Goal:
Think like a mathematician! Connect visual representations to algebraic expressions by chunking, changing the form, and/or connecting to math you know.
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Wed13Jan2021Virtual
New Year, New Ideas: Curriculum Associates National Mathematics Summit. More info
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Thu21Jan2021
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Fri22Jan2021
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Tue26Jan2021
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Mon01Feb2021Sat06Feb2021
NCTM 2021 Virtual Conference: On-demand Session #63 More Info
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Wed03Feb2021
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Thu04Feb20215-6PM Eastern
NCTM 2021 Virtual Conference. More info
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Thu11Feb2021
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Wed17Feb2021
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Wed10Mar2021Sat13Mar2021
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Mon22Mar2021
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Tue13Apr2021Tue25May2021
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Tue13Apr2021
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Wed21Apr2021Sat01May2021
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Wed05May2021
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Tue08Jun2021Tue20Jul2021Remote
What is mathematical thinking and how do we teach it?
Participants will develop a deep understanding of what it means to think and reason mathematically. They will learn three distinct ways of thinking mathematically championed in the Common Core State Standards for Mathematical Practice: reasoning quantitatively, thinking structurally, and reasoning through repetition. In addition, participants will learn how to develop these avenues of thinking in their students.
Register here by June 7th at noon EDT
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Wed09Jun20217 pm - 7:50 pm EDT, 4 - 4:50 pm Pacific
Are you thinking about how to address students’ unfinished learning? We are too! In this webinar, we will share our current thinking on how to leverage reasoning routines to assess and advance underdeveloped math concepts from the previous year. We will discuss how students’ capacities to reason quantitatively and think structurally hold the keys to building new mathematical understandings and connections. We will focus on critical concepts in middle school mathematics: ratio and proportional relationships, algebratizing arithmetic, rational number concepts, geometric relationships, and/or functions. Join us to explore this building-on-strengths approach to accelerating unfinished learning.
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Thu10Jun2021Fri11Jun2021Virtual
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Tue15Jun2021Memorial Middle School, Fitchburg, MA
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Tue22Jun20211:00 pm - 3:00 pm EDT, 10 am - 12 pm pacificAre you worried about how your students will approach learning mathematics in a post-pandemic classroom? Quantitative reasoning, a building-on-strengths approach, and reasoning routines are three critical ingredients to address unfinished learning. In this webinar, we will explore how to integrate all three as we develop students’ capacity to make sense of new mathematical content and contexts with confidence. We will focus on quantitative reasoning in critical concepts in middle school mathematics: ratio and proportional relationships, algebratizing arithmetic, and/or rational number concepts. Leave the webinar with concrete strategies to advance your students’ unfinished learning while teaching grade level content.
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Wed23Jun20211:00 pm - 3:00 pm EDT, 10 am - 12 pm pacificAre you worried about how your students will approach learning mathematics in a post-pandemic classroom? Structural thinking, a building-on-strengths approach, and reasoning routines are three critical ingredients to address unfinished learning. In this webinar, we will explore how to integrate all three as we develop students’ capacity to interpret mathematical content, including expressions, equations, graphs, and representations, with confidence. We will focus on structural thinking in critical concepts in middle school mathematics: ratio and proportional relationships, algebratizing arithmetic, rational number concepts, geometric relationships, and/or functions. Leave the webinar with concrete strategies to advance your students’ unfinished learning while teaching grade level content.
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Tue03Aug20213 pm - 4:30 pm EDT, 12-1:30 Pacific
How to Use Three Reads to Create Independent Math Problem Solvers
Register by August 2nd at noon, EDT
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Tue17Aug2021Thu19Aug2021
Essential Strategies for Teaching Students with Learning Disabilities to Think Mathematically
Synchronous sessions will take place between 11:00 AM and 3:00 PM EDT
Register here by August 16th at noon EDT
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Thu26Aug2021Attleboro, MA
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Wed06Oct2021Tue30Nov2021Remote
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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Tue19Oct20217 pm - 8:30 pm ESTRemote
Reasoning Routines: A window into the process to design your own
For more information
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Tue02Nov2021Attleboro, MA
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Thu04Nov2021Sat06Nov2021Palm Springs, CA
Sessions
Saturday 10:30-12:00 Designing A Reasoning Routine to Develop Mathematical Thinking
Saturday 1:15-2:45. Build Student Agency through Mathematical Modeling
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Wed17Nov2021Sat20Nov2021
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Fri03Dec2021Sun05Dec2021Asilomar
Sessions
- Accelerating unfinished learning with reasoning routines
- Build student agency through mathematical modeling
- Design a reasoning routine to develop mathematical thinking
- 5 essential strategies to ensure all students think mathematically
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Tue07Dec20217 pm - 8:30 pm ESTremote
Do your students struggle to make sense of word problems on their own? In this 90-minute webinar, you’ll learn why students struggle to interpret math word problems. We’ll talk about how word problems are written and why their design often creates a stumbling block for students. You’ll learn about the Three Reads reasoning routine and how it can help your students develop into powerful math readers. Participants will leave the webinar with concrete strategies they can implement immediately to help their students read with a mathematician’s eye.
More information
Comments are closed.
Typically we provide just one visual, but in this task set we played with providing three terms of a visual pattern. The annotation remains the same on each of the three terms so students can key in on the way the chunks grow, or do not grow.
I did this task today with my students and left out the representation for 3(n+1) +3. After the students matched the other two expressions with two pictures, I had them draw a representation for the lonely expression. It went really well! When I do it again next year though, I’ll have the W pattern already printed out for the students so it is easier for them to then just show the representation by grouping, circling, moving, etc. It was a hard pattern for them to draw. I watched Amy model a “Connecting Representations” task in Delaware 2 weeks ago, so I modeled after her. It went really well!!!
Sounds like it went well! I agree that drawing the representation is tedious, and annotating a copy of it is more effective. Grace and I typically recommend that you provide one copy per partnership so that students continue to work together rather than transitioning to individual work. Please keep us posted as you test-drive additional tasks. These reflections are so valuable for others as they implement. Thank you!