Seattle Course #19 What Does Equity Look Like in Mathematics?-Part 2

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Thursday- March 8, 2018      8:00am-4:00pm

Course #19 -What Does Equity Look Like in Mathematics? High Leverage Math Strategies for Special Education Students from PreK- 8th Grade- Part 2- Day 2

by Anne Gallagher, MS, Director of Mathematics, Washington State Office of Superintendent of Public Instruction (OSPI)

About the Speaker
 

Anne Gallagher, MS, is the Director of Mathematics for the Office of Superintendent of Public Instruction (OSPI) in Washington State leading state-wide initiatives to support implementation of the Common Core State Standards and shifts in mathematics instruction. Her work also focuses on supporting Early Mathematics for providers and districts across the state. Shifting mathematical mindsets and ensuring all students are honored in how they reason with mathematics is the core focus of her work. Prior to her work at OSPI, Anne served as a professor of mathematics at Arizona Western College and was the program manager for a CCRA grant to decrease the number of students who need to take remediation math courses once they enter college. Anne began her teaching career in 1990 at Portland Public Schools and taught secondary mathematics for over 20 years with a focus on work with struggling students. She holds a Master of Mathematics from Portland State University. Disclosures: Financial- Anne is employed by the Washington State Office of Superintendent of Public Instruction (OSPI). There are no nonfinancial relationships to disclose.

Target Audience (who should attend):  General Education Teachers, Special Education Teachers, Resource Room Teachers, Principals/Administrators, ELL Teachers, Math Teachers and Math Coaches, Autism Specialists, Private Tutors, Instructional Assistants and Paraprofessionals

Target Age Range: Pre-kindergarten through 8th Grade

Course Description: There are many reasons why students struggle in mathematics. The data continues to show that we are not closing the achievement gap with our special education students. However, there are high leverage strategies in mathematics that can shift the experiences special education students have within mathematics to support their mathematical learning. This two-day course will begin by exploring mathematical mindsets and the impact these mindsets have on the math experiences we provide for special education students and on students’ own math attitudes. Participants will engage in math activities from PreK-8th grade that support visual representations of math, opportunities and strategies for students to share their mathematical reasoning when solving math problems and teacher moves that support struggling students. Learning pathways (grounded in the Common Core State Standards) will be explored to understand the progression of building mathematical ideas and how to identify where students are on that learning pathway to support filling in the gaps in their learning and deepen their conceptual understanding of math. These high leverage practices and pathways are grounded in research and brain science. Participants will understand how mindsets create structures and practices in schools that may not support special education students and ideas on how to shift experiences students have with mathematics. Participants will create a plan of action to implement these best practices using the resources from an Implementation Toolkit provided for each participant. This is Day 2 of this 2-day course.

 

 What You Will Learn
Course Objectives– Participants will be able to:

Identify actions they can take once they return to their school/work environment to support implementation of the ideas in this course

• Explain how beliefs and attitudes impact math learning for special education students and how strategies shift practices

• Demonstrate visual representations/ spatial relationship activities and explain how to engage students in discourse about their math reasoning

• Identify appropriate visual representation/ spatial relationship activities for a particular special education student and determine how to adapt the activity to support the student’s math understanding and discourse

• Explore the resources in the Implementation Toolkit and create a plan of action to support implementation in their school/work environment

• Describe the shift in their own mathematical mindsets and how they will change their approaches to engaging in math