SUM Conference Keynote Presenters

SUM 2017 Keynote Presenters

Steve Leinwand is a Principal Research Analyst at the American Institutes for Research (AIR) and has over 35 years of leadership positions in mathematics education.  Leinwand’s work has included co-authoring “What the United States Can Learn from Singapore’s World-Class Mathematics System (and what Singapore can learn from the United States).” Leinwand has spoken and written about effectively implementing the Common Core State Standards in Mathematics, differentiated learning, and “What Every School Leader Needs to Know about Making Math Work for All Students.”

Before joining AIR in 2002, Leinwand spent 22 years as Mathematics Consultant with the Connecticut Department of Education, where he was responsible for the development and oversight of a broad statewide program of activities in K-12 mathematics education. Steve has also served on the National Council of Teachers of Mathematics’ Board of Directors and has been President of the National Council of Supervisors of Mathematics. Steve is also an author of several mathematics textbooks and has written numerous articles. His books, Sensible Mathematics: A Guide for School Leaders in the Era of Common Core State Standards and Accessible Mathematics: 10 Instructional Shifts That Raise Student Achievement, were published by Heinemann in 2012 and 2009, respectively.

Read our interview with Steve Leinwand here.
Twitter: @steve_leinwand

Keynote Theme: Practical Suggestions for Building a Powerful and Professional 2017-2018 To-do List
Session Descriptions (click to view)

This fast-paced and example-laden pep-talk will discuss and model a set of instructional shifts that NCTM’s Mathematical Teaching Practices and the quest for more effective instruction require us to consider in order to enhance our teaching and our students’ learning.

Featured Session 1: Proving the Leadership Necessary for Making Mathematics Work for All Students (Part 1)
We know that effective programs of K-12 mathematics require informed and effective leadership. This part one of a two-part series of workshops will focus on specific understandings that every mathematics leader needs to have about effective mathematics programs, with a focus on high quality instruction, to be in a position to advocate for and support such programs.

Featured Session 2: Proving the Leadership Necessary for Making Mathematics Work for All Students (Part 2*)
We know that effective programs of K-12 mathematics require informed and effective leadership. This part two of a two-part series of workshops will focus on specific strategies and initiatives that every mathematics leader needs to establish, nurture and monitor to ensure that the effective mathematics programs discussed during part one are available to all students in every school. We’ll take particular look at a range of collaborative structures that reduce professional isolation and support professional growth.

*attendance at Part 1 is not required to participate in Part 2

Lisa Lunney Borden is an Associate Professor of mathematics education at St. Francis Xavier University in Canada with a particular focus on Equity in Mathematics. Having taught 7-12 mathematics in a Mi’kmaw community, she credits her students and the community for helping her to think differently about mathematics teaching and learning. She is committed to research that focuses on decolonizing mathematics education through culturally based practices and experiences that are rooted in Aboriginal languages and knowledge systems. Lisa is equally committed to mathematics outreach through programs such as Show Me Your Math that was developed with David Wagner, Newell Johnson, and a team of teachers from Mi’kmaw Kina’matnewey schools. This program invites Indigenous youth to find the mathematical reasoning inherent in their own community context. Lisa is a sought after speaker on Indigenous mathematics education, working with mathematics educators across Canada as well as internationally.

Twitter: @LLB_315

Keynote Theme: The Role of Mathematics Education in Reconciliation
Session Descriptions (click to view)

The 2015 TRC final report that includes calls to action in response to the horrors of residential schools for Aboriginal Canadians that are focused on establishing a renewed relationships between non-Aboriginal and Aboriginal Canadians to “restore what must be restored, repair what must be repaired, and return what must be returned” (2015, p. 6). The TRC names the education system as having an essential role in repairing the damages caused by residential schools. Lisa will reflect on her 22-year career as a teacher and researcher working in Indigenous communities, primarily Mi’kmaw communities, to explore the role of mathematics education in reconciliation. She will share stories of hope and healing that have emerged through the Show Me Your Math program, inquiry projects, outreach programs, and teacher professional learning that give insights into how mathematics can aid in reconciliation.

