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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One of the reasons we like this task for the 3 reads is that the problem stem contains two numbers. One of those numbers (-9/4) is the value of a QUANTITY and the other number (2/3) describes a RELATIONSHIP between two quantities. It’s a nice way to sort out the difference between a number, a quantity, and a relationship.
Agreed!!! That’s why I picked this task after my students were continuing to have a hard time identifying relationships within word problems. This was the perfect problem for this and my students definitely left the classroom with a deeper understanding. One thing I noticed that was unexpected was that after the first read, many students stated that the problem was about the depth of a pool! Again, after the second read, there were still students who shared that the problem was asking, “How deep is the pool that Emma and Nick dove into?”. At this phase, other students began responding to this with disagreement and they were all able to determine that the depth of the pool was irrelevant. The students determined that -9/4 was the only quantity and the depth of Nick and Emma’s dives were related to Alicia’s (-9/4). One student stated, “without knowing Alicia’s depth, you can’t find Emma’s or Nick’s depth” and this assisted other students in understanding relationships!