Monday Session IV - 1:00

Summer Workshop 2013
Schedule of Events
Sunday
Event
Location
3:00pm - 9:00pm
6:00pm - 7:30pm
On-campus check-in
BBQ
Founders Hall
Founders Hall
Monday
Event
Location
8:00am - 8:30am
8:30am - 9:30am
9:30am - 9:45am
9:45am - 10:45am
11:00am - 12:00pm
12:00pm - 1:00pm
1:00pm - 2:00pm
1:00pm - 3:15pm
2:15pm - 3:15pm
3:15pm - 3:30pm
3:30pm - 4:30pm
Registration
Session I
Snack
Session II
Session III
Lunch
Session IV
Playground A
Session V
Snack
Session VI
Wegmans School of Pharmacy Atrium
Tuesday
Event
Location
8:00am - 4:00pm
8:00am - 8:30am
8:30am - 9:30am
9:30am - 9:45am
9:45am - 10:45am
10:00am - 12:00pm
11:00am - 12:00pm
12:00pm - 1:00pm
1:00pm - 2:00pm
1:00pm - 3:00pm
2:15pm - 3:15pm
4:30pm - 6:00pm
6:30pm - 9:00pm
Vendors
One-day Registration
Session VII
Snack
Session VIII
Workshop A
Session IX
Lunch
Session X
Workshop B
Session XI
Keynote
Banquet
Wegmans School of Pharmacy Atrium
Wegmans School of Pharmacy Atrium
Wednesday
Event
Location
8:15am - 9:15am
9:30am - 10:30am
9:30am - 11:45am
10:45am - 11:45am
Math Coffee Hr/Snack Golisano Gateway Midlevel (Basil Hall)
Session XII
Playground B
Pioch 117
Session XIII
Wegmans School of Pharmacy Atrium
Founders Hall Tent
Pioch 117
Wegmans School of Pharmacy Atrium
Wegmans School of Nursing
Founders Hall Tent
**East Rochester HS Auditorium
Founders Hall Tent
**East Rochester High School is located at 222 Woodbine Ave. Turn left out of the
college (travel 0.3 miles), turn left on S. Washington St. or Route 153 North (travel
0.1 miles), turn right on W. Ivy St. (travel 0.3 miles), turn right on Garfield, the
parking lot will be on your right.
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Conference Planner
Monday, July 22nd
Session/Event Title
Time
Location
Tuesday, July 23rd
Session/Event Title
Time
Location
Wednesday, July 24th
Session/Event Title
Time
Location
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“Your educational source for software, technology and support services in North America”
iDESIGN Solutions is a leading education re-seller of 2D & 3D design software products, and related hardware,
for pre-engineering, animation and media studies. We represent Autodesk, Adobe, Avid, EdgeCAM,
NetSupport, VEX Robotics, Vex IQ and much more. VEX Robotics is used in thousands of elementary, middle,
high school, colleges and universities across North America. Some schools use them for a complete Science or
Technology course, a compliment to an existing course or simply as an extra-curricular activity. Our company
offers competitive pricing for VEX products plus support and sponsorship for local competitions.
Stop by our booth and enter to win a Clawbot for your school!
Scott Read
Educational Account Manager
iDESIGN Solutions
[email protected]
www.idesignsol.com
1967 Wehrle Drive, Suite 1 PMB #049
Buffalo, NY 14221
716-796-0584
Toll Free 1-877-730-4770 x 222
Page | 3
Monday Session I - 8:30 - 9:30
Using Alternative Algorithms to Achieve Maximum Results
K-5
Do your students struggle with long division, double digit multiplication, or other common core skills?
Do they mindlessly "go through the motions" without understanding procedures? Come explore
meaningful, motivating alternative ways to teach the four operations while building number sense with
whole numbers, fractions, and decimals.
John Hinton
Long Island University (CW Post Campus) - Retired
The Math of Making: Exploring DIY Learning Opportunities
WSOP 131
K - 16
Hands-on-learning and DIY go, well... hand in hand! Give your students a chance use their mathematics
skills in some real "real world" applications: do-it-yourself projects that you can actually do! This
workshop will use various computer technologies to simulate and explore the mathematics found in
different DIY projects. Then we'll end the simulations and actually make something using our
discoveries!
James Tiffin
The Harley School
Pioch 117
The Teaching of Ratio and Proportional Reasoning
6-8
Proportional reasoning is one of the most fundamental topics in middle grades mathematics. Students’
ability to reason proportionally affects their understanding of fractions and measurement in elementary
school, school, and it supports their understanding of functions and algebra in middle school and beyond.
In this workshop, teachers will be presented with several hands-on activities that will help students:
1. understand ratio concepts and use ratio reasoning to solve problems and
2. analyze proportional relationships and use them to solve real-world and mathematical problems.
Ben Lindeman
NYSED (retired)
Promoting Talk in the Mathematics Classroom
WSOP 133
6 - 12
This presentation will provide math teachers with ways to promote mathematical discourse in the
classroom. We will talk about the benefits and drawbacks of small group work, and discuss strategies that
can facilitate or hinder a student’s creation of new ideas.
Michael Pawlikowski
University at Buffalo
MATH WARRIORS: A Webseries - Making Math Accessible
to Students Through Media
WSOP 132
6 - 16
Love, betrayal..... calculus.... A fictional, comedic web series about a bunch of college math nerds at Yale,
as they strive to win the National Collegiate Math-a-thon against their arch-nemesis, Harvard. This
webseries brings together mathematical concepts with the world of pop culture, and uses humor to make
it more accessible to students. Episodes are 5-10 min long, ideal for classroom settings. MATH
WARRIORS has been reviewed in articles by Scientific American Blog, American Mathematical Society,
NPR (WNYC), NCTM, and screened at Math for America in NYC.
Kristina Harris
New York University
TI-Solutions for the Common Core
WSOP 129
9 - 12
With the new standard from the CCSS for Mathematics here learn about the best tools from Texas
Instruments to meet the needs of the students. Be prepared to be Nspired!
Dana Morse
Texas Instruments
WSON 101
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Monday Session II - 9:45 - 10:45
Additional Ways to Add: Using Manipulatives and Reasoning
Skills to Explore Alternatives to Traditional Computation
K-5
Rather than simply working from right to left, trusting that students are simply going to "get it" when
they have to carry, let's introduce a variety of tools to strengthen their abilities to "see it."
Eric O'Brien
Shore Road Intermediate Center
Cognitive Demand of Mathematical Tasks
WSOP 129
K-6
Are you using problems that support deeper thinking, connections and reasoning? We will work
together to look more deeply at the level of cognitive demand in a variety of mathematical tasks.
Learn what cognitive demand is and how you can use this research-based concept to transform aswritten mathematical problems in textbooks into demanding tasks that will increase student learning
outcomes while connecting to the CCSSM.
Erik Winarski
St. John Fisher College
WSOP 131
Sampling, M&M's, Oh my!
6-8
Participants will use 3 different scientific methods of sampling with M&M's (or Skittles, if lactose
intolerant). A discussion of the variability of sampling will result in understanding the inferences of
populations. The handouts are classroom ready.
