Moving K-6 Mathematical Thinking Forward

Moving K-6 Mathematical Thinking Forward

Who’s Leading the Institute?

Judy Droitcour, Director of EBEC’s Center for Mathematics Educators.
Sara Donaldson, EBEC Math Specialist

Who should attend?
K-2 Classroom Teachers, Instructional Leaders, Math Coaches, and Special Educators

When is it?
Moving K-6 Mathematical Thinking Forward

Grades K-2 TBD
Grades 3-6: TBD


Unless otherwise mentioned, classes will begin at 8:30 am.

Where is it?
The institute will be held at the East Bay Educational Collaborative 317 Market Street, Warren, RI 02885
On-Site Professional Development: Please contact us about bringing this course to your district for groups of 10 or more teachers.

 

Registration Deadline:

• Cost for each two day institute
$250/participant that includes:
Δ Continental Breakfast
Δ Luncheon
Δ Materials

Please note that your registration will not be secured until you receive notification from EBEC.

There is a maximum enrollment of 30 participants per session.

• For further information call or email:
Ron Kahn, Director of Client Services
East Bay Educational Collaborative
317 Market Street, Warren, RI 02885
(401) 245-4998 X 304 or rkahnatcox [dot] net

 

Spend 2 days with regional colleagues exploring the question:
What do we need to know to deepen students’ mathematical understanding?

• Where are they now? (Assessing to identify students’ current knowledge)
• Where to next? (Recognizing the next step in student learning)
• How do I get them there? (Strategies for organizing content & interventions)
• How will I know when they get there? (Progress monitoring with specific goals in mind)
This interactive institute will provide classroom teachers, math coaches, instructional leaders and special educators with detailed information about mathematical content, developmental thinking, and the instructional rituals and routines that will help to deepen the understanding of all of your learners. Participants will leave with differentiated materials to address specific student needs in the area of number.

The following topics will be explored in depth:

Establishing Classroom Structures for Differentiation
Δ Setting up a small group structure
Δ Implementing math fluency groups
Δ Differentiating through topic, setting, and tasks
Δ Progress monitoring student growth
This institute is aligned with the recommendations of
the Institute of Educational Services Practice Guide:
Assisting Students Struggling with Mathematics
Focusing on Number: Developing Efficient Numeracy Strategies
Δ Developmental stages of counting
Δ Number properties
Δ Unitary vs. composite counting strategies (subitizing)
Δ Place value and its connection to adding, subtracting, multiplying and dividing
Δ Discrete vs. interval thinkers/counters
Δ Computational fluency (accuracy, efficiency, & flexibility)
Δ Partitive vs. quotitive models of multiplication & division
Δ Rational Number: concepts, models and fluency
The following research based topics will be
addressed:
• Universal screening
• Intense focus on whole number K-5
• Intense focus on rational number Gr. 4-8
• Modeling of explicit and systematic instruction
• Focus on visual models for learning
• Fluency with number facts
• Progress monitoring
Creating Routines, Activities and Visual Tools to Support Student Progress
Δ Open Number Lines/Open Arrays
Δ Five, Ten, and Twenty Frames/Arithmetic Racks
Δ Number Strings: Mini-lessons for addition, subtraction, multiplication, division and fractions
Δ Count Around: Forward/Backward Number Sequence
Δ Memory Games/Money Models/Fraction Models
Δ ORIGO Materials
Resource reference
Wright, R.J., Stanger, G., Martland, A and Stafford, A.
(2008) Teaching Number in the Classroom