2018 CPM Teacher Conference has ended

Feedback: We need your feedback!!! Go to the session you attended and click on the feedback form. If you don’t know the ID# just type in the presenters name or the name of the session!!!

College Credit for Attending the Conference

You may earn one continuing education unit (not academic credit) through Fresno Pacific University for attending all of the conference.  Each morning you will need to sign the attendance sheets located at either the Embassy Suites-Waterfront or the Hilton-Room 1421/1425 (this has been moved from the Glimmer Room). You are also required to submit evaluations for all of the sessions that you attend, including the Keynote (Saturday morning) and the Ignite Session (Sunday afternoon). Here is the link for the credit:


avatar for Leslie Dietiker

Leslie Dietiker

Boston University
Boston, MA
Dr. Leslie Dietiker is an assistant professor of Mathematics Education at Boston University Wheelock College of Education & Human Development. She currently teaches mathematics and pedagogy courses to future high school mathematics teachers. She is an elected board member of the International Society of the Design and Development of Education (ISDDE) and is on the Editorial Board of the American Educational Research Journal (AERJ), a leading publication of the American Educational Research Association (AERA). Dr. Dietiker also designs and leads professional development for schools and districts in the Boston region.Prior to coming to BU, Dr. Dietiker taught high school mathematics and computer science for 17 years at a public high school in San Francisco, California. She received National Board Certification and was a co-author and managing director of seven CPM textbooks, including Algebra Connections and Geometry Connections. Dr. Dietiker’s research focuses on the theory of curriculum, particularly with regards to its aesthetics and structural dimensions. Other areas of professional interest include supporting teacher curricular work, such as ways to use textual materials and plan lessons. One study, entitled Characteristics of Interesting Mathematics Lessons (funded by the William T. Grant Foundation), is focused on learning how the mathematical plots of algebra lessons that students indicate are interesting differ from those that are not characterized as interesting by students. Recently, she led a research project entitled Enhancing the Potential of Intended Curriculum (funded by the CPM Educational Program) that studied the variations in how written curriculum is implemented.