Jane Cushman
Buffalo State College
WSON 105
"SMARTer" Ideas for Teaching Mathematics
6 - 12
Let’s share ideas to engage students in mathematics education. Participants will explore the potential
of the SMART Board, SMART Notebook software, SMART Notebook Math Tools in Middle and
Secondary Level Mathematics Instruction. Participants will interact with a myriad of examples to
take back to their classrooms in the fall.
Willard Hardin III
Granville Jr./Sr. High School
"Flipped Out" about CCSS with TI Nspire Navigator technology
WSOP 132
9 - 12
Meeting Common Core State Standards seems easier with the TI Nspire Navigator system in the
"Flipped" classroom setting. Experience "a day in the life" of my flipped classroom.
Robyn Poulsen
Lake Placid Middle/High School
Transformations in Common Core State Standards, Part 1:
Congruence a la Euclid
WSON 101
9 - 16
Transformational Geometry is a topic of emphasis in the Common Core State Standards. Technology
will be used to discover definitions for the basic isometries (rigid motions) and to illustrate Euclid’s
“Congruence by superposition.” ( See Session IV for optional Part 2.)
Stephen West
SUNY Geneseo (Retired)
WSON 102
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Monday Session III - 11:00 - 12:00
Elementary STEM, and a little STEAM too!
K-5
The idea of integrating science, technology, engineering, and math (STEM) with one another is not a new
idea. The benefits of STEM programs have been celebrated for quite some time, yet still teachers struggle
with how to make them a meaningful part of their own classes. Perhaps the reason is because they haven’t
thought about adding a little art to the mix (hence, STEAM). Stop by this workshop to explore a few
simple ways to make creativity a part of your math curriculum.
James Tiffin
The Harley School
PARCC inquiry assessments require inquiry-pedagogy and
teaching in your PLC
WSOP 133
K - 12
How well do you understand the 8 Standards for Mathematical Practice? The 8 Standards for
Mathematical Practice are considered a central focal point for the best teaching practices, often referred to
as the process standards, that is, the habits of mind the teachers should bring into their classroom to
ensure the best outcomes on the upcoming PARCC Assessments.
How well do you know and understand them? Test your knowledge with this engaging activity.
Match different math tasks to the mathematical practice(s) that best describes it, K-12. Group discussions
and math activities will follow for deeper understanding. Participants will all receive the Matching The
Standards to Practice template. For K-5, Middle School and high school.
Steve Reinhart
Kendall Hunt
Using Math Inquiries to Promote Mathematical Practices
WSOP 129
3-8
Promote the standards for mathematical practice through student-centered math inquiries.
Session will include classroom ready hands-on inquiries linked to Common Core Standards
(Grades 3-8).
Josephine C. Seddon
Rensselaer Polytechnic Institute
WSOP 132
QR Codes
6 - 12
A QR code (quick response code) has become a focus of advertising strategy due to its ability to take you
to the company's website so effortlessly. Come learn how to integrate a QR code into your classroom in
many different ways and keep your students engaged! Bring a smartphone or tablet device if you have
one, there will be a few available to share.
Brittney Pulcini
Wayne Central
Pythagorean Triples and N-tuples
Pioch 106
6 - 16
Using colored grid squares to create a Pythagorean triple and quadruple. By examining familiar patterns
higher ordered n-tuples can be obtained.
Paul Schwiegerling
Buffalo State College
Fun Statistics
WSON 105
9 - 12
Practical statistics labs that enhance instruction and provide students opportunities to explore useful
applications of technology will be explored.
Sharon Cichocki
Hamburg Central
FUNdamental Geometry!
WSON 102
9 - 12
Expanding the role of geometry within the curriculum not only helps meet the CCSS but also helps
students with conceptual understanding of topic in the curriculum.
Bill Caroscio
Elmira SHS (Retired)
WSON 101
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Monday Playground A - 1:00 - 3:15
Scratch Playground
K - 16
Scratch is a block-based programming language that lets students learn and apply mathematical concepts
in a visually motivating way. Logic, reasoning, computation, coordinates, negative numbers, problem
solving, and many other mathematical ideas are all accessible by students K-12. Invented by the smart
folks at MIT, but utilized in schools and homes across the world, come by to see what coding can do for
your students. See more about Scratch with this video, http://bit.ly/14uFhVw, and more about coding with
this one, http://bit.ly/15HndGX.
James Tiffin
The Harley School
Pioch 117
The playgrounds are an opportunity for teachers to play with different learning technologies in a very informal setting. "Slide" in
when you want, and leave when you want - you decide how to spend your time exploring something new. A facilitator will be
there to help folks learn their way around, but conference attendees are encourage to "swing" by and lend some expertise as well.
Monday Session IV - 1:00 - 2:00
Playing with a Full Deck (and Dice): Strategy Games for
Numeration and Assessment
K-4
Ask any elementary teacher if their students like playing games and all of them will say, "Absolutely!" So
harness that student enthusiasm to engage them in math games that develop their number sense, logical
reasoning, problem solving skills, and much more. We'll look at a variety of different games students can
play in groups, or as individuals. Ideas for how to modify the games to differentiate based on the ability
levels of your students will be shared, as well as methods for analyzing results as part of a formative
assessment routine. Best of all, these games utilize stuff you probably already have in your classroom cards, dice and other simple materials! Leave this workshop with everything you need to start "playing
around" in school next year!
Tony Cinquino
The Harley School
Teaching for understanding: WHY are even numbers even and
odd numbers odd?
WSOP 129
K-8
For students to construct viable arguments and critique the reasoning of others, they have to be able to
verbalize mathematical concepts that they grasp intuitively. Something as basic as what concepts lead to
label a number even or odd may seem so simple that it is hard to verbalize to others. This session will
explore how to translate the difference between knowing the rule and being able to explain it using
underlying concepts.
Dennis Showers
SUNY Geneseo
Becoming consumers of information: Building knowledge of
statistics through the CCLSM
WSON 105
6 - 12
Why do we start statistics in such a deep and meaningful way in 6th grade and build beyond anything
most of us remember learning outside of elective stats courses by the time our students are in 9th grade?
Because these kids need to be savvy consumers of information earlier than we ever did to be intelligent
members of our society. Come play with the stats as they are presented from 6th grade through Algebra
1- all aspects! Leave with activities, materials, and a better grounding for your own math class regardless
of grade level.
Heidi Bromley
Questar III BOCES
Apps in Math
WSOP 133
6 - 12
Discover apps that make the math classroom interactive and alive. Sketchpad Explorer, the NEW TINspire App, and others will be used to help investigate concepts in the math classroom. Bring an iPad if
you have one. Some will be available to share. Your students are sure to enjoy!
Diane Broberg
Allendale Columbia School
WSON 102
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Some Mathematics beyond the Standards
9 - 12
This talk will explore some mathematics which is just beyond the content specified by the High School
Standards. Ideas concerning, number systems, polynomials, trigonometric identities and geometric
constructions and their interconnections will be discussed.
Jim Carpenter
Iona College
Transformations in Common Core State Standards, Part 2:
Identifying isometries in preparation for theorem proving
WSOP 132
9 - 16
In order to prove congruence using geometric transformations, it is essential to identify specific
isometries (rigid motions) by observing their properties. Technology will be used to discover identifying
properties of the basic isometries (rigid motions) as a lead in to congruence proof. (This session requires a
previous understanding of isometries (i.e. Part 1 from see Session II), but Part 1 is not required.)
