**Morning courses (8 a.m. – 10 a.m.)**

**01 - Five Great Math Modeling Tasks for Middle & High School **

Leaders: Laurie Cavey, Boise State University, Boise, ID; Josie Derrick, One Stone, Boise, ID

In this course, we will work through math modeling tasks designed to engage your students in collaborative problem solving. We will tackle a variety of authentic problem situations such as “How can we minimize food waste in our school?” and “Is it worth it to drive across town to buy gas?” Solution strategies will involve a range of math ideas from basic statistics and probability to advanced algebra and function building, and make use of technology tools such as spreadsheets, calculators, and Desmos. We will also share strategies for nurturing students’ progress and assessing student work.

**02 - Teaching a Discussion-based Math Course **

Leader: Diana Davis, Phillips Exeter Academy, Exeter, NH

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.

**04 - Choose From 40 Math Activities, Interesting Problems, Challenge Exercises, Warm-Ups, Grades 8 to 12 **

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

During my 40+ year career, I have accumulated several unique problems and activities that can be used for Algebra 1 through Calculus, at various levels of difficulty. We will utilize clever problem-solving strategies and encourage creative multiple solution paths. Some of the activities can be “individualized” so that each student gets their own unique problem. Technology use will be encouraged when it is appropriate. Participants will decide which activities they want to do/learn. Student sheets and teacher notes will be provided for all 40 exercises. A splendid time is guaranteed for all!

**05 - Using and Building Desmos Activities to Provoke Student Thinking **

Leader: Chris Bolognese, Columbus Academy, Gahanna, OH

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.

**06 - Just Five Good Precalculus Labs **

Leader: Dan Butler, Retired

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.

**07 - Finding and Using Real World Data to Deepen Understanding and Student Interest**

Leader: Thomas Hill, Brewster Academy, Wolfeboro, NH

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 project or lesson plans around world issues.

**08 - Making It Relevant: AP & Non-AP Statistics (Skew the Script) **

Leader: Dashiell Young-Saver, IDEA Public Schools, San Antonio, TX

Together, we'll practice teaching statistics lessons that utilize data on relevant topics (e.g., food deserts, gerrymandering, college admissions, online dating, sports) from the Skew the Script curriculum. We'll discuss how to use these activities to boost learning, engagement, and critical thinking, all in a non-partisan way. The lessons are free to access and cover a full year of any high school stats course (AP or non-AP).

**09 - Early History of Mathematics **

Leader: Jeff Ibbotson, Phillips Exeter Academy, Exeter, NH

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.

**10 - Data Science for Beginners **

Leader: Leader: Rebecca Courter, Charlotte Latin School, Charlotte, NC

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.

**Due to high demand, we are offering two sections of Data Science for Beginners - Courses 10 and 35.**

**11 - Coding Made Simple: Integrating Python Using the TI84 **

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

Make coding accessible to your students and meaningful to your curriculum! Python-ready TI-84 calculators provide a familiar environment to help demystify coding. We will introduce simple programs that help students make connections between the mathematical ideas and the structure of code and provide opportunities for students - and teachers - to enhance and strengthen their coding skills through more complex programs from Algebra to Calculus.

**Late-morning courses (10:30 a.m. – 12:30 p.m.)**

**12 - Five Great Problems for the Middle School Curriculum **

Leader: Dan Butler, Retired

The middle school curriculum encompasses many areas of mathematics from number theory to geometry and algebra. It also sets the stage for some of the more difficult areas such as calculus and linear algebra. But what ties it all together are the problems, really good problems. In this course we will look at and solve some really good problems that will not only deliver the curriculum we need to deliver, but will also tie the different parts of the curriculum together to form a cohesive whole. The problems will help our students to develop the most important item, Mathematical Thinking.

**13 - Exeter Math 1: A Student-Centered Problem-Based Approach to Algebra 1 **

Leader: Julie Van Wright, Phillips Exeter Academy, Exeter, NH

We'll pull 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!

**14 - Activities to Develop a Growth Mindset in our Students (and Ourselves) **

Leader: Rebecca Courter, Charlotte Latin School, Charlotte, NC

Even though research about the positive effect of teaching students about their metacognition and developing a growth mindset is well established, as math teachers, how do we intentionally discuss those topics in class? Join this course to find out! You will experience a variety of (45 minutes or less) class activities and assignments about neural plasticity, metacognition, developing a growth mindset, and effective learning strategies. The goal is to help our struggling students believe they are capable, and help our overachieving students welcome struggles instead of being derailed by them.

