Course Description:
Participants will attend this course on March 27 and April 10. Those seeking graduate credit will attend an additional half day on May 1. In the course you will develop a deep understanding of how microroutines support and engage Multilingual Learners in accessing, processing, and developing mathematics in, through, and with language. Together, we will explore how to create multimodal experiences with varied learning structures that allow multilingual learners to draw upon strengths in multiple areas of cognition to develop mathematical understanding and language. Participants will experience, learn, and plan to facilitate multimodal microroutines that incorporate varied learning structures. They will leave ready to engage their Multilingual Learners in four microroutines and integrate them into their curriculum resources.
Audience:
All PreK-12 educators responsible for Multilingual Learners’ success in grade-level mathematics. The ideas and strategies are adaptable for all grades; however content we will explore together will target math concepts from grades 3-10.
About the Instructors:
Grace Kelemanik and Amy Lucenta, co-founders of Fostering Math Practices, have extensive K-12 mathematics experience with a focus on developing mathematical thinking in all students, particularly in historically marginalized students. As former classroom teachers, coaches, and pre-service educators, they support teachers, districts, and educational collaborative organizations to transition their curriculum and pedagogy to reflect current mathematics education research through professional development and coaching. Amy recently served on the NCSM Board as a Regional Director, and Grace is a former member of the NCTM Board of Directors. Grace and Amy are co-authors of Routines for Reasoning: Fostering Mathematical Practices in All Students and Teaching for Thinking: Fostering Mathematical Teaching Practices through Reasoning Routines.