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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I’m wondering about why this one has decimals rather than fractions. The strategies I came up with all relate to the notion of the 0.5 as 1/2, and I don’t see 325 / 5 as “obvious” of a shortcut. So I’m wondering what the goal is with this problem using decimals.
The goal here is for math doers to this structurally by chunking, changing the form, and connecting to math they know. So students who “change the form” of 32.5 and/or 0.5 to a fraction equivalent to make the numbers easier to work are thinking structurally. Some may also change the form of the numeric expression, as you mentioned, to 325 / 5. Another approach might be to change the form of 32.5 to 30 + 2.5, and then divide each “chunk” by 0.5. or…
I could also imagine students connecting to what they know about division and asking themselves, “how many 1/2s are in 32.5?”.