**16 - Experience a Thinking Classroom! **

Leader: Chris Bolognese, Columbus Academy, Gahanna, OH

Capitalizing on Liljedahl’s successful book “Building Thinking Classrooms”, this course will study the recommendations of the book coupled with engaging in our own thinking classroom tasks. Learn about vertical non-permanent surfaces, visibly random groups, flow, defronting your classroom, and engaging students in thinking tasks. We will explore mathematical tasks that enhance thinking, then have pedagogical discussions about chapters from the book. Participants will have time to reflect on what we have discussed and leave with a plan and resources to revolutionize their classroom.

**17 - GeoTrig Fusion: Unveiling Math's Harmonious Blend **

Leader: Laurie Cavey, Boise State University, Boise, ID

Interested in understanding how trigonometry “grows” out of geometry? Want to know why we use radians instead of degrees with trig functions? If you answered, “yes” to either question, this course is for you. We'll answer these questions and more through hands-on classroom activities. Whether you're a middle school teacher or just want a refresher on trig concepts, come to learn about how middle school geometry concepts connect to fundamental concepts of trigonometry. Leave with new insights and GeoGebra worksheets that you can modify and use with your students!

**18 - Engaging Students and Sparking Their Curiosity With Exponents and Logarithms **

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

Come and explore applications, properties, and appearances in daily life and pure mathematics of exponents, particularly powers of 2 & 10, and logarithms. Participants will experience hands-on activities, rich learning tasks, problems and puzzles, all purposely designed to engage middle and high students with exponents and logarithms and to arouse their curiosity about mathematics. Exponents and logarithms play a major role in the mathematics curriculum. Come and learn new strategies to support students who struggle with these topics and others who are ready to delve deeper and be challenged.

**19 - Mathematical Exploration and Modeling in Precalculus **

Leader: Christine Belledin, North Carolina School of Science and Mathematics, Durham, NC

Exploratory problems and mathematical modeling can inspire curiosity in students and allow them to think creatively. We will discuss a variety of problems, some lab/discovery activities and others mathematical modeling problems, that promote student engagement, discussion, and critical thinking. We will also explore ways to help students navigate the modeling process to work on interesting real-world problems. I will share a selection of my students' favorite problems, with mathematical topics that span from advanced algebra to precalculus.

**20 - A Lab Approach to Calculus **

Leader: Jess Emory, Phillips Exeter Academy, Exeter, NH

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.

**21 - The Mathematics of Politics **

Leader: Aviva Halani, Phillips Academy, Exeter, NH

In this class, we will look at the advantages and disadvantages of various voting practices, paradoxes that arise from common voting systems, apportionment of legislative seats, and quantification of power. We will study the larger context for these topics through a brief mathematical overview of fairness, apportionment, conflict, social choice, and game theory. All tasks are from a problem-based course for students at Phillips Academy, and all of the problem sets and activities will be shared with participants. The material from this course could be modified to fit students at various levels.

**22 - Tackling the Mathematics on the new Digital SAT **

Leader: Jeff McCalla, St. Mary's Episcopal School, Memphis, TN

The SAT is now an adaptive test? On the computer instead of paper? Are you ready for the massive changes to the format and content of the new digital SAT? Familiarize yourself with the changes made to the math section of the digital SAT. Learn strategies, calculator skills, and approaches that promote success for your students on the digital SAT. My school more than doubled the number of National Merit Finalists by getting ahead of the curve on these SAT changes.

**23 - Advanced Topics in Data Science for Programmers **

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

Interested in learning about advanced topics in data science? Already comfortable with Python programming fundamentals such as assignment statements, data structures, iteration, and user-defined function? In this course, we will engage in advanced data science activities that focus on data wrangling & exploration, simulation, and machine learning. We will learn about objects & commands from Python libraries used in data science, like numpy, pandas, matplotlib, SQLite, and scikit-learn. Throughout the course we will manipulate data sets, plot visualizations, and make predictions.

