Anja S. Greer Conference Course Offerings

03 – Calculus before Calculus: Early Exposure to Deepen Mathematical Understanding  

Leader: Ron Lancaster, University of Toronto, Toronto, Ontario, Canada  

Unlock the power and beauty of calculus before students even set foot in a calculus class! This hands-on course equips teachers to introduce middle and high school students to essential concepts like limits, change, rates, and optimization. By integrating calculus ideas into earlier courses, teachers can show students how mathematics connects and why it matters, especially for those who never take calculus. Leave with strategies to inspire curiosity, enhance critical thinking, and transform perceptions of math in your classroom. Together, we can reshape how students engage with math!

04 – Problem solving in Geometry  

Leader: Jeff Ibbotson, Phillips Exeter Academy  

An approach to the beautiful subject of Euclidean geometry using the Exeter problem-based-learning materials. We will explore the circumcenter, incenter and excenters as well the triangle bisector theorem and Ceva’s intersection results. Along the way we will use technology (GeoGebra and Geometer’s Sketchpad). Tessellations and Polyhedron adventures are also featured! Think you know everything there is to know about the Pythagorean theorem? Think again!  

05 – Harkness for Thirty  

Leader: Johnothon Sauer, William Mason High School, Mason, OH  

Even if a class has 30 students, making the switch to a discussion-based classroom is possible and worth it.    This course will include activities and discussions focusing on:  -how to use existing course materials to craft exercises that encourage productive student discussion -using the first days of class to build community -how to ask effective questions, listen actively, and provide constructive feedback  -strategies for managing multiple discussion groups  -assessing student progress    Spend the week taking the first steps toward building a discussion-based classroom!

06 – Empowering New Educators: Practical Strategies for Teaching Math  

Leader: Jessica Schenkel, Porter-Gaud School   

This session is designed for early-career math teachers (3 – 5 years of experience, more or less) to explore essential pedagogy and gain practical strategies for diverse classroom scenarios. From understanding formative vs. summative assessments to building a “thinking classroom,” this workshop equips you to make purposeful instructional choices. Participants will examine a variety of teaching methods and activities, leaving with actionable insights and ready-to-implement techniques to create a dynamic math classroom. 

07 – Precalculus Through Labs and Applications  

Leader: Diana Davis, Phillips Exeter Academy  

In this course we will do labs and work on applied problems that gently and relentlessly introduce students to the ideas of calculus. We will do hands-on labs and collect data, and then figure out what types of functions best describe them (exponential growth! exponential decay!). We will also work on applied problems that secretly and painlessly introduce the ideas of calculus when you’re least expecting it (shorter and shorter! smaller and smaller!). These investigations bring vigor and delight to the precalculus curriculum.

08 – Getting From Either-Or to Both-And: WRITING TO LEARN CALCULUS  

Leader: Brent Ferguson, Rutgers University, F.E.R.G. Math Mentoring  

This course will examine the formative role that WRITING can play in any math class, but we’ll examine it within the context of AP Calculus (we’ll use the AP Calc CED as a framework). We all wish to help our students not just ‘be’ themselves (as, say students) but ‘become’ more skilled (as thinkers). We’ll plan to DEVELOP the math as well as DELIVER it by delving into (a) modes of conducting class and (b) specific math tasks which help students (and teachers) live more fully into a growth mindset of self-assessment, self-reflection, & interpersonal engagement within a rigorous math course.

09 – Explore Bridging Strategies and Research-Based Practices for Your Classroom  

Leader: Josie Derrick, Boise State University  

In this course, we’ll explore how strategies like Building Thinking Classrooms, NCTM’s 5 Practices, Debate Math, and 3 Act Tasks are all connected, despite their differences. Through hands-on activities, we’ll explore how these approaches support explicit attention to concepts and opportunities for students to productively struggle, two features described in research as increasing conceptual understanding. What do these strategies look like? Does the order in which they happen matter? How do they connect our favorite lesson styles structures? How can I use these ideas to plan instruction?

