In this course, you will build your own math content knowledge as you learn strategies for teaching topics conceptually, not just procedurally. This four-session series consists of full-day trainings over several months with homework between sessions. Activities will be hands-on and exploratory. Teachers must commit to all four sessions.Teachers with students at a variety of levels are encouraged to attend.
This professional development activity/course is designed for:
- Any teacher, with or without any math background, who is interested in teaching to all aspects of rigor (conceptual understanding, application, and procedural skill and fluency) using the CCR Standards.
Building a Solid Foundation (BSF) focuses on developing conceptual understanding of math topics. The CCRS for Mathematics and its supporting elements (the Standards for Mathematical Practiceand key instructional shifts) will be used as a foundation from which to explore what should be taught and when and how it should be taught. These elements will be illustrated through activities that will build your content and pedagogical knowledge. The CCR Standards will be explicitly addressed as appropriate, as will research on effective mathematical teaching. Content covered: Number and Operations Base 10 and Fractions; Ratio and Proportional Reasoning; Operations and Algebraic thinking; Geometry; and Measurement and Data.
BSF is the first in a series of three sequential offerings focusing on math content and pedagogy, and is a prerequisite for those who wish to take the second course in the series (Math Concepts).
For more information, please contact firstname.lastname@example.org.
Upon completion of this professional development activity/course, you will be able to:
- Use your conceptual understanding of traditionally taught math topics (such as the algorithm for multiplication) to explain the why behind the how
- Apply new pedagogical strategies for teaching core foundational topics, such as operations with whole numbers and algebraic reasoning
- Reflect on your own teaching practice vis-à-vis research on teaching and learning math
- Use the CCR Standards to inform instruction