The course opens with a brief introduction to the research-based Ten Principles. Participants consider patterns and relationships in mathematics, including those in the multiplication tables, and focus on the Minnesota State Standards (and references to the Common Core Mathematical Practices). Decomposition is established as an important concept in understanding addition and subtraction and in creating the path to proficiency with multiplication. They examine the differences between multiplicative and additive structures, including the new role numbers have as they begin to represent not only single objects but composite units. They review the variety of problem types in the multiplicative structures. Representations to help students understand include diagrams, charts, and t-tables as well as arrays and area models. Use of the distributive property and the beginnings of proportional reasoning are stressed as well as the various treatments that may be required for division remainders in contextualized problems. Stress is placed on the importance of matching language to situations. Participants will examine the fundamental differences between whole numbers, fractions, and decimals. They will explore how to develop fraction sense and become proficient with fraction operations in a conceptual way.
- Develop an understanding of the four categories of problems, practice classifying mathematic problems, and examine math curriculum for the full range of problems.
- Plan and use these and additional Thinking Math course strategies (i.e., word problems and situational stories) in a manner complimentary to the structure and learning expectations for particular lessons or learning activities.
- Examine TIMSS research related to math education content in United States schools. Use this information to develop creative lessons that include the use of manipulatives and critical thinking in daily lessons.
- Demonstrate an ongoing instructional practice of guiding students in using creative and critical thinking to explore and discuss multiple ways of approaching mathematical problems using individual and collaborative learning strategies.
- Focus on reflective questioning strategies in relation to lesson development. Use these processes to invite and engage students in thinking that encourages multiple approaches to problems.
Grade 3-5 Elementary Teachers, Special Education Resource Elementary and Secondary Teachers, ELL Elementary and Secondary Teachers
Class Dates, Times and Locations
- Thursday, September 27th, 2018 - 4:30 - 7:30 PM @ Davis, L3-319
- Thursday, October 4th, 2018 – 4:30 - 7:30 PM @ Davis, N1-052
- Thursday, October 11th, 2018 – 4:30 - 7:30 PM @ Davis, N1-051
- Thursday, October 25th, 2018 – 4:30 - 7:30 PM @Davis, N1-051
- Thursday, November 8th, 2018 – 4:30 - 7:30 PM @ Davis, N1-051
- Thursday, November 15th, 2018 – 4:30 - 7:30 PM @ Davis, N1-051
- Thursday, November 29th, 2018 – 4:30 - 7:30 PM @ Davis, N1-051
- Thursday, December 6th, 2018 – 4:30 - 7:30 PM @ Davis, N1-052
- Thursday, December 13th, 2018 – 4:30 - 7:30 PM @ Davis, N1-052
Register for the training on eCompass. Search course #92423 and section #112434.
- Marium Touré, District Program Facilitator, Elementary Education
- Mary Ellen Knapmiller