10 – Finding, and Using, Real World Data to Deepen Understanding and Student Interest  

Leader: Thomas Hill, Brewster Academy  

Where can we direct students to find data that they are interested in? How can we use that data to deepen students’ understanding of mathematics? How do we use data to describe global trends? We will look at projects that use linear, quadratic, and exponential modeling to extrapolate current trends. Using the United Nations global goals as pillars to guide us, we will look at the 17 global goals to see how students can use them in the classroom. You will have time to collaborate with peers to create your own projects or lesson plans around world issues.

Late Morning Class – 10:30 a.m.

12 – From Problems to Power: Math for Real-Life Skills and Social Change  

Leader: Theo Wells, Skew the Script  

This course empowers high school math teachers with practical strategies to engage and uplift all students. Teachers will learn moves like building trust and encouraging risk-taking, connecting math to current events, and teaching critical thinking through real-world data. By week’s end, teachers will leave with tools to make math a powerful, relevant force for equity and academic growth.

13 – CODAP (Common Online Data Analysis Platform) for Math Teachers  

Leader: Mahmoud Harding, North Carolina School of Science and Mathematics  

Transform your math teaching with CODAP, a free, web-based tool for exploring and analyzing data. In this course, you’ll learn how to use data to enhance math lessons by creating visualizations, analyzing real-world datasets, and promoting critical thinking. Discover how to incorporate data exploration into your curriculum to help students connect math concepts to real-world situations. By the end, you’ll be ready to create engaging, data-rich lessons that make math more relevant and meaningful for your students.

14 – Using and Building Desmos Activities to Provoke Student Thinking  

Leader: Chris Bolognese, Columbus Academy, Gahanna, Ohio  

Desmos is not only a graphing calculator, but an online platform to allow students to explore deep mathematics. This course will explore pre-built Desmos activities for middle and high school grades and allow participants a chance to build their own Desmos activity to use in their classroom. No experience is required with Desmos Activity Builder. Resources will also be provided for more advanced users that want to explore the computational layer.

15 – Exeter Math 1: A Student-Centered Problem-Based Approach to Algebra 1  

Leader: Julie Van Wright, Phillips Exeter Academy  

We’ll look at problems from the Exeter Math 1 materials to experience problem solving through a Harkness discussion-based format, with the goal of building content with students, rather than for them. We’ll explore ways to empower students to discover and apply mathematical techniques while fostering a thinking classroom culture where students are excited to “dig in”. Our content spans Algebra 1 topics, including linear relationships, inequalities, absolute value, quadratics, and a variety of “word” problems. Come see what Exeter Math is all about, at this introductory level!

16 – Beyond Algebra 2 – Designing Alternative Math Pathways  

Leader: Jessica Schenkel, Porter-Gaud School   

Reimagine what comes after Algebra 2 with a course designed to engage and inspire students who thrive with a fresh approach to math. Explore an alternative to traditional Precalculus that integrates functions, statistics, and trigonometry with practical applications. Discover strategies for embedding relevant, real-world connections and leveraging lessons that build confidence and curiosity. Leave with a flexible framework, teaching tools, and the inspiration to design a pathway tailored to your students’ needs and your school’s vision.

17 – Geometric FUN!  

Leader: Dan Butler, Fulton Science Academy  

Geometry is the foundational course for all the mathematics we will ever learn. Every concept we teach has its roots in geometry, and a good understanding of geometry makes all the rest of mathematics possible. In this course we will explore problems that intrigue the mind and help our students to become better problem solvers. We will look at pure geometry as well as applications of geometry. We will use everything at our disposal such as computers, measuring tools, calculators, soap bubbles, and anything else we can think of to improve our understanding of geometry. We will make math FUN!!!

18 – Getting From Either-Or to Both-And: WRITING TO LEARN PRECALCULUS  

Leader: Brent Ferguson, Rutgers University, F.E.R.G. Math Mentoring  

This course will examine the formative role that WRITING can play in any math class, but we’ll examine it within the context of Precalculus (we’ll use the AP Precalc CED as a framework). We all wish to help our students not just ‘be’ themselves (as, say students) but ‘become’ more skilled (thinkers). We’ll plan to DEVELOP the math as well as DELIVER it by delving into (a) modes of conducting class and (b) specific math tasks which help students (and teachers) live more fully into a growth mindset of self-assessment, self-reflection, & interpersonal engagement within a rigorous math course.

