K-12 Mathematics Coordinator for Instruction at the Genesee Intermediate School District
Linda Funsch is the K-12 Mathematics Coordinator for Instruction at the Genesee Intermediate School District. She is especially passionate about improving numeracy skills for teachers and students. Her current focus is on supporting district’s long-range plans to develop academic skills while improving mathematical disposition. Prior to her current position, Linda spent 25 years in the secondary math classroom, including a leadership position in the final 5 years. She holds a Masters degree in Mathematics Education, and is currently completing the Math Recovery® Leader certification. She lives in Grand Blanc, MI with her husband, and is the mother of 2 adult children.
Keynote Session Title: Discovering the Value of Numeracy for Secondary Students
Abstract: Imagine a classroom where students understand and use mathematical relationships to strategically solve problems. Can you hear the rich conversations as students defend their thinking? These students apply their knowledge and skills in new and complex ways. Now, imagine that this is your secondary math classroom! Discover the value of numeracy for secondary students, and leave with effective strategies to develop and sustain a culture of numeracy.
Instructional Coach, Kenowa Hills Public Schools
Tracy's roles as elementary teacher, reading interventionist, K-12 instructional coach, consultant for Lake Michigan Writing Project, and 2017 Michigan Teacher of the Year have been shaped by opportunities to inquire, collaborate, put ideas into action, and reflect on experiences. She has been discovering what it means to be a learner, how to empower others to take ownership of their learning, and is intentional about putting herself in her learners' shoes in order to meet them where they are.
Keynote Session Title: Mathematical Discourse: An Avenue to Student Agency
Abstract: Student agency can seem elusive given the demands on our time and the lack of support and resources that often seem to limit us. Can something as simple as student discourse truly lead to self-directed learning? While the idea of talk is simple, there are layers of intention that one must hold to make it purposeful. Let's explore intentional talk as an avenue to agency in math and beyond.