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Mathematical Practices and Process Standards Grades 9-12

2014 Online Interactive Institute 9-12 

January 20 — April 20, 2014

Registration is closed for the Spring 2014 semester.

The goal of this course is to provide an interactive professional learning experience that enables high school mathematics teachers to effectively address the Common Core mathematical practices and NCTM process standards. The course uses the books Principles and Standards for School Mathematics, and Common Core State Standards for Mathematics to guide instruction. Additional readings will be made available through Moodle, the online course management system.

The Spring 2014 online course began the week of January 20, 2014, and ends by April 20, 2014. Live online sessions will be on Thursdays at 4:00 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 (2 credit hours) for an additional fee paid to University of San Diego. The course schedule will include: 

  • Four online keynote sessions, called e-Keynotes, featuring noted experts who will share their ideas and the results of years of research. 
  • Three online working class sessions called e-Workshops, where participants work alone or in breakout groups to understand and apply new ideas. Participants contribute both verbally and via the chat box during the sessions. 
  • Two interactive online discussions called e-Shares which require prior preparation as well as active participation in the online event. E-Shares are used primarily for participants to present their work to the class. 
  • Three asynchronous task forums where participants post comments and respond to others about a given task throughout the week. 

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   

  • High school mathematics teachers
  • Math coaches and teacher leaders
  • High school supervisors
  • Teacher educators
  • Preservice teachers
  • College mathematics teachers

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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. Download the course syllabus (PDF) for more information.

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Keynote Presentations 

WILLIAM McCALLUM
The University of Arizona  

From Process to Practice: Developing Ways Students Think about Mathematics
The NCTM Process standards and the Common Core Standards for Mathematical Practice describe the characteristics of a mathematically proficient student as that student carries out mathematical work. These process and practice standards come to life when linked to specific mathematical content. The speaker will talk about how the Illustrative Mathematics Project is developing illustrations for these standards.

W. GARY MARTIN
Auburn University  

It Starts with Your Tasks: Meeting the Challenge of Promoting Mathematical Processes/Practices
Selecting useful tasks is the first step in engaging students in the mathematical reasoning habits as described in the Common Core practices and NCTM Standards process standards. This session will explore qualities of effective tasks that achieve that goal and where to find those tasks. Finally, the session will consider how to get the most of tasks that are designed to promote mathematical processes and practices.

JONATHAN WRAY
Howard County Public Schools and NCTM Board of Directors   

Helping Students Grow in the Mathematical Practices
The Standards for Mathematical Practice describe the expertise required of mathematically proficient students. But how can teachers best help ALL of their students to develop these proficiencies? Further, how can student growth in these behaviors be monitored/measured? This session will address these issues and provide practical tools to assist teachers in supporting student growth in the Mathematical Practices.

FRED DILLON
Ideastream  

Student Learning and the Standards for Mathematical Practice in the Common Core State Standards
The Mathematical Practices are the underlying foundation of helping students learn. The speaker will share examples of lessons that employ the Mathematical Practices while enabling students to learn mathematics with understanding and by actively building new knowledge from experience and prior knowledge. Students can best learn math by conjecturing, learning to critique mathematical arguments, and developing mathematical reasoning skills.

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