Stephen West
SUNY Geneseo (Retired)
WSON 101
Monday Session V - 2:15 - 3:15
Luck, Risk, and Unfairness: Playing around with Probability
K-8
We will delve into the meaning of life through luck, risk, and the roll of a die. Expect the unexpected!
Materials available for classroom use.
Elizabeth (Beth) Walker
University of Buffalo
Twitter for Professional Practice
WSOP 132
K - 16
More educators are using Twitter for education information, ideas, and strategies. You will leave this
hands-on workshop with your own twitter account, knowledge of "tweets" and "hashtags," many top
educators to follow in your content area, up to date research, and amazing strategies to try in your class
tomorrow.
Andy Maillet & Erick Mock
Greece Athena High School
SPEED RACER
RW 115
6 - 12
Understand, apply and enhance the teaching of constant , linear and quadratic functions through the
motion of a car ( we will be building). The project integrates concepts of one dimensional kinematics
(physics) to what we teach and learn in the mathematics classroom. The kids love this one! Bring a 9 volt
battery and a graphing calculator- TI 83 plus or 84.
Ellen Falk
North Salem High School
Grapple This!
WSON 102
6 - 12
Participants will learn strategies to help students persevere with challenging problem solving and how to
save valuable instructional time. Using the Workshop 2.0 model from Expeditionary Learning,
participants will engage in the grappling process with the problems students have in our high school
classrooms. Walk away with new ideas to use in your classroom in the fall.
Jesse Pryor and Jessica Phillips
School #58: School of Inquiry
Patterns and Calculator Programs in Division in Numbers
Ending in 7 and 9
WSON 105
6 - 16
A simple pattern can be found when dividing by 7, 17, 27, 37, .... and by 9, 19, 29, 39, .... These patterns
are easily programmable on TI calculator. Patterns and observation can lead to unique discoveries in
Mathematics.
Paul Schwiegerling
Buffalo State College
WSON 101
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Congruent Triangles Poster Activity
9 - 12
Students construct a variety of triangles based upon given measurements and arrange those triangles
artistically on a poster for presentation to the class. When all posters are displayed together, students
analyze the triangles to determine which given measurements created congruent triangles and which
failed to create congruent triangles. Participants in this session will construct their own templates and
walk out ready to conduct this activity in their own classrooms.
Carrie Gunther
Pittsford Mendon HS
WSOP 129
Monday Session VI - 3:30 - 4:30
Using the TI-34 Multiview Calculator in the Elementary
Grades to support the Common Core
K-5
Think that a scientific calculator should only be used in the middle school grades? Let's give students in
grades 4 and 5 the advantage by teaching them to use the TI-34 Multiview! Join this session and leave
with ideas and lesson plans about incorporating a scientific calculator into your grade appropriate CCSS
curriculum.
Susan Elizabeth D'Auria Endeavor Science Teaching Certificate Project
Mathematics In Living Color: See what's new from TI!
WSOP 132
6 - 12
Technology is always changing and TI is right there with new tools for the Mathematics Classroom.
Come get hands on with the latest from TI.
Dana Morse
Texas Instruments
Quadrilateral Constructions
WSON 101
6 - 12
Students learn so much more about shapes when they are asked to construct them. My lessons will be
shared and used during the presentation. I will be using the TI Nspire , but the ideas shared can be used
with any Dynamic Geometry Software.
Tammy Casey
WSON 102
Promoting Number Sense with "Mathemagic" Tricks
6 - 16
The speaker will demonstrate some mathematical "mindreading" number tricks and show how they can be
used to promote number sense in students.
Robert Rogers
SUNY Fredonia
Triangulate the NYS 2005, PARCC and CCLSM Appendix A
standards for Algebra I
WSOP 133
8 - 10
We will explore the connections and differences in the three sources of Algebra I standards, relate them to
the Story of Functions, and zero in on what is needed to best prepare our students for the CCLS Algebra I
Regents scheduled for early June 2014.
Heidi Bromley
Questar III BOCES
WSOP 129
Using simulations to teach statistical inference in AP Statistics
9 - 12
After a brief overview of the AP Statistics course content, this presentation will focus on how simulations
can be used effectively to teach statistical inference concepts (content area 4 in the AP course).
Simulations will be demonstrated to show how students can manipulate properties of distributions and
samples and observe their effects on parameter estimation and probability statements.
Bruce Blaine
St. John Fisher College
WSOP 131
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Tuesday Session VII - 8:30 - 9:30
1210 Days of School!: A World Beyond Base Ten
K-6
By working in different base systems, a student develops a greater understanding of operations and place
value. Participants will use hands-on activities that help make these abstract ideas more concrete for both
themselves as teachers and for their students.
Rebecca Tiffin
St. John Fisher College
Modeling Student Difficulties in Generalizing Mathematical
Structures through the Use of a Model Riddle
WSOP 131
K - 16
By asking the “same” riddle in a variety of ways participants will be reminded of how hard it can be for
beginning students to see the patterns when presented with a similar set of problems. Participants will then
begin to explore what many students are experiencing when they “just don’t get it.”
Bruce Pennington
RIT
WSON 105
Not Your Grandma’s Math Standards
6-8
Explore the 8 Standards of Mathematical Practice (SMP) of the Common Core State Standards. Work
with the SMP’s hands-on and walk away with activities ready to be used upon return to the classroom.
Terri Steigelman-Johnson
McGraw-Hill Education
WSOP 132
Using STEM to Teach the Common Core
6-8
This talk will present real world applications as way to bring STEM into middle and high school
mathematics class. These will help to motivate the mathematical topics in the CCSS.
Robert Rogers
SUNY Fredonia
A Brief Respite with Baravelle and His Polygons
WSON 101
6 - 12
The Baravelle Square provides a wonderful opportunity to explore geometry, number theory and art with
your students. It's summer time. The living should be easy. Come enjoy the art. I promise you will get
some wonderful geometry lessons and art lessons in this session. I will also bring along some other art
investigations that enhance the geometry curriculum.
Eric O'Brien
Shore Road Intermediate Center
Dispelling the mystery of the radical symbol: a simple
arithmetic approach to evaluating square and cube roots
WSOP 133
6 - 16
Common Core State Standards appear to demand a simple method for approximating square and cube
roots of numbers that are not perfect squares. An approach is suggested that employs 8th grade level math.
Peter Duveen and Junalyn Duveen
Tutorial Center
Nspire your Stats students
WSOP 129
9 - 16
Use the TI-Nspire to make statistical concepts come to life. Binomial distributions, confidence intervals,
and hypothesis testing will all be discussed.
Diane Broberg
Allendale Columbia School
The Locus of a Circle Using Two Fixed Points
Pioch 106
9 - 16
A unique observation will be presented where the realization will be made that there is more than one way
to define a common geometric shape.
Paul Schwiegerling
Buffalo State College
WSON 102
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Tuesday Session VIII - 9:45 - 10:45
Fun with Geometry
K-5
This workshop, appropriate for grades K-4, will provide participants with several fun activities, aligned
with the Common Core Standards that can be taken back to your classroom this fall to "spark up" you
math classroom. Come and have some geometric fun!
Ben Lindeman
NYSED (retired)
Patterns, Relations and Functions
WSOP 131
6-8
Lesson ideas and activities to connect all three. Just think of all the connections you have always wanted
to help the students discover. Now is the time, Common Core Mathematical Practices are just the start to
helping all students see the interwoven beauty.
