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Welcome to the 2019 CPM National Teacher Conference!

We are hosting this conference as an investment in the most important educational resource that America has—the classroom teacher. We are honored that you chose to join us. It is our hope that what you will see, hear, do, and learn at this conference will leave you motivated and inspired to continue the pursuit of mathematics with your students and colleagues.

We extend a thank you to those who were willing to present their ideas and strategies with their colleagues. We hope that you enjoy your time in the beautiful San Francisco area and leave energized to continue empowering your students. We hope to see you next year!


Join the conversation! Use the app to tweet and share the sessions you are attending or presenting. Twitter: @CPMmath, #CPMSF19, #CPMmath, #MoreMath; Facebook: @CPMEducationalProgram

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  • Use your My Sched to plan your conference experience. Add sessions to your My Sched by clicking on the white circle next to the title of the session.  Add as many sessions as you want in each time period. However, adding a session to your My Sched does not guarantee a seat in the room.
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Continuing Education Credit for Attending the Conference

You may earn one continuing education unit (not academic credit) through Fresno Pacific University for attending the conference. In order to be eligible for this credit you must:

  • Register and pay $75 through Fresno Pacific University

  • Sign-in each morning: Solano Room in the Embassy Suites or the Reflection Foyer at the Hilton.

  • Attend a session during each of the time periods,  including the Keynote (Saturday morning) and the Ignite Session (Sunday afternoon). 

  • Submit Session Feedback Forms for all of the sessions that you attend.

  • Submit a Conference Feedback Form at the end of the Ignite session.

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Saturday, February 23 • 2:10pm - 3:25pm
Mathematical Doubts and Problem Posing as a Way to Understand Epistemic Needs of Students

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The study aims to elucidate the epistemic needs of students in mathematics. Broadly speaking, by epistemic needs I mean, what is it that students are drawn to know and their perceptions of what can be known and how to know it. Using the notion of doubt and its relation with mathematical problem posing, I will discuss research findings of: (1) What types of initial doubts emerge when students explore open obscure artifacts? (i.e., what are students drawn to know?) (2) What doubts are more often taken up by the students and in what ways do students mathematize their initial doubts to pose meaningful math problems? (i.e., students’ perceptions of what can be known and how to know it?)

avatar for Priyanka Agarwal

Priyanka Agarwal

Doctoral Candidate/ Graduate Student Researcher, University of California Irvine
Mathematics Education, Student authority, Problem posing/ problematizing, Student perseverance in problem solving, Collaborative student work, Heterogeneous student grouping


Saturday February 23, 2019 2:10pm - 3:25pm
Suite 333; Hilton 600 Airport Blvd., Burlingame, CA 94010

Attendees (3)