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Connecting Number and Operations in the Classroom for PreK-5

2014 Online Interactive Institute PK5 banner

January 21 — April 15, 2014

Registration is closed for the Spring 2014 semester.

This course features workshops, readings, online keynote addresses, as well as a vibrant and active online community to help teachers deepen their own knowledge of the mathematics that supports number and operations. The content is based on books from our Essential Understanding series that focus on grade bands Pre-K–2 and 3–5.

The Spring 2014 online course began January 21, 2014,  and ends by April 15, 2014. Live online sessions will be on Tuesdays at 7:00 p.m. ET. All online sessions last approximately 75 minutes.

Learn more about NCTM's Interactive Institute  

Overview  

Who Should Attend   

Course Syllabus  

Keynote Presentations 

Optional College Credit  


Overview

This 12-week course will be offered for a professional development certificate, which your school may accept for recertification, or you may request optional university credit (for an additional fee paid to the University of San Diego). It will include four online keynote addresses, featuring noted experts who will share their ideas and the results of years of research on how students develop ideas about number and use this knowledge to do calculations.

The content of the course is based on the book, Developing Essential Understandings of Rational Numbers and Developing Essential Understandings of Addition and Subtraction, and will be organized around four big ideas:

  1. Models and representations of mathematical ideas
  2. Computing with sense making
  3. Student learning progressions
  4. Access to mathematical ideas for ALL students

Four online work sessions will include article or chapter studies, student work clinics, and e-Workshops:

  • Book Study: Read one of the Essential Understanding books, along with supplementary NCTM chapters and articles, and then participate in NCTM-facilitated discussions.
  • Student Work Analysis Clinic: Examine student work within the community of practice of the online class. The focus will be on assessing student understanding from a wide range of student responses, not just from errors and misconceptions. Participants can share the structure of the Student Work Analysis Clinic at their own school site for future professional development.
  • e-Keynotes: Online keynotes are presented by experts in their areas, and will relate to the big ideas expressed in the books. Participants will explore different representations of mathematical ideas, which will directly address Mathematical Practice #5—“Use appropriate tools strategically,” and learn strategies to help students build their fluency with number, Practice #2—“Reason abstractly and quantitatively,” among others.

Each NCTM Online Interactive Course starts with an Orientation to Online Learning session. This one-hour session invites participants into the online environment of Moodle, the course organization software, and Adobe Connect, the meeting-space technology for the course. Participants will learn how to connect, listen, speak, write, share, demonstrate, and generally build an online community. The Orientation to Online Learning session will also prepare them to work through problems on a virtual whiteboard, share aloud in an electronic break-out room, respond to a speaker, upload a file to share, and make a post in a discussion forum. This orientation is designed to welcome participants at all levels of comfort with technology.

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 Who Should Attend   

  • Teachers Pre-K- Grade 5
  • Preservice teachers
  • Math specialists and coaches
  • Math supervisors
  • Lead teachers
  • Curriculum coordinators 

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Course Syllabus  

Course requirements will include participation in regularly scheduled online class sessions, weekly postings to an online forum, outside reading in the text and selected articles, adapting and teaching a task to your own class of students, and then sharing your experiences with members of the course community.  View or download the course syllabus (PDF) for more information.

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Keynote Presentations 

ELHAM KAZEMI
University of Washington

Analyzing Student Work to Improve Instruction 
Student work can serve as a valuable resource in collaborative professional learning. Professional learning groups have developed routines for analyzing student work. Explore how analyzing student work can improve both your teaching and your students’ learning.

JULIE McNAMARA
University of Michigan    

Using Representations to Support Students’ Development of Number Sense
The Standards for Mathematical Practice from the Common Core State Standards call for students to use appropriate tools strategically, attend to precision, and look for and make use of structure. For students in grades pre-K to grade 5, this can be accomplished through the use of mathematical representations such as ten-frames, T-charts, hundred charts, arrays and area models, and number lines. Strategic use of these mathematical tools can be powerful supports for helping students develop their understanding of the properties of operations, the relationship between operations, and the underlying structure of our base-ten number system.

SHERRY PARRISH
University of Alabama, Birmingham

Number Talks: Building Computational Fluency
Number talks are a crucial classroom routine designed to build computational fluency. Explore how number talks give students opportunities to develop and use the mathematical practices from the Common Core State Standards. Participate in a number talk and view videos of number talks from grades K–5 classrooms

KAREN KARP
University of Louisville

Diagnostic Interviews: Assessing the Understanding of Students Who Struggle
Develop your understanding and use of diagnostic interviews to assess mathematics learning for at-risk students. Analyze examples of diagnostic interviews as well as corresponding student responses, taken from the response to intervention model. Interviews and interview strategies are linked to the Common Core State Standards and are appropriate for all struggling learners.

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