Oct 6 - Nov 30, 2021
Course Overview: Oct 6-12
Module 1: Oct 13-19
Module 2: Oct 20-26
Module 3: Oct 27- Nov 2
Module 4:Nov 3-9
Module 5: Nov 10-16
Final assignment due Nov 30
2 recorded synchronous sessions, Oct 27th and Nov 9th 7-8 pm Eastern
Unless otherwise noted, course times listed are in EST
Oct 5, 2021
1 optional graduate credit from Worcester State University for $125, due upon initial registration
$295 TEC Members / $340 Non-TEC Members
Required text: Routines for Reasoning: Fostering the Standards for Mathematical Practice in ALL Students, Kelemanik, Lucenta, & Creighton, Heinemann, 2016
Withdrawals: No credits/refunds will be given unless TEC is notified 10 business days before the first class. All payments processed upon receipt.
Online | Facilitated
All PreK-12 Educators
Essential Strategies for Teaching Students with Learning Disabilities to Think Mathematically
Participants will develop a deep understanding of how five research-based strategies (ask yourself questions, sentence frames and starters, annotation, the Four R’s, and turn-and-talks) can be used to help students with learning disabilities develop mathematical thinking. They will learn about six accessibility areas (conceptual processing, visual-spatial processing, language, attention, organization, and memory) math learners must use when doing mathematics. They will see how the essential strategies support students as they work in each of the accessibility areas by engaging in an instructional routine designed to develop mathematical thinking. Participants coalesce their learnings as they apply the course ideas to draft IEP goals that focus on students’ mathematical thinking.
All PreK-12 educators. The ideas and strategies are adaptable for all grades. However, the content we will explore together will target math concepts from grades 3-10.
About the Instructors
Grace Kelemanik, co-founder of Fostering Math Practices, has more than 30 years of mathematics education experience. A frequent presenter at national conferences, her work focuses on fostering mathematical thinking practices in all students. She is a former urban high school mathematics teacher and Project Director at Education Development Center. Grace has also worked extensively with new and preservice teachers through the Boston Teacher Residency program. Grace is the coauthor of Routines for Reasoning: Fostering the Mathematical Practices in All Students. She is a mathematics education consultant and professional development provider. Follow Grace on Twitter @GraceKelemanik
Amy Lucenta has extensive K-12 mathematics experience with a focus on developing mathematical practice in all students, particularly in struggling learners. She supports teachers, districts, and educational collaborative organizations as they transition their curriculum and pedagogy to reflect current mathematics education research through professional development and coaching. A former middle school and high school teacher and elementary math coach, Amy most recently worked as a secondary mathematics Clinical Teacher Educator for the Boston Teacher Residency Program. Amy is the co-author of Routines for Reasoning: Fostering Mathematical Practices in All Students, published by Heinemann. Follow Amy on Twitter @AmyLucenta