Goal: Think like a mathematician! Looking for repetition in the way you build, then generalize the regularity.
Source: Shared by Jesse Carson, Brookline Public Schools, MA
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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I used this task after doing a linear pattern. This more challenging quadratic growth pattern was more interesting and engaging as students did not immediately go to a table and equation. Seven students each shared a different generalization that they came up with while drawing with repetition.
Students showed their generalizations on a projection on a white board. However, I wasn’t able to keep all of the students’ work up at the same time. I decided to have groups create posters showing their generalizations, instructing them to clearly show the connection between their drawings and expression. I then had groups explain another groups’ poster to the class.