MATH

®65 th AnnualConferenceOctober 23–24, 2015Tinley Park Convention CenterTinley Park, ILWhat’sMATHGot to Do With It?With FeaturedPresentations:Friday:Jo BoalerEmbracing Relevance and Meaningin the Math Classroom• Professor of Mathematics Education at Stanford University• Co-founder of youcubed• Recognized editor, author and analyst in the internationalMathematics Education communityVisit Dr. Boaler on the web at http://joboaler.com/ and http://www.youcubed.org/,or follow her on Facebook at https://www.facebook.com/profjoboalercom/Saturday:Eli Luberoff• Graduated summa cum laude in 2009 from YaleUniversity with degrees in Math and Physics• Creator of Desmos, a free browser-based, html5graphing calculator that works on any computeror tabletVisit http://desmos.com/ or follow on Facebook at https://www.facebook.com/desmos.com/

CONGRATULATIONS TO 2015 ICTM AWARD WINNERSMax Beberman Mathematics Educator AwardMartha EggersMcKendree University, LebanonFred Flener AwardLeona MirzaNorth Park University, ChicagoT.E. Rine Secondary Mathematics Teaching AwardRichard KaplanEvanston Township High School, EvanstonDistinguished Life Achievement in Mathematics AwardPeter BraunfeldUniversity of Illinois at Urbana-Champaign, UrbanaIllinois Promising New Teacher of Mathematics AwardTina NocellaNiles North High School, SkokieLee Yunker Mathematics Leadership AwardDanyel LarsenOregon High School, OregonMiddle School Mathematics Teaching AwardMartha ReillyByron Middle School, Byron

The Illinois Council of Teachers of Mathematicswelcomes you to the65th Annual Meeting of theIllinois Council of Teachers of MathematicsOctober 23–24, 2015Tinley Park, IllinoisTABLE OF CONTENTSpagesAcknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Affiliated Groups of ICTM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Awards Reception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,5,32Cancellation Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Conference Headquarters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Conference Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Emergency Telephone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Exhibitor Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2–4Hotel Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3ICTM Business Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32ICTM Conference Advisory Committee Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32ICTM Governing Board. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30IMTE Business Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Index of Program Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35–36Membership Application for ICTM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Message Board. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4NCTM Professional Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29NCTM Publications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4New for 2015 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Parking Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Planning Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Registration Form (Annual Meeting) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Registration Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,33Special Needs Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Tape/Record Information . . . . . . . . . . . . . . . . . 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GENERAL ANNUAL MEETING INFORMATIONAll sessions and workshops are held in the Tinley Park Convention Center.Annual Meeting registration will be set up in the lobby of the Tinley Park Convention Center.reception is in the Exhibit Hall North, Convention Center.The awardsREGISTRATION INFORMATIONThe Early Bird registration DEADLINE is OCTOBER 1. You may register on site during the conference atthe regular conference rate. Registration will be in the Tinley Park Convention Center. You may alsoregister online at www.ictmservices.org.Registration times and location: Thursday, October 22 6:00 pm – 9:00 pm Convention CenterFriday, October 23 6:00 am – 5:00 pm Convention CenterSaturday, October 24 6:00 am – Noon Convention CenterRegistration form is located on page 34.FRIDAY EVENING ICTM EVENTS5:15–7:00 pm Awards ReceptionExhibit Hall North, Tinley Park Convention CenterCash BarComplimentary hors d’oeuvres sponsored byIllinois Council of Teachers of MathematicsTYPES OF SESSIONSFollowing is a list of the different types of sessions offered this year, with a short description.Session:Workshop:55-minute presentation by the speaker.85-minute presentation with hands-on activities.Note: Tickets will not be required for workshops.Bear in mind; however, that workshops are limited to 25 people.Once the maximum of 25 people has been met in a workshop,no other people will be permitted to attend.NEW FOR 2015JOB INTERVIEW FAIR on SATURDAY from 10:00–1:00 in Exhibit Hall West.RESEARCH POSTER SESSION on SATURDAY from 1:00–2:00 in Exhibit Hall North.2

TRAVEL BY PLANE OR TRAINWhy not consider traveling by train or plane? Call Amtrak (1-800-872-7245) or your travel agent for information.American Eagle (1-800-433-7300) has flights to Chicago.PARKING INFORMATIONFree parking is available in the lot adjacent to the Tinley Park Convention Center.HOUSING INFORMATIONAll correspondence concerning housing should be made directly with the hotel of your choice. A block of rooms isavailable at the hotel listed. Inform the hotel that you are with the ICTM Conference in order to obtain specialrates. Please make your reservation before October 1 to get the special conference rate. Rates quotedwere current at the time of printing, but they are subject to change and do not include applicable taxes.Holiday Inn Hotel18451 Convention Center DriveTinley Park, IL 60477-5401Single or Double: $129Phone Number: 708-444-1100Reservation desks are open Monday through Friday, 7:30 am to 5:00 pm only. In order for our conference to obtainspecial rates on meeting rooms, it is very important that you identify yourself as part of the “Illinois Council ofTeachers of Mathematics Conference.” Thank you for helping with this.LUNCH ALTERNATIVESYou may purchase a quick lunch in the concession area in the Convention Center. If you prefer a sit-down lunch,there are several alternatives at or near the convention site.EXHIBITSVISIT THE EXHIBITS—SHOW THE EXHIBITORS OUR APPRECIATIONEXHIBIT HOURS: Friday and Saturday from 8:00 am to 4:00 pmExhibits of educational materials will be in the South Exhibit Hall of the Convention Center.Convention participants will be able to purchase any materials the exhibitors wish to sell. The hours for sales arenot restricted. If you are planning to purchase materials for your school, be sure to bring your district tax numberon official school stationary. A list of vendors will be available at the conference.CONFERENCE HEADQUARTERSConference Headquarters will be located at the registration area in the Tinley Park Convention Center. Speakers,presiders and others with questions about arrangement, equipment, etc., should come to the ConferenceHeadquarters.3

MESSAGE BOARD/EMERGENCY TELEPHONEMessage boards are available for conference participants near the registration area in the Tinley Park ConventionCenter. Emergency calls should be routed to the Convention Center. The telephone number is 708-342-5485,ext. 4, from 7:30 am–4:00 pm Friday and 7:30 am–10:30 am Saturday. Calls after 4:00 pm, should be directedto the hotel. Tell the operator that you are trying to contact someone at the Illinois Council of Teachers ofMathematics Conference. Messages will be posted on the message board. We will send emergency messages viastudent workers, if necessary.PERMISSION TO TAPE OR RECORDWritten permission to tape or record programs must be obtained directly from the speaker involved at least thirtydays before the conference. The request must contain a statement indicating the intended use of such a recordingor video. The person making the request should also inform the Conference Director (Ann Hanson) in writing atleast two weeks prior to the conference.SPECIAL NEEDSPersons in need of interpreters for the deaf and hearing-impaired, as well as other physically challenged registrantsin need of special services, should contact Ann Hanson at ahanson@colum.edu by October 1, 2015. Services will beavailable for daytime sessions. We cannot guarantee accommodation for requests submitted after October 1, 2015.NCTM PUBLICATIONSThe professional publications of the National Council of Teachers of Mathematics will be on sale in the ExhibitArea. Be sure to take advantage of the opportunity to purchase copies of these extremely useful teaching resourcesfor all levels, kindergarten through college. These materials are sold at a discount to NCTM members, if youshow your current NCTM membership card. This event has been organized by Jackie Murawska, Saint XavierUniversity, Chicago.ICTM AND AFFILIATE MEMBERSHIPA membership table will be set up in the exhibit area for the purpose of obtaining a membership in ICTM or inan affiliate group. A representative from various affiliates will be at the table as well as from ICTM.EIU IS A LICENSED PROVIDERPeople attending the ICTM conference who want to receive Continuing Professional Development Hours (CPDH’s)for their attendance will be able to earn them at the conference. The required ISBE evaluation form is in yourpacket. You will need to complete the form and return it to the ICTM registration desk. A sign-up sheet willbe located in each session or workshop. You must sign in for each session or workshop you attend to ensure youreceive CPDH credit. An evidence of completion form will be mailed to you after the conference. You will onlyreceive credit for the sessions and workshops that have you on the signed roster.AFFILIATED GROUPS AND COOPERATIVE ORGANIZATIONS OF THEILLINOIS COUNCIL OF TEACHERS OF MATHEMATICSChicago Elementary Teachers’ Mathematics ClubIllinois Math Teacher Educators (IMTE)Mathematics Department Heads of Western Chicago SuburbsMath Educators Exploring Computer Algebra Systems (MEECAS)Mathematics Educators of Greater St. Louis (MEGSL)Math Energy Club of Eastern Illinois UniversityMathematics Teachers’ Association of Chicago and VicinityMetropolitan Mathematics Club of ChicagoNorthern Illinois Association of Teachers of MathematicsWest Central Council of Teachers of Mathematics4

ILLINOIS COUNCIL OF TEACHERS OF MATHEMATICSAnnual MeetingTinley Park, IllinoisFriday, October 23, 2015Overview8:00 am – 4:00 pm Exhibits Exhibit Hall South8:30 am – 9:00 am Registration, Coffee, and rolls South Pavilion Area9:00 am – 9:30 am WELCOME from South Pavilion 1 and 2Robert MannPresident, Illinois Council of Teachers of MathematicsGeorge ReesePresident Elect, Illinois Council of Teachers of Mathematics9:30 am – 11:30 am Keynote SpeakerJo BoalerThe Mindset Revolution: TeachingMathematics for a Growth MindsetSouth Pavilion 1 and 211:30 am – 1:00 pm Lunch Exhibit Hall North and West1:00 pm – 2:00 pm Jo Boaler - Title Exhibit Hall North and WestThe Mindset Revolution: TeachingMathematics for a Growth Mindset2:00 pm – 5:00 pm Break out sessions5:15 pm – 7:00 pm ICTM Awards Reception Exhibit Hall North5

