This past month, I had the opportunity to attend the ICTM conference that left me energized, inspired, and ready to implement new strategies in my classroom. The sessions I attended were a perfect mix of theory, practical tools, and innovative approaches to teaching math, including discussions on standards-based grading, closing achievement gaps, and the use of manipulatives across all grade levels. Here are some key takeaways from the conference that I believe will shape my teaching moving forward.

Embracing Standards-Based Grading
One of the most compelling sessions I attended focused on standards-based grading (SBG). This approach, which evaluates students based on their mastery of specific learning standards rather than cumulative point accumulation, has always intrigued me. The session gave me a clearer understanding of how to implement SBG in a way that promotes mastery learning and provides more accurate feedback to students. My district will be moving away from our traditional grading system sometime in the next few years and we have started building our proficiency scales that we will use to grade. It was awesome to see and hear from teachers around Iowa what their experiences with standards based grading have been and how much better students understand where they are in their mathematical understanding of a concept and what they can do to increase their competency.

I particularly appreciated the emphasis on using formative assessments to guide instruction and how to adjust grading to reflect true understanding. Moving away from traditional grading, where an incomplete understanding can still result in a passing grade, helps to clarify learning goals and ensures that students are held accountable for mastering essential concepts. This idea of continuous, flexible assessment aligns more closely with my teaching philosophy, where growth is celebrated and every student’s individual learning path is honored.

Addressing Achievement Gaps
Another major focus of the conference was closing achievement gaps, a topic that resonated deeply with me. Dr. India White highlighted strategies to support underperforming students, such as targeted interventions, differentiated instruction, and creating a more inclusive classroom environment. I learned the importance of fostering strong teacher-student relationships and how these connections can help students feel empowered to overcome obstacles.

What stood out to me was the role of culturally responsive teaching in bridging achievement gaps. Integrating students' cultural backgrounds into the learning process not only helps them feel seen but also makes math feel more relevant and engaging. I am very thankful to have a curriculum that already implements so many 21st century topics and leaves room for me to be flexible and make changes where I see fit. I left the session with a renewed commitment to make my classroom a place where every student can thrive, regardless of their starting point.

Math-ish: A New Way to Conceptualize Real-World Problems
One of the most engaging sessions of the conference was the keynote presentation by Jo Boaler in which we explored the idea of “ish”. “Ish”-ing, in a sense, is using what you already know about a problem or situation and making an educated estimation of what a solution could, or could not, be. Having conversations with students, especially about those lengthy word problems before they tackle solving them algebraically or calculating the actual solution not only helps them build their mathematical understanding, but allows them to make connections to the real world, understand realistic and unrealistic outcomes, and build their confidence in actually solving the problem because they can now recognize what the answer should be and what it represents.

“Ish”-ing is a very powerful tool for building number sense, and even with my 9th graders I have seen a great change in their ability to reason about a problem. We have been exploring systems of equations this month and I love having conversations about whether or not solutions can be negative, decimals, fractions, even numbers, odd numbers, etc. and how we know before we even graph or solve using substitution or elimination! They are much more confident and excited about their answers when they have an understanding of the outcome beforehand and I am thankful to have a tool that makes my students better problem solvers and more self-assured in their math abilities!

Moving Forward
In the coming weeks, I plan to integrate the ideas from the conference into my teaching practice. From incorporating my own proficiency scales to introducing my students to standards-based grading to addressing achievement gaps through targeted interventions and bringing the power of “ish” into all levels of instruction, I feel more equipped to support my students' growth.

Attending this conference was a reminder that teaching is a dynamic, evolving field, and there is always more to learn and ways to improve. I’m excited to continue my journey as a math educator, armed with fresh insights and strategies that will not only improve my own practice but, most importantly, help my students succeed.

Lauren Anders 9th grade math teacher Ottumwa CSD