19 – A Lab Approach to Calculus  

Leader: Jess Emory, Phillips Exeter Academy  

This course will cover highlights from a year-long calculus class that merges lab investigations with a problem-based curriculum. This program emphasizes qualitative approaches to problem-solving more than symbolic solutions with algebra, while also incorporating writing for understanding, collaboration, and focused spiraling of topics. Some of the labs focus on foundational aspects of calculus, while others delve into calculus-based models (income inequality, probability distributions, the “Tilt-a-Whirl”, skydiving). Participants will need to bring a tablet or laptop computer.

20 – Inquiry Adventures: Journey into the Joy of Recreational Mathematics  

Leader: Ron Lancaster, University of Toronto, Toronto, Ontario, Canada  

Discover the joy of recreational mathematics through patterns, games, puzzles, magic tricks, origami, and fascinating curiosities! In this course, you’ll learn effective strategies to weave these engaging elements into your teaching, fostering inquiry and enriching classroom discussions. Participants will explore how to use recreational math as interactive warm-ups and collaborative activities, deepening students’ understanding of fundamental concepts. Our mission is to inspire a lifelong love for mathematics through exploration, proving that anyone can enjoy the wonders of math at any age!

21 – Early History of Mathematics  

Leader: Jeff Ibbotson, Phillips Exeter Academy  

This course features an introduction to some of the early history of mathematics. Counting systems and numerals, early quadratic equations, the Pythagorean theorem and the early history of algebra. Learn how the Egyptians multiplied and divided through tables of doubles, how the classical means played a defining role for Greek geometry, and how the ancient Babylonians solved quadratic equations! See Euclid’s early work on prime numbers and learn how to trisect any angle and double any cube. 

22 – Teaching a Discussion-Based Math Course  

Leader: Diana Davis, Phillips Exeter Academy  

Discussion-based courses are so wonderful for student engagement and understanding, but they’re challenging to teach well, especially the first time. In this course, you’ll learn to create a classroom environment that fosters student discussions, through the experience of being a student yourself, discussing how it went, and learning from the experience. We’ll watch videos of successful classes in action, and practice leading the class and getting feedback. We’ll also discuss ways to adapt the method to all kinds of classes — big, small, basic, advanced, full-class, small groups, and so on.

Afternoon Class – 1:30 p.m.

24 – Data Science for Beginners  

Leader: Mahmoud Harding, North Carolina School of Science and Mathematics  

Interested in learning about data science? In this course, we will engage in activities that focus on three core aspects of data science: exploration, inference, & prediction. We will learn the basics of the Python programming language along with commands & functions for investigating and graphically displaying data. Throughout the course we will manipulate data sets, plot visualizations, make predictions, and quantify our level of certainty. Time allowing, the course may conclude with participants learning how to design activities that can be distributed to students through Jupyter notebooks.

25 – Harnessing the Power of Technology in the PreAlgebra, Algebra I, and Geometry Classroom  

Leader: Karen Latham, The Pike School  

With today’s students learning in a digitally rich environment, our PreAlgebra, Algebra I, and Geometry curricula should strive to build conceptual math via technology. We will be exploring with the help of the TI-Nspire app for the iPad and the TI-84 CE Plus graphing calculator in conjunction with the Innovator Hub and the TI Rovers. Lessons will be geared towards PreAlgebra through Geometry with the focus on hands-on learning. Be prepared to learn some new strategies for teaching math, practice with a variety of TI technology tools, and have some fun learning!  

26 – Using Technology to Invoke Curiosity in the Math Classroom  

Leader: Curtis Brown, Texas Instruments Inc.  

By exploring math through real-world phenomena, we give students opportunities to engage with the questions they have about the world. We’ll explore the joy and beauty of mathematics, and consider ways to pass a legacy of curiosity on to our students. We will use graphing calculators, sensors, and coding with physical computing devices to dive into a variety of topics from Algebra 1, Algebra 2, Calculus and more, according to the interests of the participants. Let’s ask questions about the way the world works and open the door for exciting mathematics experiences!

