56th Annual NCSM Conference

Hilton Chicago
Chicago, Illinois

NCSM celebrates its 56th Annual Conference, continuing our dedication to the life-long learning of bold mathematics education leaders. NCSM is committed to supporting leaders’ work in inspiring high-quality mathematics teaching and learning every day for each and every learner.

Join us in Chicago, Illinois, a city filled with rich histories of innovation and resilience,  as we focus on Breaking Barriers with Bold Mathematics Leadership.  Conference sessions will focus on Disrupting the Status Quo, Overcoming Challenges, Eliminating Structural Cultural and/or Instructional Barriers, and Breaking Through: Coaching To Support Change.

The Conference at a Glance document provides a helpful overview of the conference schedule.

2024 Conference Strands

Disrupting the Status QuoBold mathematics leaders challenge long-standing practices or beliefs that are not aligned with research and best practices for teaching and learning.  Sessions in this strand will focus on ways that leaders have disrupted the status quo, including:

  • Applying culturally relevant leadership practices to empower, design, monitor, and advocate for culturally relevant practices
  • Implementing practices that have led to greater student outcomes and/or teacher growth
  • Engaging stakeholders in the process to support equitable mathematics instruction

Overcoming Challenges:  Bold mathematics leaders face many challenges as they support a vision for effective mathematics instruction.  Sessions in this strand will focus on overcoming challenges at the classroom, school/institution, and/or district level, including:

  • Ensuring each teacher has a deep understanding of mathematics standards, processes and assessment practices to ensure equitable student outcomes 
  • Creating innovative ways to support mathematics teachers as schools face a growing teacher shortage
  • Developing plans of action to address gaps, inequities, or areas of need identified through thoughtful data analysis

Eliminating Structural, Cultural, and/or Instructional Barriers: Bold mathematics leaders support educational equity and actively work to eliminate barriers for student access and success.  Sessions in this strand will focus on actions to eliminate barriers, including:

  • Ensuring each and every student has access to grade level content and intensification based on evidence of student learning
  • Addressing unproductive beliefs that impact the quality of instruction students receive
  • Addressing policies, norms, and practices that support inequities at the classroom, school, or system level

Breaking Through: Coaching to Support ChangeBold mathematics leaders leverage coaching as a vehicle for change. Sessions in this strand will focus on the coach’s role in supporting all aspects of the teaching and learning of mathematics, including:

  • Supporting mathematics teachers in redesigning classroom instruction which supports all learners
  • Building a coaching culture of reflection, refinement, and action focused on the continuous improvement in mathematical learning for teachers and their students
  • Applying research-informed coaching practices to enhance teaching practices


Using Rich Tasks to Promote Greater Student Engagement

Patrick Vennebush

Patrick Vennebush

Chief Learning Officer

Patrick Vennebush is the Chief Learning Officer at the Math Learning Center, overseeing the areas of content development, professional learning development, educator support, and research.

Leveraging Mathematics Teacher Leaders to Break Through Barriers and Transform Learning Environments for Teachers and Students

Nicole Rigelman

Nicole Rigelman

Education Program Officer

Nicole Rigelman is a professor of mathematics education at Portland State University and the Education Program Officer at The Math Learning Center. Nicole is passionate about supporting instruction focused on deepening students’ mathematical thinking and is the co-author of Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations.