Mathematics Education Workshop Series at Framingham State UniversitywithProfessor Mahesh SharmaAcademic Year 2019-2020Several national professional groups, the National Mathematics Advisory Panel and the Institute for Educational Sciences in particular, have concluded that all students can learn mathematics and most can succeed through Algebra 2. However, the abstractness and complexity of algebraic concepts and missing precursor skills and understandings–number conceptualization, arithmetic facts, place value, fractions, and integers–may be overwhelming to many students and teachers. Being proficient at arithmetic is certainly a great asset when we reach algebra; however, how we achieve that proficiency can also matter a great deal. The criteria for mastery, Common Core State Standards in Mathematics (CCSSM), set for arithmetic for early elementary grades are specific: students should have (a) understanding (efficient and effective strategies), (b) fluency, and (c) applicability and will ensure that students form strong, secure, and developmentally appropriate foundations for the algebra that students learn later. The development of those foundations is assured if we implement the Standards of Mathematics Practices (SMP) along with the CCSSM content standards. All workshops are held on the In these workshops, we provide strategies: understanding and pedagogy, that can help teachers achieve these goals. Framingham State University campus from 8:30am to 3:00pm. A. Creating A Dyscalculia Friendly Classroom: Learning Problems in Mathematics (including math anxiety)For special education, classroom teachers, interventionists, parents, and administratorsOctober 11, 2019 In this workshop, participants will learn (a) why learning problems in mathematics (e.g., dyscalculia, etc.) occur, (b) how children learn mathematics, (c) what are effective methods of teaching mathematics, and (d) how to fill gaps in mathematics learning. The major aim is to deliver mathematics instruction that prevents learning problems in mathematics from debilitating a student’s learning processes in mathematics. B. Number Concept, Numbersense, and Numeracy SeriesAdditive Reasoning (Part I): How to Teach Number Concept Effectively For K through grade second grade teachers, special educators and interventionists November 1, 2019 Number concept is the foundation of arithmetic. Ninety-percent of students who have difficulty in arithmetic have not conceptualized number concept. In this workshop we help participants learn how to teach number concept effectively. This includes number decomposition/recomposition, visual clustering, and a new innovative concept called “sight facts.” Additive Reasoning (Part II): How to Teach Addition and Subtraction Effectively For K through grade third grade teachers, special educators and interventionists. November 22, 2019 According to Common Core State Standards in Mathematics (CCSS-M), by the end of second grade, children should master the concept of Additive Reasoning (the language, concepts and procedures of addition and subtraction). The mastery means (a) understanding, fluency, and applicability. In this workshop, the participants will learn effective, efficient, and elegant ways of achieving this with their students. Multiplicative Reasoning: How to Teach Multiplication and Division Effectively. For K through four second grade teachers, special educators and interventionists December 13, 2019 According to CCSS-M, by the end of fourth grade, children should master the concept of Multiplicative Reasoning (the language, concepts and procedures of multiplication and division). The mastery means (a) understanding, fluency, and applicability. In this workshop, the participants will learn effective, efficient, and elegant ways of achieving this with their students. C. Proportional Reasoning SeriesHow to Teach Fractions Effectively (Part I): Concept and Multiplication and Division January 24, 2020 For grade 3 through grade 9 teachers and special educatorsAccording to CCSS-M, by the end of sixth grade, children should master the concept of Proportional Reasoning (the language, concepts and procedures ratio and proportion). The concepts of ratio and proportion are dependent on the mastery of the concept of fractions. The mastery means (a) understanding, fluency, and applicability of fractions and operations on them. In this workshop, the participants will learn effective, efficient, and elegant ways of achieving the concept of fractions and multiplication and division of fractions and help their students achieve that. How to Teach Fractions Effectively (Part II): Concept and Addition and SubtractionFor grade 3 through grade 9 teachersFebruary 28, 2020According to CCSS-M, by the end of sixth grade, students should master the concept of Proportional Reasoning (the language, concepts and procedures ratio and proportion). The concepts of ratio and proportion are dependent on the mastery of the concept of fractions. The mastery means (a) understanding, fluency, and applicability of fractions and operations on them. In this workshop, the participants will learn effective, efficient, and elegant ways of achieving the concept of fractions and operations on fractions-from simple fractions to decimals, rational fractions and help their students achieve that. D. Algebraic Thinking and Reasoning Arithmetic to Algebra: How to Develop Algebraic ThinkingFor grade 4 through grade 9 teachersMarch 20, 2020According to CCSS-M, by the end of eighth-grade, students should acquire algebraic thinking. Algebra is a gateway to higher mathematics and STEM fields. Algebra acts as a glass ceiling for many children. From one perspective, algebra is generalized arithmetic. Participants will learn how to extend arithmetic concepts to algebraic concepts and procedures effectively and efficiently. On the other perspective, algebraic thinking is unique and abstract and to achieve this thinking students need to engage in cognitive skills that are uniquely needed for algebraic thinking. In this workshop we look at algebra from both perspectives: (a) Generalizing arithmetic thinking and (b) developing cognitive and mathematical skills to achieve algebraic thinking. E. General TopicsMathematics as a Second Language: Role of Language in Conceptualization and in Problem SolvingFor K through grade 12 teachersApril 3, 2020Mathematics is a bona-fide second language for most students. For some, it is a third or fourth language. It has its own vocabulary, syntax and rules of translation from native language to math and from math to native language. Some children have difficulty in mathematics because of language difficulties. Most children have difficulty with word problems. In this workshop, the participants will learn how to teach effectively and efficiently this language and help students become proficient in problem solving, particularly, word problems. Learning Problems in Mathematics (including dyscalculia)For special education, classroom teachers, parents, and administrators May 15, 2020In this workshop, participants will learn (a) why learning problems in mathematics (e.g., dyscalculia, etc.) occur, (b) how children learn mathematics, (c) what are effective methods of teaching mathematics, and (d) how to fill gaps in mathematics learning. Standards of Mathematics Practice: Implementing Common Core State Standards in MathematicsFor K through grade 11 teachers (regular, special educators, and administrators)June 12, 2020CCSS-M advocates curriculum standards in mathematics from K through Algebra II. However, to achieve these standards, teachers need to change their mind-sets about nature of mathematics content; every mathematics idea has its linguistic, conceptual and procedural components. Most importantly, these standards cannot be achieved without change in pedagogy-language used, questions asked and models used by teachers to understand and teach mathematics ideas. Therefore, framers of CCSS-M have suggested eight Standards of Mathematics Practice (SMP). In this workshop, we take examples from K through high school to demonstrate these instructional standards with specific examples from CCSS-M content standards. |

Here is the link for more information and registration: https://reg.abcsignup.com/view/cal4a.aspx?ek=&ref=&aa=&sid1=&sid2=&as=5&wp=18&tz=&ms=&nav=&cc=&cat1=&cat2=&cat3=&aid=FSU&rf REGISTER!!! |

These workshops are well subscribed. Call early to hold your place. Participants in each workshop are provided with lecture notes that inlcude the latest research on the topic and more than fifity years’ of Professor Sharma’s expereince. |

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