Caryl Lorandini
Carle Place MS
Unpacking Student Thinking and Guiding Instruction through
Formative Assessment
WSOP 132
6 - 16
This topic is primarily focused on probing students for understanding and comprehension of instruction.
Using formative or informal instruction can begin to unfold what students are thinking and how they
understand mathematics. Using this information can guide and modify further instruction.
Zachary Paley
University of Rochester
Solving Quadratic Equations Geometrically using Algebra Tiles
WSON 102
9 - 12
For many students, completing the square is the most notorious method for solving quadratic equations.
In this session, we will make use of algebra tiles to explore the geometric meaning behind the algebraic
manipulations. Integer roots will be considered.
Kristi Martin & Janine Vigliette
University at Buffalo/Buffalo State
Meeting CCSS with the TI Nspire Navigator in the Algebra 2 &
Trigonometry classroom
WSOP 133
9 - 12
Participants will experience the Nspired Algebra 2 & Trigonometry classroom. A variety of activities will
be demonstrated. All activities easily align to CCSS.
Robyn Poulsen
Lake Placid Middle/High School
WSON 101
Tuesday Workshop A - 10:00 - 12:00
Dan Meyer
Wegmans School of Pharmacy Room 129
Modeling with Digital Media in the Mathematics Classroom
We make enormous promises to our students that mathematics models the world
they live in, that math has power in their world. We attempt to make good on that
promise with word problems that look nothing like that world and look nothing
like modeling as it’s practiced by mathematicians. In this session we’ll learn how
digital photos and videos can help us engage and challenge our students in the
modeling practice of the CCSS.
** This session will be repeated in the afternoon to give everyone an opportunity to attend. This
is a ticketed event. You should have received either an am or pm ticket at registration. If you
did not receive a ticket at registration, please see Rebecca Tiffin.
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Tuesday Session IX - 11:00 - 12:00
Using games to integrate and support the standards for
mathematical practice
K-5
In this hands-on workshop, participants will explore how simple games can be used to integrate all of the
mathematical practice standards while also addressing key content standards in the CCSSM. We will also
explore how games serve as mathematical models that allow students to develop higher order thinking
skills, capitalizing on their creativity and interests.
Kris Green and Brenda Green
St. John Fisher College/Webster CSD
Ignite Student Learning with Screencasting
WSOP 133
K - 16
This session will share a framework for student screencasting built upon the idea that learners learn best
when they create, share and teach others. Screencasting is the digital recording of a computer screen, with
accompanying narration. A wide variety of tools and curriculum-based ideas will be shared. Participants
will come away with ideas for putting screencasting in the hands of their students all year long to
facilitate meaningful learning.
Stephen Ransom
Nazareth College
Ratios, Rates and Proportions Leading to Slope
WSOP 132
6-8
In this workshop, we will explore the development of slope through the ratio, rate and proportion
standards in 6th and 7th grade leading to slope in 8th grade and the extensive use and application of lines.
You will walk away with a deeper understanding of this progression, and activities and resources that will
be valuable in your instructional pursuits.
Heidi Bromely
Questar III BOCES
Exploring Why Some A+ High School Students Struggle with
1st-Year College Math: A Discussion of Causes, Trends, and
Recommendations
WSON 101
9 - 12
In our role of Math Support Specialists at RIT, we consult with many students who were A+ math
students in high school and now, to their surprise, find themselves struggling with their college math
courses. Why does this happen? What can be done to prevent this? We come with our own experiences
and solutions and hope to encourage teachers to share their own experiences and strategies that have
worked for them.
This is a discussion about academic strategies that work well in the transition from the high school math
environment to the expectations in college math classes.
Bruce Pennington & Justyna Oldziej
RIT
THAT'S HOT ... Parabolic Hot Dog Cooker
WSOP 131
9 - 16
A real life application of the parabola other than free fall! Learn how to apply locus properties in the
designing and building a parabolic hot dog cooker. Project integrates math , technology and physics and
is written in the UBD format. Computer software (very cool) will enhance the learning experience. Bring
a graphing calculator or laptop if you wish.
Ellen Falk
North Salem High School
Pioch 106
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Tuesday Session X - 1:00 - 2:00
Communicating Our Ideas Clearly: Supporting Students'
Mathematical Language
K-8
Have you noticed students struggling to express their ideas about math content? Are your students able to
explain their thinking orally, but have difficulty when writing their ideas down? The ability to construct
viable arguments is a key component in the CCSS Mathematical Practices -- and it is also challenging to
teach. In this workshop, we will examine examples of student writing and discuss ways to support clear
and precise mathematical language use in the classroom. You will leave with strategies to use in your
own classroom to encourage your students to communicate their growing mathematical understanding
effectively.
Karine Kelley
PS 230
How to create a STEM Enrichment program on a limited
budget
WSOP 133
K - 16
STEM education is at the forefront of most schools, but how can you develop a STEM Enrichment
Program to help highlight your school or group. A variety of ideas will be presented on how to get
funding, activities to use, and free professional development to start your program. Our current after
school program can be adapted to an after school program at your own school or you can adapt it and use
single hands on inquiry based lessons in your classroom. Some topics will include nanotechnology,
aeronautics and NASA ideas.
Jim Reynolds
Galway CSD
WSOP 131
Tuesday Workshop B - 1:00 - 3:00
Brian Cohen
Wegmans School of Pharmacy Room 132
How Many Squares are on a Checkerboard? Fun math problems that help
students develop the Mathematical Practices.
The eight Mathematical Practices in the CCSS describe the processes and 'habits of mind'
students need to develop for success in the 21st century. These Practices cannot be
'taught.' Students develop them gradually by regularly engaging in mathematical activities
that necessitate them. In this session, we will have some fun solving intriguing math
problems for adults and discuss the Mathematical Practices involved in doing so.
Dan Meyer
Wegmans School of Pharmacy Room 129
Modeling with Digital Media in the Mathematics Classroom
We make enormous promises to our students that mathematics models the world they live
in, that math has power in their world. We attempt to make good on that promise with
word problems that look nothing like that world and look nothing like modeling as it’s
practiced by mathematicians. In this session we’ll learn how digital photos and videos
can help us engage and challenge our students in the modeling practice of the CCSS.
**Repeat of the 10:00 - 12:00 session. This is a ticketed event. You should have received either
an am or pm ticket at registration. If you did not receive a ticket at registration, please see
Rebecca Tiffin.
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Tuesday Session XI - 2:15 - 3:15
Unpacking the Mathematical Practices
K-5
Explore the mathematical practices at the K-6 level. Examine the practices one by one, identify them in
other elementary content, compare and contrast them with the ELA “capacities of the literate individual.”
Participate in one or two easily implemented math activities that will help develop each practice in your
students.
Sue McMillen
SUNY Buffalo State
What's Science Got To Do with Math?
WSOP 131
K - 12
Science has everything to do with Math! Explore ways to successfully go deeper in-depth as you tackle
the Common Core State Standards. Interdisciplinary hands-on lessons that incorporate science concepts
and skills will be provided. They are easily adaptable to your classroom. Use science to enhance your
students' math and higher level thinking skills. Students will see connections to real life situations and
begin to understand how to create their own modeling situations.