Opening Keynote — 9:30 AM–11:30 AM Friday, October 23, 2015Opening Keynote: The Mindset Revolution: Teaching Mathematics for a Growth MindsetIn recent years scientific studies have demonstrated that student and teacher ‘mindsets’ have a profound impact on learning. Studentswith a ‘growth mindset’ (Dweck, 2006) who believe that intelligence and ‘smartness’ can be learned and that the brain can grow fromexercise learn more effectively, displaying a desire for challenge and showing resilience in the face of failure. Such behaviors encouragegreater math persistence, engagement and high achievement. Mathematics teachers play a critical role in the development of mindsetsand this session will review the ways to teach for a growth mindset, including attention to classroom norms, math tasks, questions andassessment.In this keynote session Jo will share recent and important research on the brain and mathematics learning that has profound implicationsfor students’ mathematics achievement.Speaker: Jo Boaler, South Pavilion 1/2joboaler@stanford.comStanford University, Stanford, CaliforniaAbout Dr. Jo Boaler:Dr. Jo Boaler is a Professor of Mathematics Education at Stanford University. She is also the editor ofthe Research Commentary Section of The Journal for Research in Mathematics Education (JRME),an analyst for PISA testing in the OECD, and author of the first MOOC on mathematics teachingand learning. Former roles have included being the Marie Curie Professor of Mathematics Educationfor Europe, a mathematics teacher in London comprehensive schools and a researcher at King’sCollege, London. Her PhD won the national award for educational research in the UK and her book:Experiencing School Mathematics won the ‘Outstanding Book of the Year’ award for education inBritain. She is an elected fellow of the Royal Society of Arts (Great Britain), and a former president ofthe International Organization for Women and Mathematics Education (IOWME). She is the recipientof a National Science Foundation ‘Early Career Award’ and the NCSM Kay Gilliland Equity Award(2014). Her latest book Whats Math Got To Do With It? (2015) is published by Penguin, USAand aims to increase public understanding of the importance of good mathematics teaching andgive teachers the methods they need for success. She serves as an advisor to several Silicon Valleycompanies, and a White House presenter on girls and STEM. She recently formed www.youcubed.org to give teachers and parents theresources and ideas they need to inspire and excite students about mathematics.Websites:http://www.youcubed.orgwww.joboaler.comhttp://ed.stanford.edu/faculty/joboalerNOTES6

Friday, October 23, 2015Opening Keynote — 9:30 AM–11:30 AM7

Workshops — 2:00 PM–3:25 PM Friday, October 23, 20151. Complex Instruction ConsortiumLevel: 9–16, PedagogyThe Complex Instruction Consortium (CIC) is a collaborativenetwork of math educators dedicated to improving the qualityof tasks and instruction in math classrooms. We focus on creatingrich, meaningful, complex, and mathematically importanttasks. Come learn more about the CIC and how you can getinvolved!Zachary Herrmannzachary.herrmann@gmail.comHarvard University, Cambridge, MassachusettsCIC Leadership Team2. What’s in a Grade?Level: 9–12, Pedagogy, AssessmentPebble BeachWhat should grades represent? How can they help studentslearn? These are the questions that started our StandardsBased Grading (SBG) journey and how they brought us towhere we are today.Tina Nocellatinnoc@d219.orgNiles North High School, SkokieGary ChuNiles North High School, SkokieSt. Andrews3. Math in a 1:1 ClassroomLevel: 7–12, Technology, PedagogyUse appropriate tools strategically. While this standard is forstudents, it is equally important for teachers to implement whenselecting technology for the classroom. Some specific web-basedtools will be shared, and examined through the lens of the CommonCore practice standards. We will explore GeoGebraWeb,GeoGebratube, Desmos, Google apps for education, Socrative,Wevideo and others.Jeremy Babeljbabel@leyden212.orgLeyden High School District 212, Franklin Park4. K–8 Illinois Teach and TalkLevel: K–8, Common Core/PARCC, NumeracyMuirfieldThe new K–8 Math Teach and Talk website includes TeacherGuides to Clarification on grade-level standards and Power-Points designed for daily math discussions. Each TeacherGuide articulates the full meaning of the standard while elaboratingon specific ideas/skills and including examples for teachersand students. These resources bring together all the need toknow information from the best and research-based resourcesavailable.Dana Cartierdcartier@illinoiscsi.orgIllinois State Board of EducationHeather BrownIllinois State Board of EducationTurnberrySessions — 2:00 PM–2:55 PM Friday, October 23, 20155. Motivating Struggling Students Using FormativeAssessments and Other StrategiesLevel: 7–12, PedagogyAll students can learn. We’ll share how to motivate students andimprove instruction through the practical use of implementingformative assessments, Mathematical Practices, foldables, anddifferentiation.Jennifer Parisijparisi@d125.orgAdlai E. Stevenson High School, LincolnshireAndrea SiwikAdlai E. Stevenson High School, LincolnshireSamuel Tinley Room6. Implementing the Mathematical Practice ofModeling Using Singapore Math Principles in anAlgebra I ClassroomLevel: 7–12, AlgebraParticipants will review the Common Core instructional shiftsfor mathematics as they relate to the junior high classroom.Tasks will be introduced that involve Seeing Structure, Generalizing,Modeling and Using Tools. We will discuss how to applythese practices and strategies to develop the mathematicianmindset in the classroom!Phyllis Cavallone-Jurekprincipal@sttheresechicago.orgSt. Therese Chinese Catholic School, ChicagoBremen8

Friday, October 23, 20157. Geometry: More Fun and More ChallengeLevel: 7–12, Geometry, TechnologyWe decided to write and pilot a book (simultaneously!). We’lldemonstrate how we use transformations as an introduction andweave this theme throughout the course. We’ve incorporatednew dynamic software and ancient compasses. Did I mentionthis is all on the iPad? One word: Wow! Bring your iPad if youhave one.Alfred Estbergestberga@newtrier.k12.il.usNew Trier High School, WinnetkaJulie BarNew Trier High School, WinnetkaSasha FajersteinNew Trier High School, WinnetkaNorth Pavilion 18. Embracing Problems that Support the PracticeStandardsLevel: 7–12, Problem SolvingExplore problems that help students attend to the CommonCore Standards of Mathematical Practice. We will describe fourcategories of problems and discuss why all types should be includedthroughout the curriculum. Bring copies of your favorite‘non-routine’ problem to share with others.Jonathan Heldmannjheldmann@csd99.orgDowners Grove North High School, Downers GrovePaul StevensonDowners Grove North High School, Downers GroveNorth Pavilion 29. Improve Student Engagement in Elementary MathLevel: K–8, PedagogyMath instruction can be relevant for all students when you addreal life experiences to your curriculum. Bring your math classto life with strategies that will engage all learners by enhancingyour curriculum with lessons that are CCSS aligned. Preparefor fun as you learn ideas to apply in your classroom tomorrow.Mary Kienstramkienstra@naperville203.orgNaperville Community Unit District 203, NapervilleNorth Pavilion 3Sessions — 2:00 PM–2:55 PM10. K–8 STEM: Horizontally Aligning a ViableStandardsLevel: K–8, STEM, LeadershipHow do schools horizontally align a curriculum that supportsboth CCSS Mathematics and NGSS learning targets? We willtake you on our journey of strategically developing a curriculumwhere NGSS topics support essential CCSS Mathematics learningtargets in developing a curriculum where Science, Technology,Engineering and Mathematics all support each other.Lois Wisnewskiloiwis@d219.orgNiles Township District 219, SkokieSteven ShadelNiles Township District 219, Skokie11. I Just Failed a Test...Now What?!?!Level: 7–12, Assessment, PedagogyNorth Pavilion 4When your students perform poorly on an exam, what happens?We will examine proactive approaches to help studentsrecognize their study and learning strategies, so they can makeadjustments during a unit of study, not after. We will providetemplates for you to help your students improve metacognition,study skills, relearning activities, and performance.Jody Trapanijodtra@d219.orgNiles North High School, SkokieAmy KoningNiles North High School, SkokieNorth Pavilion 512. Preparing Teachers for Rigorous Math Instructionand AssessmentsLevel: K–8, Common Core/PARCC, AssessmentTeaching the New Illinois Learning Standards and preparing studentsfor the rigor of PARCC assessments can be challenging.We will share how to incorporate ISBE and PARCC resources tobuild capacity and provide support for teachers. Key elementswill be shared from the State Math Model Curriculum, PARCCwebsite and District resources.Jan Taylorjet1651@outlook.comJoliet Public Schools District 86, JolietSara CabredaJoliet Public Schools District 86, JolietSheila HuckinsJoliet Public Schools District 86, JolietNorth Pavilion 69

