This professional development focuses on a research-based, student-focused model of instruction. Participants will learn ways to increase students' efficiency in a manner that is consistent with their current levels of understanding. They will learn to recognize which student-generated strategies lay a foundation for work with more complex numbers or number systems and learn how to encourage these strategies. In addition, participants will be introduced to formal mathematical notation that students can use to represent their strategies. Participants will also see how to engage students during and after problem-solving in a manner that helps move students to more advanced mathematical understanding for computation and number facts.
Registration is handled through Pam Allen and building administrators.
Research based on Children's Mathematics: Cognitively Guided Instruction, 2nd Edition by Thomas P. Carpenter, Elizabeth Fennema, Megan L. Frank, Linda Levi, and Susan Empson.