Carrie Herron
Galway CSD
Dynamic illustrations with GeoGebra
WSOP 133
6 - 16
After a brief introduction to the dynamic geometry software GeoGebra, we will explore a variety of
classroom demonstrations that use GeoGebra’s features to illuminate mathematical concepts from the
middle school, high school, and college level, including examples from the geometry, precalculus, and
calculus curricula.
Mark McKinzie
St. John Fisher College
Pioch 106
Tuesday Keynote - 4:30 - 6:00
Teaching for Reason and Sense Making
Dan Meyer
Our students like to solve problems that they've solved before or that they have seen you
solve. They are impatient with new problems sometimes complaining that "you didn't
teach us that." Our curriculum is often too helpful and even prescriptive on how to solve
problems leading to unintended consequences that emphasize students following step-bystep instructions and robbing them of the opportunity to reason about and make sense of
the mathematics they are studying. Your curriculum may be doing too much of the
"thinking" for your students and asking too little of them. Effort and persistence are
essential in a curriculum that emphasizes reasoning and sense making and require careful
planning. We will define and describe the tools and skills for teachers who redesign their
curriculum for reasoning and sense making. We will also emphasize the multimedia and
modern technology tools essential to such a redesign.
Dan Meyer taught high school math for six years to students who didn't like high school math.
He is currently a doctoral candidate at Stanford in the field of math education. He speaks
internationally and consults with publishers to help them figure out what their textbooks will
look like when they leave paper behind. He was named one of Tech & Learning's 30 Leaders of
the Future and lives in Mountain View, CA.
**Many of Fisher's facilities are under construction and therefore the keynote address will be
held at the East Rochester High School auditorium (see page 1 for directions).
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Wednesday Coffee Math Hour - 8:15 - 9:15
More and more teachers are creating online learning networks through email, Twitter,
blogs, etc. What truly makes conferences like this special is the face-to-face time you
have with colleagues. Join us at Coffee Math Hour and enjoy some of that special time to
share ideas and insights you've gotten while at the conference. It will also be time to talk
about some of the questions attendees have raised while here at AMTNYS. We might not
find the answers to them, but at least we'll work on them together... and, of course, have
coffee.
Golisano Gateway Midlevel
Wednesday Session XII - 9:30 - 10:30
Digging Deeper into the Common Core Content Standards:
NBT in grades K-3
K-5
The highest performing countries make number concepts, including place value, their chief focus in the
primary grades. To help us do this in the U.S., the Common Core has delayed the introduction of some
other concepts (ex., data, patterns/algebra, and geometry) in order to introduce larger numbers and place
value beginning in kindergarten. The standards distinguish between a strategy and an algorithm. What’s
the difference? What strategies are K-2 students expected to use? What algorithms might grade 3 students
use? What do students need to understand about place value in order to support these strategies and
algorithms and how do we develop that understanding?
Brian Cohen
Skaneateles CSD
WSOP 133
Math Teachers' Circles and The Last Mathematician Standing
K - 16
Are you feeling challenged trying to find a way to establish a culture of problem solving in your
classroom? Are you looking for a professional learning community that can provide guidance, materials,
and resources that can promote open-ended problem solving as a way of learning, thinking about, and
practicing mathematics in your classroom? If so, this workshop is for you! Come join us to find out about
the newly formed Rochester Area Math Teachers' Circle and take part in an abbreviated session by
analyzing the game of Last Mathematician Standing. This promises to be entertaining and informative
discussion, and we will make explicit connections with the Common Core Mathematical Practice
Standards.
Laura Drake, Marcia DeJesús-Rueff, Yousuf George,
Nicole Juersivich, Alexandra Pink
Nazareth College
Becoming consumers of information: Building knowledge of
statistics through the CCLSM (**repeated from Monday)
WSOP 132
6 - 12
Why do we start statistics in such a deep and meaningful way in 6th grade and build beyond anything
most of us remember learning outside of elective stats courses by the time our students are in 9th grade?
Because these kids need to be savvy consumers of information earlier than we ever did to be intelligent
members of our society. Come play with the stats as they are presented from 6th grade through Algebra
1- all aspects! Leave with activities, materials, and a better grounding for your own math class regardless
of grade level.
Heidi Bromley
Questar III BOCES
WSOP129
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Geometry - Changes and the Common Core Standards
9 - 12
This workshop will guide participants through the process of comparing and contrasting the new
Common Core State Standards for Geometry with the curriculum taught previously in NY state. This
presentation will include websites and activities to support the new topics in the Common Core.
Participants will have time to collaborate together as well. This presentation will jump start your
planning as you plan for the new Common Core State Standards in Geometry.
Leslie Tanner
York Central School
Measuring atmospheric pressure: an adventure in
mathematical modeling
Pioch 106
9 - 16
High school level mathematical skills are applied to the problem of measuring atmospheric pressure
without a barometer, mercury, a vacuum pump, or any of the usual laboratory props. Parabolas,
hyperbolas, asymptotes and even a touch of calculus make an appearance in this presentation.
Peter Duveen and Junalyn Duveen
Tutorial Center
WSOP 131
Wednesday Playground B - 9:30 - 11:45
Conference Tech Playground
K - 16
Did you see something "ed-techie" done and the conference? Did you want a chance to try and do it
yourself? Is there something else you've seen done with technology that you've always wanted to try in
your classroom, but didn't have the time to experiment? If any of these situations are ones you find
yourself in, then this is the playground for you! Stop by and spend some time doing a little exploring
with the various technologies that have been used throughout the conference. And don't think you'll be
doing it on your own... Jim Tiffin, former math teacher, edtech integrator, and now Director of Academic
Technologies, will be on hand to lend a hand during this playground. Don't be surprised if a few of your
other fellow conference attendees and presenters stop by to offer some help as well. This playground is a
great chance to dedicate some time to yourself and your personal edtech needs!
James Tiffin
The Harley School
Pioch 117
The playgrounds are an opportunity for teachers to play with different learning technologies in a very
informal setting. "Slide" in when you want, and leave when you want - you decide how to spend your
time exploring something new. A facilitator will be there to help folks learn their way around, but
conference attendees are encourage to "swing" by and lend some expertise as well.
Wednesday Session XII - 10:45 - 11:45
Traffic Problems: finding mathematical concepts in everyday
contexts
K - 12
Driving in a car presents a constant stream of mathematical concepts (operations, ratios, rates, patterns)
and skills (mental math, number sense, estimations) that serve as examples for lessons. This session will
present examples and how they can be used as examples of decontextualizing math concepts from
everyday, real-world situations as called for in the Common Core Standards.
Dennis Showers
SUNY Geneseo
Multiple Ways to Multiply: Alternatives to Traditional
Multiplication
WSON 101
K - 12
Students should be given alternatives to traditional multiplication that allow them to work with greater
speed, efficiency and reasoning. As they go through elementary and middle school, they should enjoy a
"WOW" factor, and as they proceed into high school, they should uncover the algebraic proofs that allow
them to work so efficiently.
Eric O'Brien
Shore Road Intermediate Center
WSOP 129
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Getting Your Students Ready for Complexity: Growth
Mindsets and the Common Core State Standards
K - 16
The new Common Core State Standards require all students to grapple with much more complex
problems. Once you've realigned your curriculum, what should you do next? In this workshop, you will
learn how to establish a "growth mindset culture" where students want to grapple with more difficult
math. You will also learn simple ways to tweak your lessons that will result in much deeper student
learning.