27 – Discussion-Based Algebra 1 for EVERYONE  

Leader: Johnothon Sauer, William Mason High School, Mason, OH  

“This would never work with my regular algebra 1 kids.”    Yes, it would, and yes, it can.      In this course, we will work through parts of a problem set that was specifically designed for algebra 1 in a large public high school, and then look critically at the structure of the problem set to help you begin to create your own.    Bring your current lecture notes and course materials, and begin the process of transitioning to discussion-based learning!

28 – Shape Shifters: Geometry in the Age of 3D Design  

Leader: Greta Mills, The Greene School, West Palm Beach, Florida   

How can modern tools like 3D printing and dynamic software reshape our understanding of classical geometry? This course blends traditional geometric principles with technology, moving beyond paper-and-pencil calculations to hands-on learning. Participants will use dynamic geometry software to visualize and manipulate shapes in real time. In the Exeter Design Lab, we’ll create 3D printed models to explore volume, surface area, the Pythagorean Theorem, and more, providing tangible tools for deeper understanding and engagement with key geometric concepts.

29 – Functions, Art, and the Power of Graphing  

Leader: Josie Derrick, Boise State University  

Interested in learning how to harness the power of Desmos to enhance your students’ understanding of functions? Or perhaps you’ve wondered what advantages GeoGebra has over Desmos? If so, you’ve come to the right place! In this course, we’ll explore how Desmos can improve your students’ understanding of function families and transformations, while simultaneously capitalizing upon their interests through an art project, and exploring a range of activities that can be used with either GeoGebra or Desmos to allow us to compare and contrast the strengths of each environment.

30 – Just Five Good Precalculus Labs  

Leader: Dan Butler, Fulton Science Academy  

Let’s spice up our precalculus curriculum with some amazing labs. We will use GeoGebra, the TI-84, hands-on materials and anything else we decide we need to explore some of the concepts of precalculus through great problems, like using Astronomy magazine to teach transformations of trigonometric function, using paper folding to show basic trigonometric identities in a meaningful way, and a new look at the classic “Box Problem.” We will also take some time to discuss what needs to be in a precalculus course as well as how to fit these spicy problems into an already full curriculum.

31 – Exploring Exeter Math in Five Strands  

Leader: Jess Emory, Phillips Exeter Academy  

Exeter math materials are rich and exciting, spanning what is traditionally covered in algebra 1 through calculus BC over the course of four different problem sets (all of which are available for free online). From personal experience, it can be hard to explore these problems and make connections on your own. This course will explore two of our math books by following strands: volumes (pyramids, spheres, and packing chocolate bars), discovering conic sections, the number e, and derivative rules. 

32 – Where to Start with Harkness: Modify Your Existing Curriculum to Create a Discussion-Based Classroom  

Leader: Thomas Hill, Brewster Academy  

In this course, we will look at which concepts are the pillars of discussion classrooms and how you can use those with your existing curriculum. We will build problem sets for your students to use with what you already teach. You will leave the week with a framework on how to build up your existing curriculum to include discussion and problem-based learning approaches and have created a problem-based unit.

33 – Mathematically Model Current Real-World Data with Social Implications and Other Intriguing Problems  

Leader: Tom Reardon, Austintown Fitch High School and Youngstown State University, Youngstown, OH  

Analyze, model, and interpret real data, while creating social awareness of important current issues. Use modeling equations to interpolate, extrapolate, interpret important data and its consequences. Relevant topics include Opioids, Hot Car Temp Deaths, US Debt, Payday Loans, Plastic Straws, Burning of Fossil Fuels, Gun Violence. And 10+ interesting optimization problems to solve by modeling using dynamic geometry software and CAS as options. Pre-loaded graphing calculators are provided but data can be used with any graphing technology. Get all student sheets, teacher notes, Excel data sets.

34 – Fun and Interesting Math Activities that Engage Students  

Leader: Rebecca Courter, Charlotte Lain School  

What can we do on a day that is not a normal teaching day? This course will illustrate several activities that can be used as a class warm-up, an enrichment activity, an interesting application, and a way to encourage mathematical imagination. These include patterns, brain teasers, games, hexaflexagons, math magic tricks, Pascal’s Triangle, combinatorics, origami, Moebius strips, math challenges, and curiosities. These activities apply to both high school and middle school classes.