Sessions — 2:00 PM–2:55 PM Friday, October 23, 201513. Using ISBE Math Model Resources in Algebra 2Level: 7–12, Common Core/PARCC, PedagogyWe will share the resources we have assembled for Math 3 usingthe PARCC Content Frameworks. Many of the resources wehave developed for Math 3 can also be used in the traditionalpathway. We will share the process involved in digesting therigor of the standards at this level.Maggie Dikowmdickow151@aol.comretiredChad ShepherdPontiac Township High School, PontiacKara LeamanUnity High School, TolonoCindy ArnoldJacksonville High School, JacksonvilleSouth Pavilion 314. Are Caledonia Crows Smarter Than AmericanEagles?Level: 7–12, Problem Solving, PedagogyUsing mathematical modeling to solve interesting, real-worldquestions changes learning and student perception of the natureof mathematics. We will share modeling problems, thatyou will find irresistible and so will your students!John Bensonj-benson2@comcast.netUniversity of Chicago, ChicagoNancy PowellUniversity of Chicago, ChicagoSouth Pavilion 415. Statistics Is Not An Uncommon ChoreLevel: 7–12, StatisticsWhat do belly buttons and light bulbs have in common? Allteachers, algebra through pre-calculus, who are interested in infusingstatistics into their curriculum along the lines of the commoncore should want to know! Bring your laptop or calculatorand your sense of exploration and we will enlighten you!Richard Stalmackrstalma@imsa.eduIllinois Mathematics and Science Academy, AuroraJanice KrouseIllinois Mathematics and Science Academy, AuroraSouth Pavilion 516. Using MMC Tasks That Reach and Teach ALLLevel: 7–12, Common Core/PARCCLearn how I used the Model Math Curriculum Resources totransition learners with disabilities to the rigor of the new ILSby providing differentiated presentation and assessment, leadingto higher student achievement. A look at examples of studentwork will further provide testimony to the effectiveness of theseresources.Anita Reidareid@lewistown97.netLewistown High School, LewistownSouth Pavilion 6Sessions — 3:00 PM–3:55 PM Friday, October 23, 201517. Moving from Improvement to Innovation—TheFuture of EducationLevel: K–16, LeadershipCome learn why we are stuck in the land of improvement whilewe ought to be charting a course through the world of innovation.Can improvement and innovation exist within the samedistrict? school? classroom? Learn why it’s difficult for ateacher to balance improvement and innovation. It’s criticalthat we get better at managing both.Zachary Herrmannzachary.herrmann@gmail.comHarvard University, Cambridge, MassachusettsSamuel Tinley Room18. Using Technology in a 1:1 ClassroomLevel: 7–12, TechnologyThis presentation will highlight ways that Google Chromebooks, Desmos, Kahoot, and various other programs have beenimplemented in Algebra I & II classes over the past two years.You will leave this session with ideas and projects to implementin your own classroom!Kim Askewkimaskew828@hotmail.comIroquois West High School, GilmanBremen10

Friday, October 23, 201519. The Truth About TRU Math!Level: K–12, Leadership, PedagogyLearn how our network of 34 schools within the CPS systemuse TRU Mathematics (Teaching for Robust Understanding inMathematics) to ensure an increase in student achievement. Ouroverview of the TRU Math Framework includes how our teachersuse various instructional strategies that provide access to themath for ALL students.Katrena Washingtonklwashington@cps.eduChicago Public SchoolsLatoyla JonesChicago Public Schools20. Designing Coherent InstructionLevel: K–12, Common Core/PARCC, PedagogyNorth Pavilion 1Participants in this session will develop a deep understandingof coherence by critiquing sample lesson plans. PARCCaligned resources for instruction and assessment will be sharedand discussed.Jennie Wintersjwinters@lake.roe34.orgLake County ROE, GrayslakeNorth Pavilion 221. Making It Through the First Year of SBGLevel: 7–12, Pedagogy, AssessmentOur district is moving to standards based grading. Learn howwe managed this in Algebra 1 through Calculus. We will discusshow we wrote standards, learning targets, assessments andreassessments. Learn from our success and failures.Christine Bowenchristinebowen@u-46.orgSouth Elgin High School, South ElginHolly SaxtonSouth Elgin High School, South ElginNorth Pavilion 322. Statistical Activities for Middle School StudentsLevel: 6–8, StatisticsStatistical concepts are unwrapped and developed in a nine weekmiddle-school math enrichment program. We will give a briefoverview of the program and engage you in a box-and-whiskerplot activity. Resources for this student and other statisticalactivities, will be provided.Lacey Brakerbrakerl@epd86.orgEast Peoria District 86, East PeoriaElisha VanMeenenIllinois State University, NormalDhimitraq DuniIllinois State University, NormalNorth Pavilion 4Sessions — 3:00 PM–3:55 PM23. Fraction Keys: A Conceptual Approach to FractionOperationsLevel: K–8, FractionsAdding and subtracting fractions can be quite challenging forstudents as they struggle to apply memorized steps to computation.We will lay the foundation for a conceptual approach tofraction operations and cover the following topics using fractionkeys: equivalent fractions, simplifying fractions, adding and subtractionof proper and improper fractions with like and unlikedenominators.Evthokia Saclaridesstephanie.saclarides@gmail.comUniversity of Illinois at Urbana-Champaign, Champaign24. Brain BreaksLevel: 7–12, PedagogyNorth Pavilion 5Would you like to help increase student engagement in yourclassroom? Would you like to improve the transitions in yourlessons? Would you like to improve the camaraderie of your students?This session will show “why”, “what”, and “how” the useof brain breaks can help benefit your classroom and instruction.Alexander Fischera.j.fischer.20@gmail.comH.D. Jacobs High School, AlgonquinMatt BarabaszSaint Patrick High School, ChicagoNorth Pavilion 625. If Practice Makes Permanent, What Are YourPermanent Practices?Level: 7–12, Pedagogy, AlgebraLearn practical teacher moves which make the MathematicsPractice Standards visible in your classroom using the TI-Navigator TM . I will share the practices I have made permanentin my classroom which help me hear more student voices andless of mine. Use of pre-made TI-Nspire files bring rich conceptualunderstanding along for the ride, even if all you have isTI-Nspire TM Teacher Software.Kara Leamankara.leaman11@gmail.comUnity High School, Tolono26. Playing and Learning With ZeroLevel: K–8, Numeracy, PedagogySouth Pavilion 3Experience three activities associated with the number zero.One is historical while the next two address identified propertiesof addition, subtraction, multiplication, division and exponents.Learn how to explain rules to students conceptually with multiplerepresentations instead of simply calling for memorization.Sample activities and examples are ready-to-use in class.Xi Linchocomose@siu.eduSouthern Illinois University, CarbondaleSouth Pavilion 411

Sessions — 3:00 PM–3:55 PM Friday, October 23, 201527. CCSS MP: Getting Students to Use ThemRealisticallyLevel: 7–12, Common Core/PARCCChildren of African ancestry through research need teachers whocan establish an affective relationship. Examples will be presentedshowing how reluctant teachers who are procedural-holicscan move into using the mathematics practices through invitation,appropriate questioning and creating/selecting high levelcognitive demanding activities.Kwame Anthony Scottkwameanua@outlook.comBenjamin Banneker Association, Little Rock, ArkansasSouth Pavilion 528. Some Good Problems for Learning andUnderstandingLevel: 7–12, Pedagogy, Problem SolvingGood problems can get students interested and help them understandthe math they are to learn. Come see some problemsand sequences of problems, which will help students learn andhelp to motivate their work.Richard RukinRirukin@aol.comEvanston High School, (retired), EvanstonSouth Pavilion 6Workshops — 3:30 PM–4:55 PM Friday, October 23, 201529. Supporting Learners to Make Sense of Problemsand Persevere in Solving ThemLevel: K–5, Common Core/PARCCThe entry point to problem solving is making sense of a problem,yet this is often the place where students get stuck andgive up. Learn easy-to-implement ideas and practice some effectiveprotocols to empower students to think and to perseverein their problem solving endeavors. CCSS content standardsused in this session will focus on addition and multiplication.Lisa Bernsteinlbernstein21@hotmail.comUniversity of Chicago, ChicagoJean CapperUniversity of Chicago, Chicago30. Implementing Standards Based GradingLevel: 7–12, Assessment, PedagogyPebble BeachLearn how Standards Based Grading was implemented into avariety of math classes (Algebra through Calculus). Participantswill see how the process has been adapted over the pastfive years and will receive examples of materials used to supportthis process with students.Chris Ruggchris.rugg@d214.orgElk Grove High School, Elk Grove VillageSt. Andrews31. K–5 STEMLevel: K–5, STEMCome engage in real-world, hands-on, problem-based activitiesthat are fun for children and teachers alike.Sharon Raksharonrak@yahoo.comRoosevelt University, ChicagoBarbara Jo EvansETA hand2mind32. The Countdown to Standards BasedGradingLevel: 7–12, Pedagogy, AssessmentMuirfieldHave you decided to implement Standards Based Grading, butdon’t know how to get started? This session will provide youwith guidelines to consider as you make the jump. We will exploresetting clear standards, writing assessments to match thosestandards, and ideas about how to effectively report the progressof your students.Jeff Hardingjharding@d120.orgMundelein High School, MundeleinTurnberry12

Friday, October 23, 201533. PARCC UpdatesLevel: K–12, Common Core/PARCC, AssessmentHear the latest about what is happening from PARCC fromthe Illinois Representative to the PARCC Math OperationalWorking Group. We will have time to discuss the newest updatesand have a question and answer period.Heather Brownhedi0201@me.comIllinois State Board of Education34. Middle School CurriculumLevel: K–8, Problem Solving, AlgebraSamuel Tinley RoomFour characteristics of a good problem for K-8 mathematicsare: 1. There is a simple rule that enables entry into the problem;2. The problem engages mathematical thinking; 3. Solvingthe problem gives practice in computation; 4. The problem isrelated to higher level mathematics. We will look at a problemin detail and several other problems will be proposed.Jerry Beckerjbecker@siu.eduSouthern Illinois University, CarbondaleBremen35. Things I Wish I Learned as a Preservice TeacherLevel: 7–12, PedagogyEverything you wanted to know about being a teacher but wereafraid to ask.Gary Chugarchu@d219.orgNiles North High School, SkokieTina NocellaNiles North High School, SkokieNorth Pavilion 1Sessions — 4:00 PM–4:55 PM36. Assessments for PERALevel: K–12, Assessment, Common Core/PARCCParticipants will learn about developing a collection of assessmentsto monitor growth in the SLO process for PERA.Jennie Wintersjwinters@lake.k12.il.usLake County ROE, GrayslakeNorth Pavilion 237. Mathematically Yours. . .a Tribute to Chicago!!!Level: General InterestMathematics is alive and all around us, especially when youlive in Chicago. See the city differently with mathematical eyesand better understand and appreciate this great city thanks tomath. Mathematically yours will help you rediscover Chicagothanks to mathematics, or maybe it will make you discovermathematics. . .thanks to Chicago!!!Frederic Mahieufrederic.mahieu@mathematically-yours.comLycée Francais de Chicago, ChicagoNorth Pavilion 338. Mental Math (in Context) for Grades 7–10Level: 7–12, NumeracyWe will describe a mental math curriculum, for grades 7–10,that teaches mental math strategies and provides practice onthe strategies in applied and mathematical contexts. We willinclude a brief discussion of why mental math is important forstudents in junior and senior high.Jim Olsenjr-olsen@wiu.eduWestern Illinois University, MacombMeghan HoyleWestern Illinois University, MacombNorth Pavilion 413

