Goal: Think like a mathematician! Looking for repetition in the way you build, then generalize the regularity.
Source: Pattern #46 on www.VisualPatterns.org
Back to Recognizing Repetition Tasks
Event Information:
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Wed06Oct2021Tue30Nov2021Remote
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.
Asynchronous from
Oct 6 - Nov 30, 2021
2 recorded synchronous sessions, Oct 27th and Nov 9th 7-8 pm Eastern
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We did this as our second lesson (following Eric the sheep). I gave the students both 1 cm grid paper as well as unified cubes to build and represent. Most students could build before they could explain. Some gravitated toward the graphic representation first. Many students recognized the repetition quickly~and this was a helpful exercise to talk about generalizing the repetition. Meta reflections were stronger than before, with a few outliers.