ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play - Amsterdam
October 16, 2017

Elizabeth Rowe, Jodi Asbell-Clarke, Katie Cunningham, Santiago Gasca
Assessing implicit computational thinking in Zoombinis gameplay: Pizza Pass, Fleens, and Bubblewonder Abyss


NCTM Regional - Orlando FL
October 20, 2017

Karen Economopoulos
Instructional Strategies for Supporting the Range of Learners


CIRCL: eColloq Webinar: Implicit Learning Assessments, and Research on Pedagogical Agents
October 24, 2017

Jodi Asbell-Clarke
We Know More Than We Can Tell: Differentiation through Implicit Learning Assessments


North Carolina State Mathematics Conference (NCCTM) - Greensboro, NC
November 2-3, 2017

Karen Economopoulos
Differentiation:  It’s More than Just Changing the Numbers
This session focuses on strategies for differentiating classroom activities to meet the range of learners. Participants will be introduced to a structure for thinking about differentiation and a set of strategies that can be used to adjust the teaching and learning environment in order to support and extend the thinking of all students.

 Thursday, 11/2/17, 1:30-3:00 pm
Koury Convention Center

Karen Economopoulos
Developing Computational Fluency K-5   

What does computational fluency look like in the elementary grades? How do students develop accuracy, flexibility, and efficiency with whole number operations? We will use student work samples and video to look at fluency across the grades, and to consider how teacher practice can support the development of such fluency. 

Friday, 11/3/17, 9:30-11:00 am 
Koury Convention Center


Association of Teachers of Mathematics of New England (ATMNE) - Marlboro, MA
November 2-3, 2017

Annie Sussman and Deborah Schifter — talk about, and see videos that examine, what the Standards for Mathematical Practice look like in the elementary grades, with a specific focus on how to support students in making sense, persevering, and constructing arguments.

Math Practices in the Classroom: What Students Do and What Teachers Do to Make It Happen
Thursday, 11/2/17, 10:15-11:45 am
Best Western Royal Plaza Hotel and Trade Center

Susan Jo Russell — talks about a teaching model, illustrated with video examples, for making learning about mathematical argument a regular, ongoing part of instruction.

Noticing Regularity, Articulating with Precision, and Constructing Arguments in the Elementary Classroom
Friday, 11/3/17, 9:00-10:30 am
Best Western Royal Plaza Hotel and Trade Center

November 4, 2017

Jodi Asbell-Clarke
We Know More Than We Can Tell


13th annual conference of the International Society for Design and Development in Education (ISDDE) – Berkeley, CA
November 6-9, 2017

Sara Lacy, Sally Crissman, Nick Haddad, Roger Tobin
Designing for model-based learning about energy


Committee on Women in Science, Engineering, and Medicine (CWSEM): Women of Color in STEM Workshop - National Academies' Keck Center in Washington, DC
November 10, 2017

Mia Ong


Perspectives for data science education at school level - Educational contributions from statistics, computer science and sociocultural studies Symposium, Paderborn, Germany
November 13, 2017 
Andee Rubin, invited panelist

The Symposium is initiated and funded by the Deutsche Telekom Stiftung Germany.


MA STEM Summit 2017 – Worcester MA
November 14, 2017

Debra Bernstein, Michael Cassidy, Karen Mutch-Jones
Creative Robotics Across the Curriculum: An Innovative Partnership Project.

Marlene Kliman, Audrey Martinez-Gudapakkam
Beyond Counting and Naming Shapes: Math All Day for Under 5s

NAEYC Annual Conference — Atlanta, GA
November 17, 2017

Nuria Jaumot-Pascual, TERC; Marlene Kliman, Senior Scientist and Director of Mixing in Math, TERC
Beyond counting: Math all day, every day for young children
8:00 AM - 9:30 AM

In this two-hour workshop, participants will engage in and reflect on five interdisciplinary activities that integrate math with common preschool interest centers/teaching modalities (e.g., gross motor, fine motor, literacy, imaginary play) and themes (e.g., my family, nature, five senses). Each activity will include variations for children at different stages within the 1-4 age range. As participants do activities, they will practice modeling “Math talk,” or, ways to talk with children about math so as to engage them in exploring, noticing, showing, and explaining, and to ensure that they develop comfort and confidence in math. After each activity, participants will reflect on what math content is involved, why it is appropriate for children aged 1-4, how to adapt to the particular program structures and audiences of each workshop participant, and how to communicate about math approaches to parents so that they can engage in similar activities at home Participants will emerge with strategies and knowledge that they will immediately be able to implement in their programs. All math activities and methods presented in this workshop have been extensively piloted and evaluated in YMCA Early Learning Readiness (ELR) programs, in which children and their informal family, friend, and neighbor caregivers learn together in a preschool setting.


NCTM Regional - Chicago IL
November 30, 2017

Karen Economopoulos
 Instructional Strategies for Supporting the Range of Learners 
8:00 AM - 9:15 AM

This session focuses on 8 instructional strategies for differentiating classroom activities to meet the needs of the range of learners. These strategies are designed to help teachers learn to adjust the learning environment, and to scaffold or extend the main math ideas of an activity, in order to support and challenge the thinking of all students.