Sessions — 4:00 PM–4:55 PM Friday, October 23, 201539. Getting Started With Math WorkshopLevel: K–8, PedagogyKery Obradovichkery teach@yahoo.comNorthbrook/Glenview School District 30, NorthbrookKristin CioffiNorthbroook/Glenview School District 30, NorthbrookNorth Pavilion 540. Hour Two—What to do After the “Hour of Code”Level: K–16, Computer Science, STEMThe “Hour of Code” is a worldwide initiative which introducesstudents to coding with the hopes of sparking an interest incomputer science. But if it works—then what?! We will providea variety of activities for students to continue their explorationinto this exciting field. Prepare for the first hour of code andthe hours to follow.Martin Funkfunkma@newtrier.k12.il.usNew Trier High School, WinnetkaJulie BarNew Trier High School, WinnetkaNorth Pavilion 641. Fun Geometry That’s Good for You, Too!Level: 6–8, StatisticsLearn how a math workshop structure supports incorporatinghands-on learning experiences in your classroom, provide opportunitiesfor differentiation, and increase your knowledge ofyour students as mathematicians. This session will share variousstructure options, planning structures, and logistical tipsthat will help get you started with math workshop in your classroom.We will present our experiences with statistics within a nineweek math enrichment program in the middle school. Attendeeswill be engage in various statistical questioning activities.A variety of resources and activities will be provided.Elisha VanMeenenemvanme@ilstu.eduChicago Academy for the Arts, ChicagoLacey BrakerEast Peoria District 86, PeoriaDhimitraq DuniIllinois State University, NormalSouth Pavilion 342. Geometry from a Global PerspectiveLevel: 7–12, Geometry, PedagogyRelevance and meaning provide students a framework uponwhich they can build mathematical understanding. As the worldbecomes more interconnected, students need to become globalcitizens. I will share three projects used in my Geometry classesthat both teach and reinforce mathematical concepts to improvethe students’ “global competence.”Craig Russellhcrussel@illinois.eduUniversity of Illinois Laboratory High School, Urbana43. Math Talks: Math in the Real WorldLevel: 6–8, NumeracySouth Pavilion 4Through Math Talks, teachers able to influence students to talkabout real world mathematics. These are brief discussions thatcan occur at any point within a lesson and help students developconcrete and abstract reasoning by addressing common misconceptionsand pitfalls. Samples of teacher-created tools will beshared.Allison Hornikahornik@ridgeland122.comSimmons Middle School, Oak LawnMelissa RoseOak Lawn-Hometown Middle School, Oak LawnSouth Pavilion 544. ICTM and ISTA: Moving Forward on IL STEMLevel: General Interest, STEM, LeadershipThere are many reasons that the mathematics and scienceteacher professional organizations should learn, share, and growtogether. In this discussion we will explore some of the manyopportunities and challenges. ICTM President-Elect GeorgeReese, ISTA President Tara Bell, and ISTA President-Elect JasonCrean will lead the conversation about future collaborationbetween the organizations.George Reesereese@illinois.eduMSTE, University of Illinois at Urbana-Champaign, ChampaignJason CreanLyons Township High School, LaGrangeTara BellIllinois State Board of EducationSouth Pavilion 614

ILLINOIS COUNCIL OF TEACHERS OF MATHEMATICSAnnual MeetingTinley Park, IllinoisSaturday, October 24, 2015Overview8:00 am – 8:30 am ICTM Annual Business Meeting Executive Board Room8:00 am – 4:00 pm Exhibits Exhibit Hall South8:30 am – 9:50 am Keynote SpeakerEli LuberoffTechnology and Intellectual NeedExhibit Hall North10:00 am – 11:00 am IMT Reviewers Meeting Executive Board Room10:00 am – 1:00 pm Job Interview Fair (ticket required) Exhibit Hall West10:00 am – 3:00 pm Break out sessions12:00 pm – 1:00 pm Past President’s and Affiliate Lunch Bananas Restaurant inthe Holiday Inn1:00 pm – 2:00 pm Poster Sessions Exhibit Hall North3:15 pm Conference Advisory Committee Meeting South Pavilion 215

Opening Keynote — 8:30 AM–9:50 AM Saturday, October 24, 2015Opening Keynote: Technology and Intellectual NeedEvery math notation, every word, every technique, solved a problem for someone somewhere. In this session, we’ll explore how touse technology to place students in that same situation of intellectual need. In doing so, we’ll see how to transform some of the mostfrustrating and tedious tasks—e.g. memorizing mathematical vocabulary lists—into some of the most interesting.Speaker: Eli Luberoff,Desmos, Inc.Exhibit NorthAbout Eli Luberoff:Eli Luberoff is the founder and CEO of Desmos. Desmos is the next generation of the graphingcalculator. Eli began his programming life on his TI-83 graphing calculator in elementary school,culminating with a working version of Monopoly which was destroyed when he removed the backupbattery by accident. He began working on the software that would become Desmos.com during ayear-long hiatus from Yale University in 2007, returning to graduate summa cum laude with degreesin Math and Physics in 2009. Eli was also selected by Bloomberg Businessweek as one of the top 25entrepreneurs under 25 in 2011.Websites:www.desmos.comteacher.desmos.comBe sure to check out Eli’s other Saturday presentations—Workshop #48 (10:00–11:30):Session # 72 (12:00–1:00):10 Things You Didn’t Know You Could Do With a Graphing CalculatorScatterplots, Regressions and Optimizations, Oh My!NOTES16

Saturday, October 24, 2015Opening Keynote — 8:30 AM–9:50 AM17

Special Events Saturday, October 24, 2015Saturday Special Event—Job Interview FairThe interview fair will give participants the opportunity to communicatewith mathematics department chairs and other schooladministrators in an interview format. Participants are encouragedto bring and share their resumes and will receive feedbackon their interview responses as well as suggestions on how toconduct a successful job search and interview. Event runs 10:00am–1:00 pm.(Admission by Ticket Only)Exhibit Hall WestSaturday Special Event—Poster SessionsThe posters sessions will feature work by students and facultythat highlight their research or classroom innovations. Posterswill share:• important issues or research in mathematics/science education;• action research projects;• illustrations of teaching strategies with sample studentwork;• development of interesting classroom tasks and problems.Event runs 1:00–2:00 pmExhibit Hall NorthWorkshops — 10:00 AM–11:25 AM Saturday, October 24, 201545. Using Visual Models and Hands-on Experiences toTeach MathLevel: K–8, PedagogyMeet the needs of all of your students by teaching mathematicsthe way they learn. Most students find that school mathematicscontradicts the mathematics of the real-world. The activities inthis workshop will show them that these two worlds of mathematicscan be merged.Hope MartinHopem7930@aol.comActiveMath Workshops, Buffalo Grove46. K–2 Number SenseLevel: K–2, PedagogyBremenExplore the standards addressing Number Sense in Kindergartenthrough 2nd grade through games and activities. Find out howto help your students construct viable arguments (SMP 3) anduse tools in their explorations of number sense (SMP 5).Jean Capperjeanmariecapper@gmail.comUniversity of Chicago, ChicagoLisa BernsteinUniversity of Chicago, ChicagoSouth Pavilion 347. Games, Puzzles, and Mathematical DiversionsLevel: 6–16, Problem SolvingWhile the title is inspired by Martin Gardner, the games andpuzzles presented in this session originate from a variety ofsources. Participants should expect to try their luck/skill atthese diversions. Much of the mathematics should be relativelyelementary and appropriate for children of all ages.Steven Condiescondie@imsa.eduIllinois Mathematics and Science Academy, AuroraSouth Pavilion 448. 10 Things You Didn’t Know You Could Do Witha Graphing CalculatorLevel: 9–12, TechnologyAccording to Moore’s Law, computers are 1,000 times as powerfulas they were two decades ago. What does that mean forthe types of exploration that’s possible on one of the manygraphing calculator apps for computers and tablets? We’ll focuson the free Desmos app, as that’s the one that I know best,though many of the activities apply to any new graphing app.Eli LuberoffDesmos, Inc.South Pavilion 549. Mindset Matters: Interventions for the AlgebraClassroomLevel: 7–12, AlgebraPerseverance in problem solving and an open-minded mentalitytowards mathematics—do your students have these qualities?Explore how to create and maintain a growth mindset environmentin the classroom as a way to increase capacity for learningmathematics. We will share specific interventions connected toour Algebra curriculum aimed at shaping how our students thinkabout themselves as learners.Jeff Summyjsummy@dist113.orgDeerfield High School, DeerfieldAshley LivingstonDeerfield High School, DeerfieldSouth Pavilion 618

