCLA Curtis Center math content coursework on teachers’ content knowledge, confidence, and ability to deliver more conceptually-based lessons to students, in Riverside’s Project Delta, a CA Math Science Partnership Grant.

ms 6201Cap: 28

(6-8, 9-12)

ms 5117Cap: 40

ms 5138Cap: 42

Program, continued

special thanks to the uCla Department of mathematics

and to the following Curtis Center Programs

for their support:

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7Cover Art by Damian Williams. For more information about Apollonian circle packings, see http://www.sciencenews.org/articles/20010421/bob18.asp.

Check-in and continental breakfast begin at 8:00 AM in Mathematical Sciences 6620. Parking will be arranged under the name “Curtis Center Math Conference” in Lot 2, at the corner of Hilgard Avenue and Westholme Avenue.

There will be no refunDs, but substitutions are allowed. There will be no on-site registration.

Conference Sessions will be held in the UCLA Mathematical Sciences Building and Young Hall. The luncheon will be held in the Faculty Center.

from south-Take I-405/San Diego Fwy North toward Santa Monica-At exit 55B, take ramp right for Wilshire Blvd toward Westwood-Turn left onto Westwood Blvd-Take the first right on Lindbrook, which curves around to become Hilgard-Follow Hilgard to the Westholme entrance to UCLA-Turn left on Westholme-Lot 2 entrance will be on your left

from north-Keep straight onto US-101/Ventura Fwy North-Take ramp right for I-405/San Diego Fwy South toward Santa Monica-At exit 55B, take ramp right for Wilshire Blvd going East toward Westwood-Turn left onto Westwood Blvd-Take the first right on Lindbrook, which curves around to become Hilgard-Follow Hilgard to the Westholme entrance to UCLA-Turn left on Westholme-Lot 2 entrance will be on your left

DIRECTIONS TO UCLA:

CONFERENCE LOCATION AND PARKING:

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