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
-
Mon29Jun2026Mon03Aug2026Self-pacedOnline
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.
-
Mon03Aug2026Wed05Aug2026Charlotte, NC
Click here for more information and to register.
-
Thu22Oct2026Fri23Oct2026
-
Mon26Oct2026Wed28Oct2026Denver, CO
Session #1 Putting the I in HQIM
Session #2 Areas of Cognition: Driving Instruction with Students' Strengths
Click here for more information and to register.
-
Wed28Oct2026Denver, CO
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.
-
Wed28Oct2026Sat31Oct2026Denver, CO
Session: Micro-Routines to Maximize Impact of Teacher Moves
Click here for more information and to register.
-
Wed04Nov2026Thu05Nov2026
-
Fri06Nov2026Sat07Nov2026
-
Fri04Dec2026Sat05Dec2026Asilomar Conference Grounds, CA
Click here for more information and to register.
Comments are closed.
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.