Everybody uses math whether they realize it or not.
Most adults need more than skill in basic arithmetic.
Learning mathematics is not a passive activity. The educational practices used must engage the learner.
PaTTAN provides an array of resources, training, and technical assistance with regard to improving educational practices in order to meet the needs of diverse learners, including learners with disabilities.
Mathematical tasks allow students of all ability levels to be successful when engaging in solving them. Tasks are tailored toward the individual needs of students, yet maintain consistent expectations that are aligned to the lesson’s objective. They engage students in scenarios that promote a high level of cognitive engagement that will allow them to apply their understanding of mathematical concepts.
Most educators have heard of having a “growth mindset” and not a “fixed mindset.” The basic premise is that having a growth mindset helps you see your skills and abilities as malleable — you can shape them over time with hard work. However, having a fixed mindset means that you view your skills and abilities as more permanent.
PaTTAN recently finished the first three days of the MTSS Math Cohort Series for elementary and middle schools. We want to thank our IU partners. As we continue on this journey with teams, we will continue to share highlights that stand out from trainings and on-site support.
PLCs for Math Teachers
Professional Learning Communities (PLCs) provide both an organizational framework and a set of prescribed activities for teacher learning. PLCs are defined as sustained collaborative opportunities where teachers focus on student learning and critically reflect on their shared learning.
Active engagement has long been known to be a core principle of effective instruction. The more time students are actively engaged in learning, the more they will learn. This is particularly true for the mathematics classroom.
As math teachers, we must focus on building students’ mathematical communication skills. This means teaching vocabulary, having students write their mathematical processes and understandings, reading each other’s written work and providing feedback.
Lesson Study is a process used to collaboratively plan a lesson around a mathematical task.
The Keystone Algebra Content (Module 1 – Unit 1): Course for Special Educators is an interactive online course designed to deepen participants content knowledge of the mathematics contained on the Algebra 1 Keystone Exam.
As iPad usage in the classroom becomes more mainstay, the potential exists to provide an interactive, engaging, and supportive learning experience for all students
The essence of good teaching involves getting students engaged in productive work. Using high-level tasks can engage students in a deeper understanding of mathematical concepts. Tasks form the basis for students to learn the nature of mathematics and how to engage in it.
- 20. RtII/SLD for Writing & Mathematics
June 10, 2015
- 26. Core Instruction and Common Assessments for Secondary Mathematics
June 10, 2015
- MTSS Training and Technical Resources
October 29, 2015
- Using Writing to Enhance Students' Mathematical Understanding
April 1, 2016
- Concrete-Representational-Abstract (CRA): Instructional Sequence for Mathematics
January 5, 2017
- Andrea Ellis
Behavior, Mathematics, Family Engagement, Multi-Tiered Systems of Support (MTSS/RtII)
- Tara Russo
Mathematics, Paraprofessionals, Multi-Tiered Systems of Support (MTSS/RtII)
- Jared Campbell
Autism, Mathematics, Multi-Tiered Systems of Support (MTSS/RtII)
- Dennis Cullen
Mathematics, Multi-Tiered Systems of Support (MTSS/RtII)
- Elaine Neugebauer
Behavior, Speech & Language, Mathematics, Family Engagement, Multi-Tiered Systems of Support (MTSS/RtII)