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MPES Conference

Ingleside Hotel, Pewaukee  |  December 5, 2019

Presenter Material

Opening Keynote: Re-imagining Mathematics Education through a Wakandan Lens: What Can We Learn from Shuri? Dr. Imani Goffney, University of Maryland

Responsive Instruction for the PK-2 Mathematician (Grades PK-2) Alicia Korth, New London School District

Equity in Math? Getting Closer!! (Grades 3-5) Connie Roetzer and Ashley Gorman, River Falls School District

Changing Perspectives - Helping All Students Find Their Inner Mathematician (Grades 6-8), Adrianne Burns, Dupree School District

10 Practices you can Implement to Create a More Equitable Classroom (Grades 9-12), Mary Lee McKenzie and Beth Ott, Middleton-Cross Plains School District          Presentation

Culturally Responsive Teaching Practices with a Twist of Math (Grades PK-2) Melissa Tempel, School District of Waukesha

Making Math Accessible to ALL Students (Grades 3-5), Rose Palmer, Waukesha School District  Presentation

Walking Through a Math Lesson with Equity in Mind  (Grades 6-12), Tracy Frank & Melissa Thomley, Mathematics Instructional Coaches   Presentation and Handout

Bold Leadership for Equity in Mathematics Education (Leadership Strand) Jennifer Lawler, Coordinator of Mathematics Presentation

Closing Keynote: From Oakland to Wakanda: Transforming Mathematics Classrooms to Become Equitable and Empowering Spaces for Black and Brown Students  Dr. Imani Goffney

Join national and state educators for a discussion focused on

Promoting Mathematical Excellence for All Through Responsive Instruction 

 December 5, 2019

Light Breakfast: 8:00-8:45 a.m
Introduction and Keynote 8:45-10:15
Breakout Sessions 
10:30 - 11:45 a.m. & 12:45 - 2:00 p.m    Closing Keynote Session 2:15 - 3:30 p.m.

 Keynote Speaker

Dr. Imani Masters Goffney currently works as an Assistant Professor of  Mathematics Education at the University of Maryland, College Park. Her research focuses on mathematics instruction and on interventions designed to improve its quality and effectiveness, especially for students not traditionally served well by our educational system. In particular, she studies the ways in which teachers use mathematical knowledge for teaching in equitable ways. Her research contributes to a growing body of work that strives to better understand the role of content knowledge for improving student achievement and expands on understanding of how issues of race, culture, and social class intersect with students’ opportunities for learning mathematics. She currently manages her own research projects with funding from NSF and private foundations. She recently co-edited a book published by NCTM entitled, Rehumanizing Mathematics for Black, Indigenous, and Latinx Students(2018). She is an active member in AERA, NCTM, and AMTE serving in leadership roles for each of these organizations. 

MPES Agenda

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