**Afternoon courses (1:30 p.m. – 3:30 p.m.)**

**24 - Creating and Planning a DEI Unit**

Leader: Thomas Hill, Brewster Academy, Wolfeboro, NH

In this course, we will help you search for your starting point for DEI lesson planning. We will be using Learning for Justice's DEI standards that will frame how we look at lesson construction and implementation. We will be looking at high school curricula for examples. One specific case will be exponential population growth and China's One Child Policy. We will spend time in group discussions and collaborating to create lessons and unit ideas. You will leave this week going through how to build a DEI unit and incorporate DEI into one, and having time to work with peers to create your own.

**25 - Problems of the Week and Asking Good Questions: A Springboard for Your Classroom **

Leader: Jess Emory, Phillips Exeter Academy, Exeter, NH

Problems of the week or problems of the month are popular in many venues in math education. What if we used them as a springboard into topics we want to explore in our classrooms? In this class, we’ll look at a variety of problems of the week and problems and games. In addition, we will take a deep dive into what makes a 'good' question in the math classroom (from the student perspective as well as the teacher perspective). We’ll think about how these problems and questions can work to enrich the student experience, foster question-posing, and create community.

**27 - Making It Relevant: Algebra I/II (Skew the Script) **

Leader: Niki Wells, Skew the Script, San Antonio, TX

We need citizens who can use math to analyze complex issues. So, instead of checking the "real world" at the door, let's invite real issues into our math classes. In this course, we will explore lessons on relevant topics (e.g., voter power, food deserts, electric cars, social media, sports) from the Skew the Script Algebra I/II curriculum. We'll discuss how to use these activities to boost learning, engagement, awareness, and critical thinking, all in a non-partisan way. Finally, we will generate strategies for facilitating productive and balanced classroom conversations on such topics.

**28 - Problem Solving in Geometry **

Leader: Jeff Ibbotson, Phillips Exeter Academy, Exeter, NH

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!

**29 - Calculus before calculus: Deepening students' understanding of and appreciation for mathematics **

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

Come and experience hands-on activities and rich learning tasks purposely designed to expose all middle and high school students to the topics covered in calculus without actually knowing any formal calculus. Our mathematical work will be supported by the use of physical and mechanical models, manipulatives, soap bubbles, simple items from a hardware store and technology. The purpose of this course is not necessarily to promote the idea that all students should eventually take calculus, but that early exposure to calculus can deepen students' understanding of and appreciation for mathematics.

**30 - Reimagining Trigonometry: Collaboration, Discourse, and Modeling **

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

Whether you teach trigonometry as a stand-alone course or as part of an Algebra 2 / Precalculus sequence, the topics are perfect for reinforcing the modeling process through collaboration, discussion, and projects. Participants will learn how to introduce and scaffold trigonometry concepts, and how to use questioning and inquiry in a discussion-based lesson. We will use trigonometry (and other ancillary functions) to model a wide range of phenomena, including the path of a bungee jumper, the sound of a plucked ukulele string, the timing of a second’s pendulum, and more!

**31 - Functions, Art, and the Power of GeoGebra **

Leader: Josie Derrick, One Stone, Boise, ID

Interested in learning how to harness the power of GeoGebra 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 GeoGebra 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.

**32 - Mathematically Model Current Real-World Data with Social Implications: Climate, Gun Violence, and More… **

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 data and its consequences. Relevant topics to investigate include Opioids, Hot Car Temp Deaths, US Debt, COVID, Payday Loans, Plastic Straws, Greenland Ice Mass, Burning of Fossil Fuels, Gun Violence, Sitcoms, ... Learn how to create your own modeling activities. Pre-loaded graphing calculators are provided but data can be used with any graphing technology. Get all student sheets, teacher notes, solutions, and data sets in Excel.

**33 - Precalculus Through Labs and Applications **

Leader: Diana Davis, Phillips Exeter Academy, Exeter, NH

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.

**34 - Mathematical Exploration and Modeling in Calculus **

Leader: Christine Belledin, North Carolina School of Science and Mathematics, Durham, NC

Mathematical modeling can bring calculus to life and allow students to see how math can be used to investigate important and interesting real-world problems. We will explore problems that give students an opportunity to think creatively, deepen their understanding of calculus concepts, and develop their mathematical modeling ability. I will share some of my students' favorite problems that range from short activities that build intuition and interest to longer, in-depth investigations and labs. We will use Desmos and Geogebra as tools to help students explore and solve problems.

**35 - Data Science for Beginners **

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

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.

**Due to high demand, we are offering two sections of Data Science for Beginners - Courses 10 and 35.**