# Mathematics

Welcome to our Mathematics Course Page

This page has a comprehensive list of our offerings in Mathematics. We provide professional development tailored to meet the needs of different partners. Our offerings for Mathematics include Next Generation Math Standards, Practices and Assessments. We help educational institutions focus on conceptual understanding, coherence and progression, mathematical practices, applications to real-world contexts, multiple representations, technology integration, as well as equity and access. We align our professional development to any instructional resource or approach.

Any of the courses can be virtual or in person. The allotted time for our courses can be customized as one hour, two hours, half day or full day trainings.

Contact us at steammachinepd@gmail.com for more details and information about the different professional development we offer and how to partner with us.

Mathematics Courses

Math Workshop & Data Driven Instruction (8 hours)

(Grades K-12)

Instructional Models represent a broad level of instructional practices and present a philosophical direction to our instruction. A data driven math workshop can provide the rigor and relevance necessary for skills that students will need in the future. In this course, we will explore how to use student data to develop the following workshop elements:

Warm Up Activity: A quick 5-10 minute routine at the beginning of the math block to work on number sense, problem solving, etc.

Mini- Lesson (Focus Lesson): Whole-group instruction to introduce a new topic to the students.

Guided Math Group/Conferencing: A small group of students working with the teacher to address specific needs and/or individual conferences targeting specific needs.

Work Stations: Activities that students work on independently or collaboratively to practice new topics or review past topics, often taking place while the teacher is working with a guided math group.

Student Reflection: Students think and share about their learning. This can be done in a variety of ways including math journals, exit tickets, turn-and-talk, etc.

The Power of CPA (2 hours)

(Grades K-6)

The fundamental framework for research based methodologies are embedded in Concrete, Pictorial, Abstract. In this course we will explore manipulatives and models used to deliver instruction. We will also explore the grade level/vertical alignment and how to create a progression of CPA tasks. We will explore the use of high leverage manipulatives (unifix cubes, ten frames, number bonds, number lines, and rods) to support mathematics instruction.

Differentiation of Mathematics: Intervention & Enrichment (4 hours)

(Grades K-6)

What are your thoughts on intervention and enrichment for every child? In this course we will explore that question along with various math tools to support intervention and enrichment for every child. We will use lessons and tasks to both address a progression of Concrete, Pictorial, & Abstract (CPA), as well as, being able repeat tasks and create variation within tasks.

Fluency: Simply Fast and Accurate - I think NOT! (4 hours)

(Grades K-6)

An important goal of early mathematics is students’ flexible, fluent, and accurate knowledge of arithmetic facts. Three of the biggest misconceptions with Mathematics Fluency are:

Arithmetic Facts Are Disconnected Items,

Learning = Memorization,

Students Learn Through Rote Practice.

Through this course, teachers grades K-6 will explore station ideas to promote conceptual understanding, explore station ideas to promote memorization, explore how to differentiate fluency work and how to target the needs of small groups.

Reasoning & Word Problems: Making Math Thinking Visible (3 hours)

(Grades K-6)

Word Problems are all about the story (context). "What's the key to kids becoming good at word problems?”. In this course, we will explore various strategies such as questionless and numberless word problems, 3-Act Math Tasks among others that will allow your students to develop the reasoning and thinking skills necessary when tackling rich math problems. We will utilize a Six Step Framework, as well as, explore the 15 types of word problems students will encounter in the math classroom. See our Article A Math Word Problem Framework That Fosters Conceptual Thinking

Fraction Foundations (2 hours)

(Grades 3-6)

Fractions are all about the units! We will explore Concrete, Pictorial, & Abstract (CPA) and build the meaning of fractions through context. We will use linear models (number lines & rods) to develop an understanding, as well as, explore proportional reasoning through comparisons. We will draw comparisons between whole number and fraction operations, as well as word problems.

Inquiry in the Math Classroom (2 hours)

(Grades K-6)

Traditional Methods, Reform Models, Student Centered, Direct Instruction, Inquiry Based… Blah, Blah, Blah. How about inviting students to try a task that is intuitive, but inefficient or inaccurate, then help them understand some math and invite them to re-try the task and see that with math it’s more efficient and accurate. Through this course teachers will learn how to

engage & perplex their students,

provide students opportunities to seek information and solutions and

let their students reveal, discuss, and extend their thinking!

Surface, Deeper, Transfer Learning in the Math Classroom (4 Hours)

(Grades K-6)

"What and when are equally important when it comes to instruction that has an impact on learning. Approaches that facilitate students' surface-level learning do not work equally well for deep learning, and vice versa. Matching the right approach with the appropriate phase of learning is the critical lesson to be learned." - Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)

This course is design for teachers Grades K-6. Teachers will explore the research on effect sizes as described by John Hattie as well as the practical application of different instructional models, methodologies and strategies aligned to each level of learning desired from their students (Surface, Deeper or Transfer.) Teachers will explore where they are in the stage of what students are learning and when different models, methodologies and strategies are most helpful with the learning goals.

Worthwhile Task in Math (4 Hours)

(Grades K-8)

The tasks we choose and the way in which we implement them have a significant impact on student understanding and mathematical progress. Are the tasks you choose ones that invite students to wonder and explore? Are they talk-worthy? Do they require students to reason about relationships and use prior knowledge? In this course you will explore worthwhile tasks and gain insight into open source materials to aid you in raising the cognitive demand as well as engaging students in meaningful mathematics.

Interventions and Feedback in Mathematics (4 Hours)

(Grades K-8)

Interventions and feedback should be ongoing and integrated into your math teaching practices. By providing targeted support and timely feedback, you can help students develop a deeper understanding of mathematical concepts and enhance their overall math skills. In this course you will explore identifying student needs, targeted interventions, scaffolding learning, timely and individualized feedback, various feedback methods including peer feedback, monitoring progress and creating a supportive culture in your classroom.

Data Conversations (4 Hours)

(Grades K-8)

Teachers should adopt a systematic process for using data in order to bring evidence to bear on their instructional decisions and improve their ability to meet students’ learning needs. The process of using data to improve instruction, can be understood as cyclical. In this course you will learn a step by step process to analyze and interpret data to make instructional decisions for students.

This process includes:

Collecting and preparing data about student learning from a variety of relevant sources, including annual, interim, and classroom assessment data.

After preparing data for examination, teachers should interpret the data and develop hypotheses about factors contributing to students’ performance and the specific actions they can take to meet students’ needs.

Teachers then should test these hypotheses by implementing changes to their instructional practice.

Finally, they should restart the cycle by collecting and interpreting new student performance data to evaluate their own instructional changes.