Saturday, October 24, 201550. Fraktales—Math Stories That are Iterative,Cyclic, or NestedLevel: 7–12, PedagogyEverybody loves a story, if it’s engaging and not too .So come, sit back and take the time, to hear math tales thatoften .If stealing ideas is what you seek, there’s plenty of stuff to usenext .Lesson plans won’t be a chore see, everybody loves a .Dane Campdrcamp@aol.comNew Trier Township High School, Winnetka51. Engagement: What’s the Problem?Level: General Interest, PedagogySamuel Tinley RoomInteresting, real-world questions like, “How many corks can beproduced from one cork tree?” can engage students in problemsolving. But are there features, other than interesting contexts,that make a problem more engaging? I’ll share some examplesof real-world problems that students have found most engagingand talk about the features that they seem to have in common.Katie Richkmrich@uchicago.eduUniversity of Chicago, Chicago52. Statistical Fun with “Wheel of Fortune”Level: 7–12, Statistics, TechnologySouth Pavilion 2Using free and readily available software such as Excel and GeoGebra,we will explore ideas of statistical inference. Using Excelas a data gathering software, and GeoGebra as a generatorof graphical displays, we will try to win at “Wheel of Fortune.”We will compare distributions and make a decision based on thedata gathered.Dhimitraq Dunidduni@ilstu.eduIllinois State University, Normal53. Teaching and Learning Fractions AcrossDifferent CulturesLevel: General Interest, FractionsNorth Pavilion 1This session will present how the Babylonians, ancient Chinese,and Egyptians used fractions. The speaker will discuss howthese cultures wrote fractions, which operations could be carriedout with fractions, and how they expanded the use of fractions.Cheng-Yao Lincylin@siu.eduSouthern Illinois University, CarbondaleNorth Pavilion 2Sessions — 10:00 AM–10:55 AM54. Related Problems and Promoting AlgebraicThinkingLevel: 3–8, Algebra, GeometryWhen students encounter a new problem (target), they cantransfer some solution methods from an old problem (source).However, students’ lack of structural awareness might hinderthese types of transfers. In this session, participants will exploreupper-elementary and lower-middle grade level generalizationsand have opportunities to think about ways that can be used forstudents’ source knowledge across the related target problems.Sinan Kanbirsinankanbir@gmail.comIllinois State University, NormalNorth Pavilion 355. Measurement as a Concrete Introduction toVariableLevel: K–8, Geometry, AlgebraIn this session we focus on the functional relationships of covaryingquantities in the area formulas for rectangles and triangles.We will share videos and written work of students creatinggeometric shapes of specified areas by using the reversibility ofthe formulas. Leave with researched based tasks that can beused in your classroom immediately.Theodore Rupnowtjrupno@ilstu.eduIllinois State University, NormalCraig CullenIllinois State University, NormalJeffrey BarrettIllinois State University, NormalPamela BeckIllinois State University, Normal56. Democracy in the Math ClassLevel: 7–12, Pedagogy, LeadershipNorth Pavilion 4As a part of a project started in 2011, a group of teachers pilotedthe use of democracy in the classroom. The findings our firstyear were astounding. In subsequent years, this model has beenchanged and many lessons have been learned. Over the courseof these 4 years, it is clear that this is a powerful tool for studentengagement and self efficacy.Karie Brown-Tessktess@usd116.orgUrbana Middle School, UrbanaNorth Pavilion 519

Sessions — 10:00 AM–10:55 AM Saturday, October 24, 201557. Standards Based GradingLevel: 7–12, AssessmentDon’t change the way you teach, change the way you assess!Learn the benefits of standards based assessment/grading. Wewill share our take on standards based grading in the high schooland collegiate classroom.Tyler Van Vleetvanvleett@mcusd185.orgMacomb High School, McCombJim OlsenWestern Illinois University, MacombNorth Pavilion 6IMT Editors and Reviewers MeetingThe editors of the IMT invite conference attendees to discussmathematics, teaching and article ideas over coffee and pastries.Dan Jordan and Chris Shaw from Columbia College are the ITMeditors. Meeting runs 10:00-11:00 am.Chris Shawcshaw@colum.eduColumbia College, ChicagoDan Jordandjordan@colum.eduColumbia College, ChicagoExecutive Board RoomSessions — 11:00 AM–11:55 AM Saturday, October 24, 201558. Python, Programming and Flying DronesLevel: 7–12, STEM, AlgebraUsing Python and the latest AR Drone 2.0 technology teacherswill learn how to connect abstract math concepts to realworld programming. Topics covered include Order of operation,Boolean logic, and metric measurement. Programming dronesare a fun way to help students make the connection betweenabstract mathematical concepts and real world applications.Angela Miceliamiceli@holytrinity-hs.orgHoly Trinity High School, ChicagoPatrick KellyHoly Trinity High School, Chicago59. What’s My Distribution?Level: 9–16, Statistics, TechnologySamuel Tinley RoomCome explore probability using distributions. We’ll look at importantfeatures, such as discrete vs. continuous, and replacementvs. non-replacement. Examples will include geometric, binomial,hypergeometric and normal distributions, and describethe connections between them. Additional examples will providean introduction to negative binomial and Poisson.John Diehljohn3500i@att.netRetired/ConsultantNorth Pavilion 160. Math Talks: Improving Number Sense in theClassroomLevel: K–8, NumeracyMath Talks is a simple, daily classroom routine that helps studentsof all ages develop their sense of numbers. When studentsfigure math out in a way that makes sense to them andshare their strategies with others, mathematical success ensuesand student achievement increases. Implementation strategies,resources, and tools for success will be shared.Kathy Feltfeltfam3@mchsi.comSherrard Junior High School, SherrardSouth Pavilion 261. What’s the Text Got to Do With It?Level: 7–12, PedagogyTextbooks can be a teacher’s greatest resource or a teacher’sgreatest frustration. Instead of using the text as the beginningof lesson planning, what if a teacher went to it at the end? Thissession will demonstrate how the story the teacher chooses totell can be very different (and just as effective!) than the storythe textbook tells.Michelle Eggerdingmeggerding@d211.orgSchaumburg High School, Schaumburg62. Why Does the Bird Balance?Level: 7–12, Geometry, TechnologyNorth Pavilion 2We will investigate the centers of triangles with transformationsby hand and with the TI-Nspire app. We will discuss the behaviorsof the centers for different types of triangles and thepatterns that develop. This will be a fun session that you cantake to your geometry class and use with your students.Laura Smithsmithl@newtrier.k12.il.usNew Trier High School, Winnetka63. Flight Planning a Good LessonLevel: 7–12, Algebra, PreCalc/CalcNorth Pavilion 3During this session we will discuss the use of free online aviationwebsites to create rich mathematical tasks with an aviation context.Participants will learn how to use these online resourcesto create realistic tasks with a clear real-world purpose. Taskswill focus on algebra, trigonometry and modeling. Come readyto plan your own flight!Craig Cullencjculle@ilstu.eduIllinois State University, NormalNorth Pavilion 420

Saturday, October 24, 201564. Influences on Student Achievement: What WorksBestLevel: 7–12, PedagogyWondering which has the greater influence on student achievement:smaller classes, direct instruction, homework, teachereducation, or teacher clarity? Find out here in this eye opening,interactive session comparing these and hundreds more ofinfluences on achievement based on the 20 year meta-analysisresearch by John Hattie of 260,000,000 kids.Matthew Fostermfoster@wps60.orgWaukegan District #60, WaukeganSaturday, October 24, 201566. Strategies for Teaching FractionsLevel: K–8, Fractions, PedagogyNorth Pavilion 5Learn instructional strategies that promote student understandingof fraction concepts and operations addressed by the CommonCore State Standards. Explore specific intervention strategiesbased on error analysis of common student errors. Engagein hands-on fraction activities and exciting instructional games.Apply fraction concepts through real-world probability problems.David Spanglerdbspangler39@yahoo.comMcGraw-Hill Education, Chicago67. CCSS, Transformational Geometry, and thePythagorean TheoremLevel: 7–12, Geometry, TechnologyBremenThe Pythagorean Theorem is often misunderstood by many highschool students. Approaching this theorem from its original Geometricinterpretation can help alleviate this problem. We willuse the TI-Nspire’s dynamic geometry package to discover variousresults of this theorem. We will use a transformationalgeometry approach to extend this theorem to results not oftenstudied in a traditional secondary geometry curriculum.Ray Kleinrklein9019@aol.comNorthern Illinois University, DeKalbSouth Pavilion 3Sessions — 11:00 AM–11:55 AM65. Matrices With Traffic Patterns, Demographics,and Archeology ApplicationsLevel: 9–16, Algebra, PreCalc/CalcMatrix operations are used in many real-word problems. Determiningrelative ages of artifacts, analysis of traffic flow patterns,computer animation and changing demographics are examplesthat will be discussed. Problems such as these give students anunderstanding of elementary matrix operations and develop understandingof mathematical modeling of real world problems.Astrida CirulisAstrida.Cirulis@CUChicago.eduConcordia University, River ForestMeghan SleezerConcordia University, River ForestNorth Pavilion 6Workshops — 11:30 AM–12:55 PM68. Connect the Dots: Promote Mathematical PowerWith Thoughtful Curriculum AlignmentLevel: K–8, Numeracy, Multiplicative ReasoningThis session will highlight curriculum alignment by examiningtasks and standards that support the development of multiplicativereasoning across grades 3-8.Joyce Bishopbishop.jd@gmail.comChristian-Montgomery ROE 10South Pavilion 469. What Science Can Teach Us About Teaching MathLevel: 7–16, STEM, Common Core/PARCCScience has some great applications of the Mathematical PracticeStandards. These hands on experiments/activities/tasksare some of my favorites. We will explore using gliding disks,catapults, rockets and movie clips.Ismael Zamoraishmath@aol.comLyons Township High School, LaGrange70. Failing to SuccessLevel: 7–16, PedagogySouth Pavilion 5This workshop will introduce classroom structures and practicesthat help students feel the freedom to make mistakes andlearn from them. We will include discussions on homework,grading, self-assessments, and classroom dialogue.Esther Songsong235@gmail.comLindblom Math and Science Academy, ChicagoJessica MadiganNiles West High School, SkokieSouth Pavilion 621

