Think about how you learned math… and the ways that you teach math to young learners. How can you help set up your students for future success in mathematics starting in the early grades? Children are interested in math well before they start school – they notice basic shapes, construct simple patterns, and learn to count. Early numeracy serves as the gatekeeper for higher-level mathematics. Using evidence-based practices to capitalize on children’s natural interest in math can help lay the foundation for future success in mathematics. In this course, you will learn about the developmental progression of math skills and concepts, evidence-based strategies for teaching math to young children (and how to implement them!), and how to support students with mathematics difficulties.
At the conclusion of this course, participants will be able to:
- Understand developmental math progressions and how they impact the teaching of mathematics to young learners.
- Increase capacity for supporting young learners with math difficulties.
- Design learning activities that implement evidence-based practices for early numeracy into daily classroom routines and lessons.
- K-12 General and Special Educators
- Early Learning Providers
- Self-Paced
- 3 PLUs
How can you help all your students succeed in mathematics? Learn about how to integrate the content and practice standards in your instruction to support mathematical rigor and encourage all students to see themselves as math learners.
At the conclusion of this course, participants will be able to:
- identify the key shifts in the mathematics standards to emphasize coherence, focus, and rigor in math instruction.
- define what is meant by “rigor” in a mathematics classroom.
- identify the importance of a growth mindset.
- identify content and practice standards and how they interact across grade levels.
This course is Part 1 of a two-part series and is designed to establish a foundational understanding before moving into Part 2, where participants will dive deeper into strategies to use with learners. Upon completion of all Part 1 course requirements, participants will receive an enrollment key, which will allow access to the second course, Core Instruction in the Mathematics Classroom (Part 2): Advanced-Facilitating Deep Mathematical Understanding.
- K-12 General and Special Educators
- Self-Paced
- 2 PLUs
Core Instruction in the Mathematics Classroom (Part 1): Foundations is a prerequisite to this course.
Like what you learned in Core Instruction in the Mathematics Classroom (Part 1): Foundations, but still ask, “What strategies can I use in my classroom to facilitate deep mathematical understanding?” This three-hour course is the second in a two-part series that builds on the elements learned by delving deeper into the topics introduced in the previous course. You will learn about specific strategies and reflect on actions you can take in your classroom to plan instruction aligned with standards and promote mathematical rigor.
At the conclusion of this course, participants will be able to:
- implement strategies in your math classroom to achieve rigor.
- use the domain progressions in planning your mathematics instruction.
- implement the standards for mathematical practice and translate this to teacher and student actions in the classroom.
- practice using the domains and standards to plan mathematics instruction that considers how students progress across grade level.
- K-12 Mathematics Teachers
- K-12 Special Educators
- K-12 Specialists
- Self-paced
- 3 PLUs
How can you better support your students with disabilities in the math classroom? Learn about how you can incorporate instructional supports to design more inclusive instruction that meets the needs of all of your students.
At the conclusion of this course, participants will be able to:
- implement the instructional supports of:
- Universal Design for Learning (UDL).
- differentiation.
- scaffolding.
- accommodations.
- modifications.
- K-12 General and Special Educators
- Instructional Coaches
- Self-Paced
- 2 PLUs
In this course, you will learn about a research-based math strategy you can implement in your classroom to boost students’ mental math skills and develop their flexibility, accuracy, and efficiency when solving math problems. This course will introduce you to the major components of a number talk and suggest ways of using number talks in your classroom, including as a formative assessment method, so you can start integrating this powerful strategy in your teaching practice today.
At the conclusion of this course, participants will be able to:
- describe how number talks promote student understanding of mathematics
- identify the major components of a number talk
- plan for supports needed for struggling students
- identify ways you can use number talks for formative assessment
- apply the number talks strategy in your classroom
- K-12 General and Special Educators
- Instructional Coaches
- Self-paced
- 1.5 PLUs
NOTE: To implement, participants must have the PALS Math program materials.
Math Peer-Assisted Learning Strategies (PALS): Methods for Grades 2-6 was designed to support students' development and mastery of key calculation concepts and applications aligned with the curriculum for grades 2-6. In PALS Math, students work together to learn key concepts and procedures. Designed to supplement your regular classroom instruction, it will give your students a chance to practice what they are learning with a different look, different questions, and novel problems. This course will cover computational skills in addition, subtraction, multiplication, and division, as well as key concepts and applications across grades 2-6, including area and perimeter, fractions, money, ratios, probability, and more. Repeated scientific evaluations of PALS Math indicate that high-achieving, average-achieving, and low-achieving students, as well as students with disabilities, make more progress in PALS classrooms than in non-PALS classrooms.
- develop a classroom routine that increases your students' opportunities to respond and receive immediate corrective feedback.
- share the research supporting this practice across grade levels.
- confidently implement PALS in your classroom to support students' growth.
- intentionally pair your students for PALS Math using available data.
- train students in how to provide peer-mediated support.
- Grades 2-6 Educators
- Interventionists/Specialists
- Special Educators
- Paraprofessionals
- Administrators
- Instructional Coaches
- Self-Paced
- 3 PLUs
Have you ever wondered why some students require more specific instruction than others in the language of mathematics? How can educators support students' development of vocabulary around mathematical concepts? This course will provide easy-to-implement practices you can do tomorrow.
At the conclusion of this course, participants will be able to:
- identify the language of mathematics and the importance of vocabulary
- understand the challenges of word problems
- implement instructional practices to support language and vocabulary development
- K-8 General and Special Educators
- ESOL (MLL)Specialists
- Math Specialists
- Self-Paced
- 1 PLU