Teachers are expected to teach in ways they were not taught. How does the cycle get reset?
Build a solid foundation of content knowledge for teaching mathematics and ultimately to extend that knowledge to students through the implementation of the TQE Process (from the Making Sense of Mathematics for Teaching series, led by Dixon, Nolan, & Adams et al., 2016).
Benefit from authentic classroom videos created to help all participants—teachers, coaches, administrators, and district leaders—develop a common vision to support students making sense of good tasks and asking good questions to collect evidence of students’ understandings and common errors.
Participants are encouraged to attend as a team. District teams will benefit from the opportunity for elementary and secondary teams to drill down into their own standards-based work, while ensuring alignment of content and processes throughout the grade bands. Team time will be provided throughout the workshop. Individuals attending the workshop will be connected with those in similar roles to enhance conversations.
Participants will:
- Explore the mathematics they teach as learners first, and then transition this understanding to teaching through the TQE Process
- Make sense of mathematics for teaching within specific grade bands
- Create a shared image of effective instruction based on rigorous standards
- Plan for use of the TQE Process in their classroom, school, or district
- Walk away with a plan for improving fact fluency and number sense in the elementary grades
- Make sense of early experiences leading to success in algebra
- Develop clarity regarding what to “look for” in mathematics-specific classrooms, from an administrator’s point of view
- Identify progressions across grades, to enhance efforts for intervention to promote the success of each and every student
- Acquire strategies for motivating and challenging gifted learners
Learn from leading experts
Hear from our attendees
“Absolutely phenomenal. Hands down the best presentation so far. So many applicable items to take back to my school.”
—Kjersti Oliver, Mercer Middle School, Virginia
“Captivating and kept the presentation going. A wonderful job of making connections to teacher and student actions to promote problem solving and productive discourse.”
—Jessica Sims, Bay District Schools, Florida
“The thought-provoking discussions were most valuable to my learning.”
—Cynthia Fowler, Davie Elementary/Broward Schools, Florida
