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. | |
Who should attend? When is it? Grades K-2 TBD Unless otherwise mentioned, classes will begin at 8:30 am. Where is it?
| Registration Deadline: 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:
|
Spend 2 days with regional colleagues exploring the question: | |
| • 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 |