Sessions — 12:00 PM–12:55 PM Saturday, October 24, 201571. Time—Friend or Foe for Learning Mathematics?Level: 9–12, PedagogyAs mathematics teachers, time is what we crave most and yetwe seem to misunderstand its impact on learning mathematicsin many ways. Are we often causing more harm than goodbecause of our use or abuse of time? Let’s dispel the misconceptions.Mary Wiltjermwiltjer@glenbrook225.orgGlenbrook South High School, GlenviewSamuel Tinley Room72. Scatterplots, Regressions, and Optimizations,Oh My!Level: Technology, Statistics, General InterestA session for statistics nuts! Come explore data with the newlyreleased regression feature on Desmos. Learn how to fit anymodel, in any form, and how to watch it change in real time. Iwill explain what’s going on behind the scenes with regressionsin Desmos and show some secret tips and tricks.Eli LuberoffDesmos, Inc.South Pavilion 273. Moving Beyond the Traditional Grading PracticesLevel: 7–12, Assessment, Common Core/PARCCA discussion and exploration of how our core courses have usedthe mathematical practice standards in our everyday gradingpractices. We will discuss moving beyond the traditional gradingcategories (quizzes, tests, homework) to our new categories.Christine Rinkenbergercrinkenberger@usd116.orgUrbana High School, UrbanaKevin KennedyUrbana High School, Urbana74. The Calculus of CorvettesLevel: 9–16, PreCalc/Calc, PedagogyNorth Pavilion 1A non-routine calculus task using data from drag racing willbe discussed. Participants will explore how this task providesflexible learning opportunities through mathematical modelingand data analysis to deepen students’ understanding of calculus.Hallmarks of a good problem are identified and studentwork will be shared.Jaclyn Murawskamurawska@sxu.eduSaint Xavier University, ChicagoKeith NabbMoraine Valley Community College, Palos HillsNorth Pavilion 275. Writing Curriculum With Focus, Coherence,and RigorLevel: K–12, Common Core/PARCC, PedagogyHow do we write a focused and coherent curriculum designedfor rigor, meaning, conceptual understanding, procedural fluency,and application? We can’t fully implement Common Corewithout understanding the three pillars of focus, coherence, andrigor. In this session you’ll get curriculum planning documentsto help you make sure you’re hitting all three of the major shiftsin Common Core.Eric Brightbrighte@charleston.k12.il.usCharleston Middle School, CharlestonNorth Pavilion 376. Real-World Math: Experiences From the FieldLevel: 9-16, Pedagogy, LeadershipAs the director of a post-baccalaureate teacher certification program,the presenter oversees the progress of several first-yearmath teachers in Kentucky middle and high schools. This presentationwill share the stories of teachers who entered the certificationprogram with an undergraduate degree in math, as wellas work experience in another field and are using experiencesfrom their previous professions to benefit students in the mathclassroom.Doug Feldmannfeldmannd1@nku.eduNorthern Kentucky University, Highland Heights, KentuckyNorth Pavilion 477. Strategies for Increasing Student Retentionof Math ConceptsLevel: Pedagogy, General InterestInternational research suggests that students may be more likelyto retain math concepts and skills if instruction is inquiry-based,relevant, and engaging. A comprehensive study looked at the effectivenessof using technology, manipulatives, real-world problems,and movement in an effort to increase student engagement,understanding and retention of math concepts. I will discuss themain findings of this research and present tips on how teacherscan implement these strategies.Denice Lovedlove@millikin.eduMillikin University, DecaturNorth Pavilion 522

Saturday, October 24, 201578. Exploring Mathematics Through GeoGebraLevel: 7–16, Technology, GeometryThis presentation will be an introduction to the use of GeoGebrato enhance the learning of mathematics through interactivelessons that encourage exploration and discovery. We will explainhow Animation and Trace can be used to give students avisual demonstration of mathematical concepts. We will explainthe use of the Custom Tool to record your sketches. Feel free tobring along your laptop, Ipad or tablet with GeoGebra installed.Ahmad Mojirimojiri@sxu.eduSaint Xavier University, ChicagoBarbara BeckerSaint Xavier University, ChicagoKristen SchreckSaint Xavier University, ChicagoNorth Pavilion 6Sessions — 12:00 PM–12:55 PMICTM Delegate’s LuncheonDelegate assembly luncheon. Affiliate group representatives areinvited.Criag Cullen, Affiliate Group Liaison, ICTMICTM Past-President LuncheonAll past-president’s are invited to attend.Bob Mann, Past-President, ICTM12:00 pm–1:00 pm Bananas RestaurantSaturday, October 24, 201579. Making Your Mathematics Lessons ELL FriendlyLevel: 7–12, PedagogyTeaching English Language Learners (ELL) mathematics is achallenge that all teachers will face. You may feel overwhelmedwith the task of adapting your lesson to make them “ELLfriendly.” Using an activity found in MTMS, I will model howto take mathematics lessons that you already have prepared andmake them appropriate for ELL students.Matthew Winsormwinsor@ilstu.eduIllinois State University, Normal80. Dice Tic-Tac-Toe BingoLevel: 7–12, StatisticsBremenThis simple game can be used as a quick sponge activity atalmost any level and it can provide for a deep study in probability.We will play several rounds. Fabulous prizes will beawarded!Bob Nortillobobnor@d219.orgNiles West High School, SkokieMatt FahrenbacherNiles West High School, SkokieJamie KrzeminskiNiles West High School, SkokieSouth Pavilion 3Workshops — 1:00 PM–2:25 PM81. Embedding Enrichment in Math Instructionfor Primary ChildrenLevel: K–8, Pedagogy, NumeracyWith a focus on primary grades, participants will explore teachingstrategies and natural extensions of activities that deepencontent learning. As you solve rich number stories, compose 2-D shapes, and investigate length measurement concepts we willlook for opportunities to embed enrichment and make connectionswith the real world and consider ways to enrich learningin mathematics through problem solving and math talk.Amanda Ruchphoebe.balentyne@gmail.comUniversity of Chicago, CEMSE, ChicagoKatie FloresUniversity of Chicago, CEMSE, ChicagoLiesje SpaepenUniversity of Chicago, CEMSE, Chicago82. Revamp Your Review DayLevel: 7–12, Assessment, PedagogySouth Pavilion 4Throw out those old, dull review day worksheets. Our workshopwill introduce and examine alternative strategies to make yourrevamped review days targeted to individual students learningneeds. Using formative assessment strategies, we will show howto incorporate differentiation strategies for general assessmentsto maximize student learning on all of your instructional days.Kelly Rooneykellytrooney@gmail.comEvanston/Skokie School District 65Tyrone Martinez-BlackEvanston/Skokie School District 65South Pavilion 523

Workshops — 1:00 PM–2:25 PM Saturday, October 24, 201583. Relevant Place Value Concepts for MeaningfulLearning K-3Level: K–3, Numeracy, PedagogyDuring this session participants will view K-3 students solvingproblems involving place value concepts. We will discuss theimplications that the students’ strategies have for instruction.Handouts of problems to try in the classroom will be provided.Cheryl Lubinskicalubinski@mac.comSouth Pavilion 6Sessions — 1:00 PM–1:55 PM Saturday, October 24, 201584. Geometry Math TalksLevel: 7–12, Geometry, PedagogyMath Talks are short, daily whole-class routine used to developconceptual understanding and efficiency with mathematics.Many teachers use Math Talks to work on number, operations,and algebra. We will look at how Math Talks centeredaround fundamental geometric ideas, such as angles, coordinates,and similarity help students make connections to moreabstract work with diagrams, properties, equations, and proof.Melanie Wertzmelanie@melaniewertz.comUniversity of Illinois at Chicago, ChicagoSamuel Tinley Room85. A Curriculum Developer Looks at CommonCore TestingLevel: General Interest, Common Core/PARCC, AssessmentPeople who study curriculum identify several types of curriculum,including the ideal curriculum as described in documentslike the NCTM Standards, the intended curriculum as inschool district documents, the textbook curriculum, the testedcurriculum, and the learned curriculum. This talk examinesPARCC as an example of a tested curriculum and compares itwith some of the other types of available curricula.Zalman Usiskinz-usiskin@uchicago.eduThe University of Chicago, ChicagoSouth Pavilion 286. Moving to Productive Mathematics Talk forEvery StudentLevel: K–8, PedagogyThe more students talk, the more they learn and the more theytalk math, the more they learn math! Come explore ways to supportyour students’ math talk, and see how it can help reinforceconnections to the Standards for Mathematical Practice. Mathproblems and classroom video will focus on grades K–6, thoughstudents of all ages may benefit when you use these structures.Joanne Bakerjbakeruic@gmail.comUniversity of Illinois at Chicago, ChicagoJo MaiettaDistrict 126, Stony Creek Elementary SchoolNorth Pavilion 187. Formative Feedback in the Number Stories ProjectLevel: 7–12, Technology, AssessmentThe CEMSE, University of Chicago, Number Stories projectis an online database of real-world mathematics problems involvingdynamic technology aimed at solvers of all ages. Oneaspect of the project is to enhance student engagement in solvingproblems through effective feedback. I will illustrate someof the possibilities for feedback being developed and discuss theissue of providing feedback using technology for problems thatare open-ended and/or involve mathematical modelling.Kate Mackrellkatemackrell@mac.comUniversity of Chicago, CEMSE, ChicagoNorth Pavilion 224

