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Click here for more information and to register for this 30-hour asynchronous course that provides teachers with five research-based strategies to help students with learning disabilities think and reason mathematically.  Participants will leave:

o   Understanding what it looks like when students reason mathematically—quantitatively, structurally, and through repetition.

o   Knowing five essential strategies to engage students, support their development of mathematical thinking, and develop independence.

o   Ready to support each and every learner to develop as mathematicians.

Click here for more information and to register.

Click here for more info and to register

Session #1 Putting the I in HQIM

Session #2 Areas of Cognition: Driving Instruction with Students' Strengths

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High-Leverage Microroutines: Maximizing Student Engagement

Description: During this preconference, participants will engage in and leave ready to apply two microroutines from the NCTM book High-Leverage Microroutines: Maximizing Student Engagement. These microroutines provide access and support for all learners and can be used with any curriculum. Participants will examine eight areas of cognition that students draw on when learning mathematics and identify students’ strengths in those areas. Participants will consider how the book’s ideas can be applied in their own contexts to ensure that all students think and reason mathematically.

Click here for more information and to register.

Session: Micro-Routines to Maximize Impact of Teacher Moves

Click here for more information and to register.

Click here for more information and to register.

Click here for more information and to register.