Marcia DeJesús-Rueff
Expeditionary Learning
WSOP 133
Using STEM to Teach the Common Core
9 - 12
This talk will present real world applications as way to bring STEM into middle and high school
mathematics class. These will help to motivate the mathematical topics in the CCSS.
Robert Rogers
SUNY Fredonia
WSON 102
The Mandala Project
9 - 12
Participants will learn the new constructions found in the Common Core Standards for Geometry and
using these explore how to “hook” their students with the creation of a personal mandala. Examples will
be shared. Participants will begin to create their own personal mandala.
Laurie Rosborough
Gananda Central Schools
WSOP 132
Networking List
Name
School
Email and/or Twitter Handle
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AMTNYS Summer Workshop Presenters
Bruce Blaine, PhD, PStat®, is a professor of statistics and Director of the Statistics program at St. John Fisher College. He
teaches undergraduate and graduate courses in statistics and quantitative research methods. He has served as a Reader on the AP
Statistics Exam. Dr. Blaine maintains an active statistical consulting practice, serving clients in the K-12 and higher education
community.
Diane Broberg is the chair of the math department at Allendale Columbia School and a T^3 Regional Instructor. When not
teaching math or presenting workshops, she is running or cheering her two daughters on at their sporting events.
Heidi Bromley is currently a Senior Mathematics Specialist for Questar III BOCES. She has over twenty years of experience in
NYS Mathematics Education, including being 1/3 of Middleburgh High School's math department and serving as K-12
Administrator for Mathematics at Mohonasen Central School. She also serves on the executive board of AMTNYS, as the
President-Elect of NYSAMS, and on several other local and regional math oriented organizations. Second only to her role as
mother to her two amazingly talented kids, Heidi's favorite activity is providing worthwhile professional development in
mathematics education for her colleagues in and beyond NYS!
Bill Caroscio is retired but not tired! He is a Past President of AMTNYS, Past President of NYSAMS, taught for 33 years in
public education, is an Adjunct at Corning CC, Elmira College, St. John Fisher College, and a Teachers Teaching with
Technology National Contract Instructor.
Dr. Jim Carpenter holds a doctorate from Columbia University and is a Professor of Mathematics at Iona College. He has
spoken at national, regional, state and local conferences about the mathematics which motivates and flows from typical high
school content.
Tammy Casey is a High School Math Teacher in the Lake Placid Central School District. She has taught almost all levels of
high school math from Algebra to a College Algebra BRIDGE course. These days her focus is on Geometry. This past winter,
Tammy became a Regional T3 Instructor.
Tony Cinquino has spent 35 years at The Harley School helping children learn how to solve problems, make connections,
nurture self-confidence and negotiate social situations. He is currently teaching 2nd Grade, but has always been sharing his love
of mathematics with his students.
Brian Cohen spent the last 8 years as a K-6 math leader for the Fayetteville-Manlius School District. In addition to his work
with the school district, he also teaches an elementary mathematics 'Curriculum and Methods' class at Syracuse University; serves
on the Mathematics Content Advisory Panel for the NYS Department of Education; serves on the Executive Board for the
Association of Math Teachers of NYS; and coordinates a group of district math leaders from the CNY area.
Sharon Cichocki currently teaches Advanced Placement statistics and Pre-Calculus at Hamburg High School. She views using
technology in her classroom instruction as an important part of engaging students and allowing them to make insightful
conclusions while learning mathematics. Her classroom instruction includes using the TI-Nspire, Navigator and the Ipad app for
TI-Nspire.
Jane Cushman taught high school mathematics for 15 years in Texas. Wanting to find a better way to teach Algebra to all
students, she attended The University of Texas at Austin and learned about Inquiry-Based Learning. Now, she is teaching others
to become mathematics teachers at Buffalo State College.
Susan Elizabeth D'Auria is the STEM Director and Head of the Mathematics Department at an all-girls private school in Bay
Ridge, Brooklyn, NY. She spearheaded the Advanced Mathematics Program in 2004, in which her 8th Grade students take a 9th
Grade mathematics course. A graduate of Brooklyn College, CUNY, she was accepted as a PhD candidate at Teachers College,
Columbia University in Mathematics Education (2010). Since January 2012, she has been working as part of Cohort 4 of the
Endeavor Science Program, which only accepted 51 teachers across the United States. In June 2013, she will receive a STEM
Teaching Certificate from NASA and Teachers College, Columbia University.
Marcia DeJesús-Rueff grew up east of East Chicago and to the west of Indiana's Amish country. She has a bachelor's degree
from Bryn Mawr College and master's degrees from Oberlin College and St. John Fisher. After working in industry for many
years, she switched to teaching and taught mathematics to students in grades K through college for over 20 years. She is now a
school designer with Expeditionary Learning and has had the privilege of helping to open over a dozen new schools. She is
currently completing her doctorate at the University of Rochester.
Peter Duveen is a staff member of the Tutorial Center in Manchester, Vermont, and a home schooling consultant in Hebron,
New York.
Laura Drake is a math teacher at the World of Inquiry School, one of the Expeditionary Learning schools in Rochester.
Ellen Falk has been a middle and high school mathematics teacher for over 26 years. Her special interest is integrating real life
applications into the classroom.
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Yousuf George is an Assistant Professor of Mathematics at Nazareth College.
Brenda Green is a fourth grade teacher in Webster, New York. She has worked as an Enrichment Specialist, Science Lead
Teacher, and has taught a graduate course on differentiating instruction. Brenda has worked to design and implement curriculum
and instruction based on Common Core Learning Standards.
Dr. Kris Green is a professor in the Mathematical and Computing Sciences department at St John Fisher College. After earning
his Ph.D. in Applied Mathematics from the University of Arizona, he came to Fisher in 1999, where he has focused on STEM
teaching and learning, with an emphasis on mathematical modeling and integrating content through technology. He holds an
honorary doctorate in Star Wars Studies from the University of Coruscant, and teaches martial arts in his spare time.
Carrie Gunther has taught at Pittsford Mendon HS since 2001. She is the current vice-president of AMTRA and has presented
at AMTRA, AMTNYS, T^3 Regional, & TI-International Conferences.
Dr. Kristina Harris Petersen received her BFA from NYU's Tisch School of the Arts in Drama. After working in the
performing arts world for several years, Kristina earned her PhD in Biochemistry from Cardiff University in the UK, after which
she dedicated her career to teaching students and finding strategies to help students learn advanced science material. She taught
Biochemistry and General Chemistry courses at Barnard College (Columbia University) and New York University while also
working one-on-one with medical students on optimizing their study plans and test-taking skills. She is currently a Visiting
Assistant Professor at NYU, and an Adjunct Assistant Professor at Einstein College of Medicine. Kristina is also the Co-Director
of Academic Support and Counseling at Albert Einstein College of Medicine. Kristina's webseries, Math Warriors, is about math
nerds from Yale striving to win the national championship Math-a-Thon. The series has gotten rave reviews and has been
supported by national and international math organizations. The series attempts to bring together mathematical concepts with
pop culture in an accessible way, ideal for students in a classroom setting. Check out the Math Warriors website:
www.mathwarriorswebseries.com for more information.