Saturday, October 24, 201588. Making Change Happen in the Real WorldLevel: General Interest, LeadershipCaught in the whirlwind of fast paced educational changes? Doyou want to make a difference but find yourself working withteachers, instructional coaches, mentors, administrators, parents,school board members, and educational consultants? We’lltake a humorous look back at the successes and failures in ourefforts to coordinate change in school districts. Participants willwalk away with strategies to successfully work in a team andkeep a sense of humor.Claran Einfeldtclaran@cmath2.comC Math 2 Inc, BourbonnaisChristine ParsetichWestmont School District, Westmont89. High School Students’ Thoughts AboutMathematics for Social JusticeLevel: 7–12, PedagogyNorth Pavilion 3This session reports the results of a study of two high schoolmathematics classes where students engaged with socially relevantmathematics applications. The session focuses on students’views of mathematics in light of their mathematical investigationsof social justice issues. I will highlight implications of thestudy’s findings for the high school mathematics curriculum.Anastasia Breliasa-brelias@neiu.eduNortheastern Illinois University, ChicagoNorth Pavilion 5Sessions — 1:00 PM–1:55 PM90. Promoting Sense Making Through ProblemSolvingLevel: 7–12, PedagogyWho is doing the work in your mathematics classroom? Implementingchallenging tasks to promote student understandingand orchestrating discussions based on student thinking canmove all students’ learning forward. A framework designed toorganize instructional decisions and plan productive discussionwill be shared.Mary Jo Tavorminamjtav@uic.eduUniversity of Illinois at Chicago, ChicagoNorth Pavilion 691. IMTE Business Meeting and Licensure UpdatesAfter our annual business meeting and elections of officers, thesession will turn to licensure updates and discussions, with particularattention to the role of CCSSM in teacher preparationand how to prepare candidates to successfully teach under theCCSSM. There will also be opportunities for updates on theedTPA. Meeting runs 1:00–3:00 pm.Todd Obergtoberg@mail.ic.eduIllinois College, JacksonvilleExecutive Board Room25

Sessions — 2:00 PM–2:55 PM Saturday, October 24, 201592. Thinking Mathematically in Daily Warm UpsLevel: 7–12, PedagogyIn place of the typical review/preview warm up routine, engagestudents in the first five minutes of your class with activitiesthat push them to think mathematically about everyday situations.All activities encase the Math Practice Standards, usetechnology, promote student ownership, and can be applied toyour classroom tomorrow!Marissa Walczakwalczakmarissa@gmail.comHaven Middle School, Evanston93. Effect of CAS Calculators on ACTLevel: 7–12, Assessment, TechnologySamuel Tinley RoomThis session presents results of an investigation of the impactof CAS calculator use on eleventh graders’ performance ona released ACT test in four CAS-implementing Illinois highschools. While test scores did not indicate any advantage ordisadvantage on the test, there were differences in patterns ofperformance on some items. Come learn what student surveysand interviews with students and teachers revealed.John McConnelljohnmcconnell@ecragroup.comECRA Group, RosemontSouth Pavilion 294. Measuring the Base and Height of TrianglesLevel: 7–12, GeometryJoin us in a discussion on student thinking about the base andheight of triangles. We will focus on how students respond totasks in which they must identify the height of triangles. See howwe used dynamic geometry software to enhance our students’thinking and bring out unanticipated student misconceptions.Pamela Beckpsbeck@ilstu.eduIllinois State University, NormalJeffrey BarrettIllinois State University, NormalCraig CullenIllinois State University, NormalTheodore RupnowIllinois State University, NormalNorth Pavilion 195. Using Socrative for Math DiscourseLevel: 7–12, Pedagogy, TechnologyThis session will focus on having students construct viable argumentsand critiquing the thinking of others. How can mathteachers create a climate of Math Talk in their classrooms?Through the use of the Socrative app, this session will assistteachers in creating an atmosphere of math learners who arediscussing their mathematical conjectures.Asma Akhrasaakhras@aqsa.eduAqsa School, Bridgeview96. So, They Don’t Know It. . .YET!Level: 7–12, Pedagogy, AssessmentNorth Pavilion 2We have all had students whose confidence is defeated by apoor demonstration of learning on an assessment. How can weaddress both the learning and the confidence levels of our students?We can embrace “YET”! An environment that fosters agrowth mindset encourages relearning and reassessment. Joinme as I share how “YET” has transformed my classroom.Megan Moranmmoran@d211.orgSchaumburg High School, SchaumburgNorth Pavilion 397. Increasing Student Engagement with DiversePopulationsLevel: 7–12, Common Core/PARCC, LeadershipTransitioning to the New Illinois Learning Standards (CommonCore) in high school has been a challenge! We have workedto increase student achievement by increasing student activitiesand involvement in their learning and integrating the standardsfor math practices. We will share instructional and assessmentstrategies/activities, successes and challenges, as we moved toan integrated pathway.Kathy Shidecathy.integrated@bluetie.comCahokia High School, CahokiaOlivia WaltersCahokia High School, CahokiaJulie DemottCahokia High School, CahokiaNorth Pavilion 426

Saturday, October 24, 201598. SEL Standards + Accountable Talk = SuccessfulStudentsLevel: K–8, Pedagogy, NumeracyFor the past few years our district has developed accountabletalk in all of our K–8 math classrooms. Each grade band hascommon talk norms which guide student discussions. Our studentsfeel more comfortable to question, contribute, and learnin the math classroom! We will share how to begin accountabletalk in your classroom, challenges encountered, and rubricsstudents use to self-assess their conversations.Lori Gloodtlgloodt@d123.orgSward School, Oak LawnSheila LettiereOak Lawn-Hometown Middle School, Oak LawnNorth Pavilion 5Sessions — 2:00 PM–2:55 PM99. When Am I Ever Gonna Use This in My Life?Level: General Interest, PedagogyIf you are a math teacher, then you have no doubt heard thisquestion countless times throughout your career. Why shouldyour students learn math? Looking for some new, fresh responses?Join us for some reflection and laughter as we role-playa slew of serious and humorous responses to this million-dollarquestion.Adam Poetzelapoetzel@illinois.eduUniversity of Illinois at Urbana-Champaign, ChampaignNorth Pavilion 6100. Conference Advisory Committee MetingMembers of the Advisory Committee will meet to discuss thisyear’s conference and future conferences. Meeting will start at3:15 pm.Ann Hansonahanson@colum.eduColumbia College, ChicagoSouth Pavilion 227

ICTM CONFERENCE ORGANIZERSANNUAL MEETINGConference Chair: Ann HansonProgram Chairs: David Wartowski and Robert WilliamsProgram Assistants: Marshall Lassak and Natalie JakuynStudent Volunteer ChairSteve ShadelAcknowledgments — Program BookletBook Cover and DesignDiane Highland, Eastern Illinois UniversityBook Informational PagesAnn Hanson, Columbia College, ChicagoSandra Reeds, Eastern Illinois University, CharlestonRegistration and Conference PacketsEastern Illinois University, Charleston, IllinoisPeggy Brown, Program CoordinatorDebbie Meadows, RegistrationDiane Highland, Graphic DesignerOffice of Academic and Professional DevelopmentSchool of Continuing EducationGeneral SupportMathematics and Computer Science Department, Eastern Illinois University, Charleston, IllinoisScience/Mathematics Department, Columbia College, Chicago, IllinoisSchool of Continuing Education, Eastern Illinois University, Charleston, IllinoisConvention Arrangements and FacilitiesTinley Park Convention Center28

NCTM PROFESSIONAL MEETINGSFUTURE DATES FOR NCTM REGIONAL CONFERENCES2015Minneapolis, Minnesota, November 11–13, 2015Nashville, Tennessee, November 18–20, 20152016Phoenix, Arizona, October 26–28, 2016Philadelphia, Pennsylvania, October 31–November 2, 2016St. Louis, Missouri, November 16–18, 20162017Orlando, Florida, October 18–20, 2017Las Vegas, Nevada, November 15–17, 2017Chicago, Illinois, November 29–December 1, 2017FUTURE DATES FOR NCTM ANNUAL MEETINGSSan Francisco, California, April 13–16, 2016San Antonio, Texas, April 5–8, 2017Washington D.C., April 25–28, 2018San Diego, California, April 3–7, 201966th ICTM Annual Meeting—October 7–8, 2016Peoria, Illinois“Laying the Foundations for Success”Program Co-chairs: Craig Cullen and Trish GuineePlan to attend the 66th Annual ICTM Meeting at the Peoria Marriott Pere MarquetteHotel and the Peoria Convention Center, 403 N.E. Jefferson Street in Peoria.For further information concerning the 2016 Annual Meeting you can contact theprogram co-chairs at 2016.ictm@gmail.com. Speaker proposal submission will beavailable at the ICTM website (http://www.ictm.org)2017–There is no ICTM Annual Meeting due to the NCTM Regional Meeting in Chicago on Nov. 29–Dec. 1.29

THE ILLINOIS COUNCIL OF TEACHERS OF MATHEMATICSGOVERNING BOARD2014–2015 Officers and Directors 2015–2016Robert Mann President George ReeseNone Past President Robert MannGeorge Reese President Elect NoneRich Wyllie Treasurer Rich WyllieLannette Jennings Secretary Lannette JenningsZachary Herrmann (2014–2017) Director Zachary Herrmann (2014–2017)Cathy Morales (2014–2017) Director Carly Morales (2014–2017)Kara Leaman (2012–2015) Director Sendhil Revuluri (2015–2018)Jennie Winters (2012–2015) Director Denise Brown (2015–2018)Eric Bright (2014–2017) Director Eric Bright (2014–2017)Peter Wiles (2014–2017) Director Peter Wiles (2014–2017)Adam Poetzel (2012–2015) Director Jeremy Babel (2015–2018)Craig Cullen (2013–2016) Director Craig Cullen (2013–2016)Martin Funk (2013–2016) Director Martin Funk (2013–2016)Jackie Murawska (2013–2016) Director Jackie Murawska (2013–2016)Anita Reid (2013–2016) Director Anita Reid (2013–2016)ICTM 2015 SCHOLARSHIP AWARDEESMaria-Christina Gianni, University of Illinois at Urbana-ChampaignAmy Weiting, Illinois State University30