Featured Session 1: Our Ways of Knowing: Teaching Math with Verbs and Space
Lisa will share a model for considering ways in which Indigenous languages, community values, ways of knowing, and cultural connections can impact mathematics learning for Indigenous learners. Participants will go more deeply into the pedagogical implications of this model that are linked to the ways of knowing that emerge from an understanding of the structure of Indigenous languages. We will engage in tasks that highlight the value of verbifying and spatializing mathematics teaching and learning. Examples will be drawn from Kindergarten to Grade 12 to highlight how these approaches span all levels.

Featured Session 2: My Elders were Mathematicians Too: The Value of Culturally-based Inquiry
Lisa will share the story of Show Me Your Math, a program that invites Indigenous students in Atlantic Canada to explore the mathematics that in inherent in community ways of knowing, being, and doing. She will share the history of this program, how it has changed over time to focus more on inquiry, and how it might be developed in other regions. We will explore examples of projects that have been completed, examine the benefits of these projects and discuss how such projects help to restore, reclaim, and return community knowledge that has been eroded by colonialism.

SUM 2017 Featured Presenters

Egan J Chernoff is an Associate Professor in the College of Education at the University of Saskatchewan. Currently, Egan is the mathematics editor of the Canadian Journal of Science, Mathematics and Technology Education; an associate editor of the Statistics Education Research Journal; sits on the Board of Directors of for the learning of mathematics; serves on the International Advisory Board for The Mathematics Enthusiast; and, is an editorial board member for Vector: Journal of the British Columbia Association of Mathematics Teachers. From 2009 to 2015, Egan was the editor of vinculum: Journal of the Saskatchewan Mathematics Teachers’ Society.

Twitter: @MatthewMaddux

Kristin Gray is a K-5 Math Specialist at Richard A. Shields Elementary School in the Cape Henlopen School District in Lewes, Delaware. During her 21 years in education, she has taught 5th-8th grade math, as well as spent two years as a K-5 Math Specialist. She feels fortunate to be a curriculum writer and professional development facilitator for Illustrative Mathematics and Teaching Channel Laureate. As a teacher, colleague, presenter, and learner, Kristin continuously shares the value of curiosity around student thinking in her planning and instruction. She is a National Board Certified Teacher and 2014 Presidential Awardee for Excellence in Mathematics and Science Teaching. She is always excited to share her love of teaching at conferences such as NCTM, NCSM, and ISTE, as well as on her blog.

Twitter: @MathMinds

Gale Russell

Gale Russell is well known in Saskatchewan for the many mathematics education hats that she has worn over the years: Grades 7-12 teacher, tutor, curriculum pilot teacher, implementation leader, Ministry of Education consultant for mathematics education, and now Assistant Professor of secondary mathematics education in the Faculty of Education at the University of Regina.  Along with teaching pre-service teachers, Gale carries out research in a variety of areas, but with particular focus on how worldview informs and limits how we think about mathematics and how it is taught and learned.  Gale’s first book, Transreform Radical Humanism: A Mathematics and Teaching Philosophy (SensePublishers), was published in the summer of 2017.  Most recently, Gale has been working with teachers, administrators, consultants, and superintendents in Manitoba as they seek to engage more deeply in addressing the learning needs of their Indigenous (and non-Indigenous) students in mathematics learning.  Gale also sits on the newly formed Reclaiming, Revisioning, and Reconciling School Mathematics committee.

Read our interview with Dr. Gale Russell here.
Twitter: @GaleForcedWinds

Glenn Waddell

Glenn Waddell, Jr., M.A., M.Ed. is currently a Master Teacher in the NevadaTeach STEM teacher education program at the University of Nevada, Reno, a Ph.D. student in Mathematics Education, and a Desmos Teaching Fellow. His teaching experience includes teaching high school mathematics at a comprehensive high school in Reno, NV for 9 years, and many PD sessions on technology in mathematics education, engaging learners in mathematics, and equity in mathematics education. He is active in the #MTBoS, tweets @gwaddellnvhs, and occasionally blogs at

Twitter: @gwaddellnvhs


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