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6 Days in Fall 2012 at 8:00am-3:30pm in Townshend, Vermont
Mon & Tues, Aug. 27-28
Fri & Sat, Sept. 28-29
Mon & Tues, Nov. 19-20
A Course for Gr. 6-12 Teachers of Mathematics, Technology & Special Education
Numeracy is the new literacy. In today’s global and technologically oriented world, our children have to be literate as well highly numerate. In this course, Professor Sharma will share information and strategies that help teachers provide access for more children to more mathematics in more meaningful ways.
Two professional national groups, the National Mathematics Advisory Panel and the Institute for Educational Sciences, 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 precursors and skills and understandings—number conceptualization, arithmetic facts, place value, fractions, and integers may be overwhelming to many students and teachers. Clearly, there exists a need for instruction and interventions that go beyond “typical” instruction that has the potential of bridging the gap between arithmetic and algebra for all of our students.
In this course, Professor Sharma will cover content and strategies related to these topics to help you learn about instructional practices for teaching mathematics to all students, particularly who struggle with the critical concepts and skills necessary for success in algebra. These sessions will provide specific content, instructional, and intervention recommendations and draw upon currently available research-based evidence for teaching mathematics. In order to create effective results-oriented classroom instruction, where numeracy is inculcated and bridges can be built between arithmetic and algebra, teachers and administrators should know about:
I. HOW CHILDREN LEARN MATHEMATICS?
Cognitive development and mathematics learning
Mathematics learning personality
Levels of knowing mathematics learning
Prerequisite skills and mathematics learning
Mathematics as a second language
Developmental Milestones in Mathematics Learning
II. WHY LEARNING PROBLEMS IN MATHEMATICS?
Nature of learning problems in mathematics
Error patterns in students’ mathematics work/error analysis
Mathematics learning difficulties: dyslexia and dyscalculia
Developmental learning disabilities in mathematics
Carryover problems in mathematics
Diagnosis and assessment of learning problems in math
III. KEY CONCEPTS, SKILLS AND PROCEDURES IN
Number conceptualization, number relationships and procedures
Representing number: place Value and its forms
Fractions: representation, forms, operations and applications
Integers and operations on integers
Spatial sense and geometric thinking
Algebraic thinking and key algebraic concepts and procedures
IV. INSTRUCTIONAL MODELS
Remedial procedures in mathematics
Nature of mathematics learning
How to take a child from the concrete to the abstract
Characteristics of Models
Vertical Acceleration: A successful approach to bridging the gap between arithmetic and algebra.
Professor Mahesh Sharma is the founder and President of the Center for Teaching/Learning of Mathematics, Inc., of Wellesley and Framingham, Massachusetts, and Berkshire Mathematics in England. Berkshire Mathematics facilitates his work in the UK and Europe. He is the former President and Professor of Mathematics Education at Cambridge College, where for more than thirty-five years, he taught mathematics and mathematics education to undergraduate and graduate students. He is internationally known for his groundbreaking work in mathematics learning problems and education, particularly dyscalculia and other specific learning disabilities in mathematics. He is an author, teacher and teacher-trainer, researcher, consultant to public and private schools, as well as a public lecturer.