ICTM MEMBERSHIP APPLICATION□ New Member □ Reinstatement □ Renewal □ Institutional MemberMember #:School Name:Name:Check preferred mailing address. Please complete both columns. □ Home □ WorkHome Address:Work Address:City: Zip: City: Zip:Phone:Phone:E-mail: NCTM Member: □ Yes □ No- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Profession: (check only one) Interests: (check up to three)□ EC–3 Teacher□ 4–6 Teacher□ Jr. High/Middle Teacher□ Sr. High Teacher□ Special Education Teacher□ Community College□ College/University□ Administration□ Retired□ Student□ Institutional MemberRegular Memberone year $35three years $100five years $160Student Memberone year $20 for full-time,baccalaureate,preservice students only.Retired Memberone year $30Institutional Memberone year $100□ Remedial□ Gifted□ Teacher Education□ Assessment□ Certification□ Multicultural Education□ Teacher Evaluation□ Professional Development□ Scholarship□ Technology□ Research□ Other:□ Math Contests- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Dues for ICTM Membership:If recruited as a new member by a current member,please list the recruiter’s name:Dues Enclosed: $Donate: ICTM Scholarship Fund: $Donate: Math Contest: $Total Enclosed: $With this application include a check or money orderpayable to Eastern Illinois University and mail to:ICTM MembershipSchool of Continuing Education600 Lincoln AvenueEastern Illinois UniversityCharleston, IL 61920-309931

PLANNING PAGEFRIDAY, October 23, 2015TIME ACTIVITY LOCATION5:15 pm Awards Reception Exhibit Hall North, Conv. CenterSaturday, October 24, 2015TIME ACTIVITY LOCATION8:00–8:30 am Annual ICTM Business Meeting Executive Board Room10:00–11:00 am IMT Reviewers Coffee Executive Board Room10:00 am–1:00 pm Job Interview Fair (ticket required) Exhibit Hall West12:00–1:00 pm Past President’s and Affiliate Lunch Bananas Restaurant (Holiday Inn)1:00–2:00 pm Poster Sessions Exhibit Hall North3:15 pm Conference Advisory Meeting South Pavilion 232

REGISTRATION INFORMATIONThe Early Bird registration form must be received by October 1, 2015. Everyone who attends the annualmeeting must register and pay the required fees. Due to limited capacity, please register early for all specialevents. If you have any questions, please call the ICTM Registration Office at 217-581-5116.EARLY BIRD REGISTRATION DEADLINE – OCTOBER 1, 2015The Early Bird Registration (deadline October 1) is ONLY for Friday/Saturday combination registration.The Late Registration Options (deadline October 15) are: Friday/Saturday combination, and Friday only.There is no registration deadline for the Saturday only option.There is no on-site registration for Friday. If you want to attend Friday, you must register by October 15.Make checks payable to: Eastern Illinois University.Return form and check to:Eastern Illinois UniversityICTM ConferenceSchool of Continuing Education600 Lincoln AvenueCharleston, IL 61920CANCELLATION POLICYSubstitutions are accepted at any time. Conference registration fees, less a $10.00 administration fee, arerefundable if cancellation is received in writing by 4:30 pm on October 1, 2015. No refunds will be givenafter 4:30 pm on October 1, 2015.33

Name:65th ICTM Annual MeetingRegistration Form — Early Bird Deadline October 1stCheck preferred mailing address. Please complete both columns. □ Home □ WorkHome Address:Work Address:City: Zip: City: Zip:Phone:E-mail:Phone:E-mail:Mail my confirmation to: □ Home □ SchoolIndicate if you are a (check as many as appropriate): □ Speaker □ Presider □ Board MemberEarly Bird Registration (deadline October 1) for BOTH Friday, October 23 (includes lunch) and Saturday(October 24).□ ICTM Member ($150.00)□ Non-member ($225.00)□ Student ($40.00)Late Registration (after October 1) for BOTH Friday, October 23 (includes lunch) and Saturday, October 24- registration deadline October 15.□ ICTM Member ($195.00)□ Non-member ($270.00)□ Student ($40.00)Friday ONLY, October 23 (includes lunch) -registration deadline October 15.□ ICTM Member ($125.00)□ Non-member ($160.00)□ Student ($40.00)Please note that walk-in registration is not available for Friday.Saturday ONLY, October 24 registration.□ ICTM Member ($110.00)□ Non-member ($150.00)□ Student ($40.00)Total Fees:Workshop Number(s) (3 workshop limit) Alternate ChoiceGeneral Sessions do NOT require tickets.Payment Method:□ Check payable to: Eastern Illinois University □ Master Card □ Visa □ DiscoverCard NumberName on CardSignatureExpiration DateMail registration form and payment to: ICTM Conference, Eastern Illinois University,School of Continuing Education, 600 Lincoln Avenue, Charleston, IL 61920-3099, or register online at ICTM.org.IN CASE OF EMERGENCY PLEASE NOTIFY:Name Phone Relationship34

INDEX OF PROGRAM PARTICIPANTS(References are to session numbers)AAkhras, Asma, 95Arnold, Cindy, 13Askew, Kim, 18BBabel, Jeremy, 3Baker, Joanne, 86Bar, Julie, 7, 40Barabasz, Matt, 24Barrett, Jeffrey, 55, 94Beck, Pamela, 55, 94Becker, Barbara, 78Becker, Jerry, 34Bell, Tara, 44Benson, John, 14Bernstein, Lisa, 29, 46Bishop, Joyce, 68Bowen, Christine, 21Braker, Lacey, 22, 41Brelias, Anastasia, 89Bright, Eric, 75Brown-Tess, Karie, 56Brown, Heather, 4, 33CCabreda, Sara, 12Camp, Dane, 50Capper, Jean, 29, 46Cartier, Dana, 4Cavallone-Jurek, Phyllis, 6Chu, Gary, 2, 35Cioffi, Kristin, 39Cirulis, Astrida, 65Condie, Steven, 47Crean, Jason, 44Cullen, Craig, 55, 63, 94DDemott, Julie, 97Diehl, John, 59Dikow, Maggie, 13Duni, Dhimitraq, 22, 41, 52EEggerding, Michelle, 61Einfeldt, Claran, 88Estberg, Alfred, 7Evans, Barbara Jo, 31FFahrenbacher, Matt, 80Fajerstein, Sasha, 7Feldmann, Doug, 76Felt, Kathy, 70Fischer, Alexander, 24Flores, Katie, 81Foster, Matthew, 64Funk, Martin, 40GGloodt, Lori, 98HHarding, Jeff, 32Heldmann, Jonathan, 8Herrmann, Zachary, 1, 17Hornik, Allison, 43Hoyle, Meghan, 38Huckins, Sheila, 12JJones, Latoyla, 19KKanbir, Sinan, 54Kelly, Patick, 58Kennedy, Kevin, 73Kienstra, Mary, 9Klein, Ray, 67Koning, Amy, 11Krouse, Janice, 15Krzeminski, Jamie, 80LLeaman, Kara, 13, 25Lettiere, Sheila, 98Lin, Cheng-Yao, 53Lin, Xi, 26Livingston, Ashley, 49Love, Denice, 77Luberoff, Eli, 48, 72Lubinski, Cheryl, 83MMackrell, Kate, 87Madigan, Jessica, 60Mahieu, Federic, 37Maietta, Jo, 86Martin, Hope, 45Martinez-Black, Tyrone, 82McConnell, John, 93Miceli, Angela, 58Mojiri, Ahmad, 78Moran, Megan, 96Murawska, Jaclyn, 74NNabb, Keith, 74Nocella, Tina, 2, 35Nortillo, Bob, 80OOberg, Todd, 91Obradovich, Kery, 39Olsen, Jim, 38PParasetich, Christine, 88Parisi, Jennifer, 5Poetzel, Adam, 99Powell, Nancy, 14RRak, Sharon, 31Reese, George, 44Reid, Anita, 16Rich, Katie, 51Rinkenberger, Christine, 73Rooney, Kelly, 82Rose, Melissa, 43Ruch, Amanda, 81Rugg, Chris, 30Rukin, Richard, 28Rupnow, Theodore, 55, 94Russell, Craig, 42SSaclarides, Evthokia, 23Saxton, Holly, 21Schreck, Kristen, 7835

Scott, Kwame Anthony, 27Shadel, Steven, 10Shepherd, Chad, 13Shide, Kathy, 97Siwik, Andrea, 5Sleezer, Meghan, 65Smith, Laura, 62Song, Esther, 60Spaepen, Liesje, 81Spangler, David, 66Stalmack, Richard, 15Stevenson, Paul, 8Summy, Jeff, 49TTavormina, Mary Jo, 90Taylor, Jan, 12Trapani, Jody, 11UUsiskin, Zalman, 85VVan Vleet, Tyler, 57VanMeenen, Elisha, 22, 41WWalczak, Marissa, 92Walters, Olivia, 97Washington, Katrena, 19Wertz, Melanie, 84Wiltjer, Mary, 71Winsor, Matthew, 79Winters, Jennie, 20, 36Wisnewski, Lois, 10ZZamora, Ismael, 6936

®E astern I l l inois U nive rsityS ch ool of C ontinuing E duca tion6 0 0 L inco l n A ve .C harl eston, I L 6 1 9 2 0 - 3 0 9 92 2 6 0 3 9FIRST CLASS MAILUS POSTAGE PAIDCHARLESTON IL 61920PERMIT NO 24Illinois Council of Teachers of Mathematics65 th Annual ConferenceOctober 23–24, 2015Tinley Park, Illinois3 42 51 67891620 211710181112 13 1415191 North Pavilion One2 North Pavilion Two3 North Pavilion Three4 North Pavilion Four5 North Pavilion Five6 North Pavilion Six7 Exhibit North8 Exhibit West9 Exhibit South10 South Pavilion One11 South Pavilion Two12 South Pavilion Three13 South Pavilion Four14 South Pavilion Five15 South Pavilion Six16 Bremen Room17 West Suite18 Samuel Tinley Room19 South Suite/Registration20 Concession21 Business Services