Carrie Herron teaches middle school and high school mathematics at Galway Central School. Carrie has been teaching for over
15 years and has experience from kindergarten to college. STEM and interdisciplinary team teaching is the focus of her CCSS
classroom. Recently Carrie was able to work for NASA and write curriculum for the HS3 Hurricane Research Mission.
Will Hardin is a National Board Certified Teacher and a SMART Certified Trainer with 10 years of teaching experience. He
graduated from SUNY Potsdam, has teaching experience in Western New York and is currently teaching in Granville, NY
(Capital Region).
John Hinton, author, teacher and consultant is a retired Associate Professor at Long Island University (Post Campus) in
Brookville, NY. He has made major presentations at numerous national and state math conferences. He is a national consultant
to several schools. John has written eight books on mathematics, and is the publisher of Math Matters, a national journal of
games for elementary and middle school teachers. His most recent books are "Math Works: Games, Puzzles and Diversions for
the Classroom", "Using Alternative Algorithms to Achieve Maximum Results", and "Math Links: Connecting Mathematics and
Literature".
Nicole Juersivich is an Assistant Professor of Mathematics at Nazareth College. Her interests are mathematical problem solving
and thinking, the use of technology to enhance teaching and learning, and student and teacher use of multiple representations in
the mathematics classroom.
Karine Kelley has been teaching since she graduated from Tufts University in 2000. In 2003 she received her M.A. in
Elementary Education from Teachers College, Columbia University. She has taught in Germany, Ohio and Brooklyn, NY.
Karine is happy to spend each day working with her fifth graders in Kensington, Brooklyn.
Ben Lindeman was a math teacher for 23 years, and worked at the NY State Education Department for many more. After
retiring from the SED, he has done consultant work for 18 years. Ben has worked mostly in New York State, but has also
consulted across the country. A speaker at many local, state, and area conferences, he is also a Past President of both AMTNYS
and NYSAMS. He was elected to the NYSAMS Mathematics Hall of Fame in 2009.
Caryl Lorandini is a middle school math teacher at Carle Place MS. She is currently the treasurer of AMTNYS, the Secretary
of LIMACON, a past-president of NCMTA, and on the Executive Board of NCAMS. Caryl is the author of The EZ-Guide to
Pre-Algebra.
Andy Maillet is an Assistant Principal at Webster Thomas High School. He earned his Bachelor's and Master's degrees from
Niagara University in Secondary Math and Special Education and a Doctorate from the University of Rochester in Educational
Leadership. He has served as a high school math teacher, an instructional math coach, and the coordinator of an alternative
Middle School.
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Kristi Martin received her BS from SUNY Oneonta, and then moved to western New York to pursue her Ed.M at the University
at Buffalo. She has experience teaching both rural and urban high school students. Presently, her classroom experiences involve
teaching post-secondary mathematics and mathematics education courses at several local colleges. Recently accepted as a
student in the Ph.D program, Curriculum, Instruction, and the Science of Learning at the University at Buffalo, Kristi’s research
interests include secondary mathematics instruction.
Dr. Mark McKinzie earned his Ph. D. in mathematics from the University of Wisconsin in 2000. At Wisconsin, his interests in
nonstandard analysis and its philosophical implications led to research in the early history of the calculus, specifically to the
study of formalist methods for manipulating infinite series, and fostered an ongoing fascination with the mathematical work of
Edmond Halley and Leonhard Euler. He taught at Monroe Community College for five years, and in 2004 joined the Department
of Mathematical and Computing Sciences at St. John Fisher College. Two of his articles have been recognized with writing
awards from the Mathematical Association of America: the 2002 Carl B. Allendoerfer Award, and the 2013 Halmos-Ford
Award. When he’s not teaching or reading math, Mark enjoys travelling with his family, exploring new foods and cooking
techniques, and solving kakuru puzzles.
Sue McMillen is a frequent presenter at both faculty development and math education conferences. She is a former editor of the
Investigations feature in Teaching Children Mathematics and of the Cartoon Corner feature in Mathematics Teaching in the
Middle School. Her recent publications focus on the use of literacy strategies in secondary mathematics instruction, while earlier
publications focus on mathematics curriculum development and children’s learning of mathematics. Sue is currently the
President of AMTNYS.
Erick Mock has taught math at Greece Athena High School for the past eight years. He earned his Bachelor's and Master's
degrees from Niagara University in Secondary Math and Special Education. He is committed to using Twitter as a tool for
professional development as well as with his students in Integrated Algebra and Geometry.
Dana Morse was a former High School Mathematics Teacher in Moravia Central School and Skaneateles Central School.
During this time, Dana was a T 3 Instructor for Texas Instruments. In 2008, he left the classroom to join the Texas Instruments
Educational Technology Division. He is now the Partnership Development Consultant for New York State and Pennsylvania.
He works with schools to develop technology plans to meet the needs of the new CCSS standards.
Justyna Oldziej works at Academic Support Center as Student Support Specialist with focus on Math Support. Her
responsibilities include one-on-one math study skills consultations, teaching Individualized Math sessions supervision of math
and physics tutors and tutoring services provided by Academic Support Center at Bates and Sol Study Centers. She also teaches
math courses at RIT.
Eric O'Brien has been a teacher for twenty odd years in Bellmore. In that time he has come to realize that the classroom is a
laboratory, and the children are his collaborators. Taking these students on journeys and explorations, the students have taught
Eric far more than he has taught them. Eric has learned that numbers dance. That any problem, no matter how small, is worthy
of a second (or a fifth) look. That a step backwards is sometimes more important than ten steps forward, and that the passion we
share with children is monumentally more important than any knowledge we give them.
Zachary Paley is a current graduate student at the Warner School of Education at the University of Rochester finishing a
master's degree in Middle Childhood and Adolescent Education concentrated in Mathematics. Originally he is from Saratoga
Springs, NY and studied Adolescence Education at SUNY Oswego.
Michael Pawlikowski has been teaching mathematics at Depew High School in Western New York for the past 10 years. He
attended both Buffalo State College and the University at Buffalo where he completed his Masters Degree in Secondary
Mathematics Education. He also studied overseas in Siena, Italy during his undergraduate work. Michael is currently working
on a Ph.D. in Learning and Instruction in Mathematics Education at the University at Buffalo.
Bruce Pennington works in RIT’s Academic Support Center as a Student Support Specialist specializing in math support. He
oversees the math and physics tutoring services that take place in the Bates and Sol Study Centers, provides math assessments
and counseling for students who suddenly find themselves struggling with their math courses, and is also an adjunct professor in
the Mathematics Department.
Robyn Poulsen has been teaching high school mathematics since 1993. She's currently teaching Algebra 2 & Trig, Statistics,
and HS Math AIS. She uses TI technology in her classroom daily, and "flipped" her Algebra 2 & Trig classes last year. She's
also the proud Mom of two boys.
Jessica Phillips has taught ten years in the Rochester City School District. She is currently teaching high school math at World
of Inquiry High School, an Expeditionary Learning in the Rochester City School District. Jessica also has served on the AMTRA
Executive Board and the AMTNYS Assembly for the last eight years.
Alexandra Pink is a 7th grade math teacher in the Hilton Central School District.
