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Apr 2018


Walter E. Washington Convention Center 801 Mount Vernon Place Washington , District of Columbia 20001
Tel: (202) 249-3217
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2018 NCSM Annual Conference - National Council Of Supervisors Of Mathematics

$ $285 - $395


Event Overview:

NCSM is happy to announce the 50th NCSM Annual Conference! Whether you are a first-timer or a veteran of NCSM annual conferences, join us for three exciting days in Washington DC, focused on important issues for leaders in mathematics education.

Take this opportunity to enlarge your network of colleagues who can assist you in building and supporting your local mathematics program and to meet new friends who share your interests and love of mathematics education. Become a part of NCSM, the mathematics leadership organization for educational leaders that provides professional learning opportunities to support and sustain improved student achievement.

Join us in Washington DC, where exciting opportunities await you at our 2018 Annual Conference!

About the NCSM:

NCSM is a mathematics education leadership organization that equips and empowers a diverse education community to engage in leadership that supports, sustains, and inspires high quality mathematics teaching and learning every day for each and every learner.


Apr 23   

7:00 am - 5:00 pm

Apr 24   

7:00 am - 5:00 pm

Apr 25   

7:00 am - 5:00 pm

Keynote Speakers

Pedro A. Noguera

Professor of Education at the Graduate School of Education and Information Studies at UCLA

Equity and Deeper Learning in Mathematics

While the movement for standards and accountability has largely succeeded in bringing greater attention to the issues surrounding student achievement (i.e. the fact that poor students, students of color, English language learners and students with special needs are consistently performing at lower levels), surprisingly little attention has been given to the strategies and conditions that are necessary to make higher achievement more likely. Missing from much of the policy debate related to student achievement is how to support and cultivate effective teaching in schools and how to motivate and engage students through teaching strategies that foster deeper learning and the utilization of higher order thinking skills. This presentation will describe strategies that have proven effective elsewhere at supporting teaching in mathematics and promoting deeper learning for all types of students. It will also explore how schools can develop strategies to support teachers of mathematics in their efforts to raise achievement.

Pedro A. Noguera is the Distinguished Professor of Education at the Graduate School of Education and Information Studies at UCLA. He is a sociologist whose scholarship and research focuses on the ways in which schools are influenced by social and economic conditions as well as by demographic trends in local, regional and global contexts. Dr. Noguera serves on the boards of numerous national and local organizations and appears as a regular commentator on educational issues on CNN, MSNBC, National Public Radio and other national news outlets. Prior to joining the faculty at UCLA, he served as the Peter L. Agnew Professor of Education at New York University and the Executive Director of the Metropolitan Center for Research on Equity and the Transformation of Schools (2003 - 2015), the Judith K. Dimon Professor of Communities and Schools at the Harvard Graduate School of Education (2000 - 2003), and a professor at the University of California, Berkeley where he was also the Director of the Institute for the Study of Social Change (1990 - 2000). From 2009 - 2012 he served as a Trustee for the State University of New York (SUNY) as an appointee of the Governor. In 2014, he was elected to the National Academy of Education. Noguera recently received awards from the Center for the Advanced Study of the Behavioral Sciences, the National Association of Secondary Principals, and the McSilver Institute at NYU for his research and advocacy efforts aimed at fighting poverty.

Dr. Noguera received his bachelors' degree in Sociology and History and a teaching credential from Brown University in 1981 and earned his masters' degree in Sociology from Brown in 1982. He earned his doctorate in Sociology from the University of California at Berkeley in 1989. Dr. Noguera was a classroom teacher in public schools in Providence, RI and Oakland, CA and continues to work with schools nationally and internationally as a researcher and advisor.




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