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 students with learning disabilities to access and process grade-level mathematics. Together, we will explore areas of cognition that students draw on as they develop mathematical thinking and conceptual understanding. These cognitive areas will become anchors for our work together as we build a strengths-based approach to teaching students with learning disabilities. The areas of cognition include: conceptual processing, visual-spatial processing, language, attention, organization, auditory processing, embodiment, and memory. Participants will experience, learn, and plan to facilitate microroutines that leverage strengths within the areas of cognition. They will leave ready to engage their students with learning disabilities in four microroutines and integrate them into their curriculum resources.
Audience:
All PreK-12 educators responsible for students’ success in Tier I 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.