Mathematics Online Summit

Teaching Math in a Pandemic

This event occurred on January 21, 2021 2:30 PM EST and is only accessible to those who originally registered.
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During the coronavirus pandemic, teachers have had to adapt their typical teaching techniques for classes that now sometimes take place online. Teachers are culling learning standards, ditching answer-getting tests, and turning to math games and apps to supplement instruction. They’re also reaching out to parents for support and finding ways to engage students over screens, including with lessons about how math and social justice intersect. In this online summit, readers will get to ask their questions about how COVID-19 has affected achievement, instruction, assessment, and engagement in math.


What the Research Says About Math Learning Loss and the Pandemic

Making Remote Math Tests and Quizzes Meaningful

Teaching Math Through a Social Justice Lens

Apps, Games, and Digital Tools: What's Their Role in Elementary Math?

Content provided by Amplify Math

Problem-Based Learning Ideas and Strategies to Celebrate Student Thinking

Content Provided By Mind Research Institute

Math vs Memes: ST Math Takes on Internet Math Memes

Content Provided By Texthelp

Ways to Provide Feedback and Collaboration When Teaching Math Remotely

Summit Sponsors

Robert Q. Berry III
Samuel Braley Gray Professor of Mathematics Education, School of Education and Human Development, University of Virginia, and Past President of the National Council of Teachers of Mathematics
Alison Clark-Wilson
Principal Research Fellow UCL Knowledge Lab, University College London
Clark-Wilson began as a UK school mathematics teacher in the early 1990s and “grew up” with educational technologies. Her curiosity and creativity led her to work on a number of national and international curriculum development projects that aim to make mathematics accessible to all learners – through engaging and context-based maths activities that bring the concepts to life – especially algebra. She is allergic to apps that “skill and drill” students on concepts that they have not yet encountered! Clark-Wilson has authored/edited five books, numerous journal articles and materials for teachers.
Brian Coffey
Senior Academic Director MIND Research Institute
Coffey, Senior Academic Director at MIND Research Institute, has served as a principal of elementary and middle schools, as well as a STEM instructional coach, in the Columbus, Ohio area. Coffey aims to expand the reach and impact of innovative education that engages, challenges, and inspires school districts and communities with successful edtech strategies that enhance student learning. As a principal, Coffey led his school to become the first elementary campus to earn the state’s official designation as a STEM school in 2017. He also served on the Ohio Department of Education’s STEM Working committee that researched and identified innovative educational best practices. Prior to that, Coffey co-authored the Past Foundation’s publication Problems, Projects, Products: Designing Transdisciplinary Problem-based Learning, which explored design thinking and problem-based learning in STEM fields. Coffey received bachelor’s in secondary education and in sociology from Indiana University, a master’s in educational administration from Ashland University, and his Superintendency Licensure from Ohio State University.

Tina Franzen
Technology Services Consultant Trillium Lakelands District School Board
Mark Kaercher
Math Teacher North Colonie Central Schools
Lynn Nordstrom
Manager of Online Experience MIND Research Institute
Nordstrom is the Manager of Online Experience at MIND Research Institute. Before joining MIND over six years ago, she worked with students and teachers in both math and science as an elementary and middle school teacher, adjunct math professor, and principal investigator on several large grants examining teacher professional learning in STEM. Nordstrom combines that experience and extensive graduate work in child clinical psychology and online learning with a passion for math, math history, and math instruction in her work at MIND.

Matt Rector
High School Math Teacher Twin Rivers Unified School District
Matt Rector is the math department chairperson at Grant Union High School in Sacramento, Calif. He spent 17 years teaching math and chemistry on the island of Guam before leaving the classroom to run the Guam Federation of Teachers, serve on multiple school boards, and eventually become a senator in Guam, where he chaired the labor committee and served on the education committee. Upon moving back to California, Matt re-entered the classroom about five years ago and has focused on becoming the modern, progressive math teacher his students need him to be.
Louis Shanafelt
EquatIO Product Manager & Evangelist Texthelp
Jon Star
Professor & Educational Psychologist Harvard Graduate School of Education
Jon Star is an educational psychologist who studies children’s learning of mathematics in middle and high school, particularly algebra. He is currently studying the development of flexibility in mathematical problem-solving, with flexibility defined as knowledge of multiple strategies for solving mathematics problems and the ability to choose among them. Star also investigates instructional and curricular interventions that may promote the development of mathematical understanding. His most recent work is supported by the National Science Foundation. A former middle and high school math teacher, he is also interested in the preservice preparation of middle and secondary mathematics teachers.
Bobson Wong
High School Math Teacher, New York City Public Schools
Bobson Wong teaches math at a public high school in New York City. He is the co-author of The Math Teacher’s Toolbox: Hundreds of Practical Ideas to Support Your Students (Jossey-Bass, 2020). He is a three-time recipient of the Math for America Master Teacher Fellowship.
Catherine Gewertz was a writer for Education Week who covered national news and features.
Nigel Nisbet
Vice President of Content Creation Vice President-Content Creation, MIND Education
Nisbet leads a team of content specialists in building engaging, interactive and completely visual games that teach all students how math really works. He came to MIND after working as a mathematics specialist for Los Angeles Unified School District where he designed and delivered professional development programs and implemented the transition to Response to Intervention (RTI) programming. Prior to joining LAUSD, he taught mathematics, AP physics, and AP computer science at Van Nuys Senior High. Nisbet holds a Bachelor of Science in mathematics from Queen Mary University, University of London, and a Master of Arts in educational administration from California State University, Northridge.
Stephen Sawchuk is an assistant managing editor for Education Week, leading coverage of teaching, learning, and curriculum.
Sarah Schwartz is a reporter for Education Week who covers curriculum and instruction.
Sarah D. Sparks covers education research, data, and the science of learning for Education Week.
Madeline Will is an assistant managing editor for Education Week, leading coverage of school leadership and general education trends.
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Education Week can provide 1 hour of Professional Development credit for online summits if the educator attends live. A Certificate of Completion will be emailed to you shortly after the summit has ended. On demand viewing of a summit cannot be used for credit. As with all professional development hours delivered, Education Week recommends each educator verify ahead of the online summit that the content will qualify for professional development in your school, district, county, or state with your supervisor, human resources professional, and/or principal or superintendent’s office.