The SABES Mathematics and Adult Numeracy Curriculum and Instruction PD Center continues to evolve as program needs change. Therefore, we continue to revise and create a wide variety of ways to support practitioners that incorporate the latest research and promising practices in teaching numeracy. In all our efforts, we ensure that a consistent message is delivered: math is about understanding along a developmental continuum, about making connections among various math content, and that all students can learn how to use math given the opportunity to understand and connect.

Just as the CCRSAE follows a developmental continuum across the levels, so do our content course offerings.  The CCRSAE’s developmental continuum introduces algebraic reasoning and an introduction to proportional reasoning at the earliest levels along with data, geometry, and number and operations. As a result, our offerings strive to help teachers understand how to integrate those topics early on while students are working on their foundation math skills. In fact, we consider topics such as algebraic reasoning and data to be ‘basic math’. Helping teachers understand how to teach such topics so that students understand them at a core level so that they can continue to build on that understanding is where we are spending a lot of energy this year.  

Our model for a progression of offerings is the same as what we shared this summer: 

 Math Course Progress Chart

However, for those of you who cannot attend our offerings, we are also trying to bring PD to your region. We are already working with several teams of practitioners who participated in the CALM (Curriculum for Adults Learning Math) Orientation. We would like to offer monthly math meetings to programs in all regions. All is you have to do is contact us ( We will work with you to bring our nationally-recognized experts right to your door.

Just as learning disabilities (and learning differences) is a focus for programs, so it is for us. Our courses already focus on strategies to help students develop understanding through the use of manipulatives and visual representations. We have not been as explicit about these strategies in the past, but we want to let you know that all of our work focuses on helping all students better understand and use math. Our series of teaching tool workshops are examples of helping teachers learn how to use manipulatives and visuals. In doing so, we believe practitioners have opportunities to gain their own conceptual understanding and, therefore, naturally become better prepared to respond to students’ needs. Using Visuals to Develop Conceptual Understanding: Number Line Concepts is being offered in Lawrence on October 12. Using Visuals to Develop Conceptual Understanding: Singapore Strips (also known as tape diagrams, bar models, or strip models) is scheduled for January 14th in Fall River. We also have other short courses such as one on Area Models and blended courses such as the one on Proportional Reasoning. If you are interested in hosting one of these courses at your site, give us a holler ( 

If you are an ESOL instructor who wants to integrate math into your language acquisition class, we now have Integrating Math into ESOL Units workshops to help guide you. We are in the process of developing a series of packets that align with units you typically teach in ESOL classes – topics like shopping, employment, and health. Our first workshop focuses on shopping. Participants receive a packet of materials to support their integration of math and they learn new strategies in order to teach that math conceptually. We have a workshop coming up soon in Chicopee (October 12th), another in New Bedford on October 19th, and one in Webster on November 28th.

We hope to see you this year. We look forward to helping you help your students!

PD Center: 

Math and Numeracy

SABES Mathematics and Adult Numeracy Curriculum and Instruction PD Center