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.
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
- 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.
Who Should Attend
- High school mathematics teachers
- Math coaches and teacher leaders
- High school supervisors
- Teacher educators
- Preservice teachers
- College mathematics teachers
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.
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
W. GARY MARTIN
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
Public Schools and NCTM Board of Directors
Helping Students Grow in the
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
Learning and the Standards for Mathematical Practice in the Common Core State
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.