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Brittney Pulcini has been a high school Math teacher for nine years and is now an Instructional Technology Trainer. She has a
passion for math and technology and loves to share it with others.
Jesse Pryor is a teacher at World of Inquiry High School in Rochester, NY. He received his M.S. in Secondary Education from
Utica College. He has been teaching Geometry in the Rochester Public Schools for the last four years.
Dr. Stephen Ransom is a tinker and tech geek, but also a teacher at heart. His background is that of an elementary teacher
(M.Ed.), music teacher (B.Mus.Ed.), and college professor (PhD. – instructional technologies/Elementary Education). He has
taught grades K-8, with most of his time spent in grades 2-4. He has also taught in higher education for 12 years in departments
of education.
Stephen Reinhart has been in educational textbook publishing, K-16, for 31 years as a curriculum sales consultant. He
specializes in inquiry-based pedagogy, STEM, math and science.
Jim Reynolds currently teaches middle level science and Living Environment at Galway Central School. With extensive
experiences in inquiry based learning and higher level questioning techniques, Jim creates an active science classroom. As a
priority in his classroom Jim connects all his science concepts to the STEM disciplines and recently used this expertise as a
curriculum writer for NASA's HS3 Hurricane Mission.
Bob Rogers is Professor of Mathematics at SUNY Fredonia and is currently President-Elect of AMTNYS. He is also the editor
of the NYS Mathematics Teachers Journal and an active part of the NYS STEM Education Collaborative, the NYS Education
Leadership Cadre, and the SUNY PARCC Committee.
Laurie Rosborough has taught mathematics for 27 years and currently teaches at Gananda High School. Having received the
Distinguished Service Award for AMTNYS in 2008, she remains active in AMTNYS and is the EDR for Region A (Western
New York), as well as a District Rep for Monroe County. She is a member of NCTM, AMTRA, and NYSAMS.
Paul Schwiegerling’s mathematics teaching career has spanned 42 years. He is currently employed at Buffalo State College
since 2004, after retiring from both West Seneca East HS in 2001 and SUNY at Buffalo in 2009.
Josephine Seddon is the Student Learning Assessment Specialist at Rensselaer Polytechnic Institute. She has over 20 years of
experience in designing and implementing curriculum (K-16). Her expertise is in mathematics education, teacher professional
development, interactive educational technologies, and assessment. Josephine has been involved in regional and statewide
committees focusing on teaching, learning and assessment, and continues to be part of design and evaluation teams supporting
educational and research initiatives across the curriculum. She is currently a PhD student at the University of Toronto in the
Department of Curriculum, Teaching and Learning.
Dennis Showers has been a teacher educator at SUNY Geneseo for 27 years. He has worked with math and science teachers in
15 countries including Russia, Australia, the Netherlands, Chile, Ecuador, Ghana and Nicaragua. He wrote the Energy merit
badge pamphlet for the Boy Scouts of America, contributed to Engineering merit badge and created the Nuclear Science merit
badge. In 2011 he was promoted to Distinguished Service Professor of Education by the SUNY System.
Terri Steigelman-Johnson has been a National Math & Science Consultant with McGraw Hill since 2004. In this capacity Terri
travels across the country conducting workshops and in-service presentations for teachers in middle school and high school. She
has created and delivered professional workshops on the regional, state, and national level for math, the CCSS, and best practices
in education. She has also written correlations of Glencoe textbooks to both local and state mathematics standards.
Leslie Tanner has taught high school mathematics for the past 9 years. She has taught high school geometry for the past 5 years
and has spent time analyzing the difference between the NY state curriculum and the new NY state Common Core Curriculum.
She has given past presentations at the Fall AMTNYS conference.
Jim Tiffin Jr. is the Director of Academic Technologies at The Harley School in Rochester, New York. One of his major
responsibilities is the integration of 21st Century Skills and technologies into the work of educators, administrators and students.
A former mathematics teacher at the high school and middle school levels, and current undergraduate and graduate adjunct
professor, he has recently graduated from St. John Fisher’s Educational Leadership program. He has conducted many workshops
pertaining to the use of technology to enhance student understanding, particularly of mathematical concepts, all of which were
first tested in his own classroom.
Rebecca Tiffin is the Math Center Director and full-time faculty member in the Math and Computing Sciences Department at St.
John Fisher College. Prior to working at Fisher, she taught high school mathematics for nine years. Rebecca is currently the
president of AMTRA and the AMTNYS Summer Workshop Coordinator.
Janine Viglietti is a recent graduate of the University at Buffalo, and received her Ph.D in math education in 2011. She has
experience teaching post secondary mathematics and mathematics education courses. Janine is the newest faculty member of the
mathematics department at Buffalo State College where she reminds herself on a daily basis to “just keep swimming.” So far, so
good!
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Beth Walker is a PhD candidate at the University at Buffalo. She has taught K - college mathematics and mathematics
education students for 33 years. Her current passion is problem based learning and critical thinking questions, focusing on
multiple perspectives.
Dr. Stephen West is a life-long mathematics educator. He earned his B.S. in Mathematics at SUNY Oswego and M.A.T. in
Mathematics from Rutgers University and Ph.D. in Mathematics Education from the University of Texas at Austin. After
receiving his Ph.D., Dr. West moved to SUNY Geneseo where he held a faculty position in the Mathematics Department. During
his nearly 30 years at Geneseo he taught graduate and undergraduate mathematics courses, mathematics methods and coordinated
the highly successful secondary mathematics certification program. While in the Mathematics Department he served as chair and
was promoted to the rank of Distinguished Teaching Professor of Mathematics. He has been a member of AMTNYS for over 40
years, serving as its 38th president and as the editor of the New York State Mathematics Teachers’ Journal. In his retirement, Dr.
West continues to do mathematics, present workshops for Texas Instruments, work on his old cars, read avidly and most
importantly, watch his nine grandchildren grow!
Dr. Erik Winarski is an assistant professor of mathematics and mathematics education at St. John Fisher College. He received
his Ph.D. from Indiana University in mathematics education. His experience includes four years teaching high school
mathematics and professional development work in algebra readiness for middle and high school teachers. His research interests
include national and international assessment, the teaching and learning of algebra, and the teaching and learning of students
labeled as learning disabled in mathematics.
AMTNYS Summer Workshop Committee
Director
Rebecca Tiffin
Assistant Director
Jessica Phillips
Program Chair
Laurie Rosborough
Registration Chair
Katie Rommel-Esham
Publicity Chair
Jennifer Van Arsdale
Exhibits
Carrie Gunther
AMTNYS would like to thank the following
organizations:
 The Graduate Program in Math, Science, Technology
Education at St. John Fisher College for donating the
bags.
 Pearson for the name badge holders.
 Teq for providing the SMART boards.
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AMTNYS would like to thank the following exhibitors
for supporting our conference:
CPM Educational Program
ETA hand2mind and NewPath Learning
John Wiley/ Jossey Bass
Kendall Hunt Publishing Co.
McGraw-Hill
Pearson Education
Suken USA
Teq
Texas Instruments
Thank you for attending the AMTNYS
Summer Workshop! We look forward to
seeing you in Buffalo this fall.
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Key for Session Rooms
WSON
WSOP
RW
Pioch
Wegmans School of Nursing (33)
Wegmans School of Pharmacy (34)
Ralph Wilson (24)
Pioch Hall (21)
==
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