2016 Foxborough Summer Institute

Implementing the Common Core Standards for Mathematical Practice can seem like a daunting task. Teachers have many questions -- What does it look like when students are using the practices? How do I build them into an already packed curriculum? What about students who struggle in math, how do I ensure that all of my students develop the practices? This session will address those questions, offering a viable approach to placing the math practices at the center of math learning and doing for all students (grades K-12).

One of the most frequent statements students make after reading a math word problem is “I don’t get it!”. One reason for this is that students read the problem like they would read any other piece of writing. It turns out that reading in math is different. Instead of reading to understand context, characters and conflict, mathematicians read for quantities and uncover relationships between those quantities to solve problems. In this session, participants will not only learn what makes reading in math difficult and what to pay attention to when reading a word problem, they will learn a powerful instructional routine, called the Three Reads, they can use to teach their students to read like mathematicians. This session is especially relevant for those SPED and ELL educators supporting student learning in math (grades PreK-12).

Implementing the Common Core Standards for Mathematical Practice can seem like a daunting task. Teachers have many questions -- What does it look like when students are using the practices? How do I build them into an already packed curriculum? What about students who struggle in math, how do I ensure that all of my students develop the practices? This session will address those questions, offering a viable approach to placing the math practices at the center of math learning and doing for all students (grades K-12).

One of the most frequent statements students make after reading a math word problem is “I don’t get it!”. One reason for this is that students read the problem like they would read any other piece of writing. It turns out that reading in math is different. Instead of reading to understand context, characters and conflict, mathematicians read for quantities and uncover relationships between those quantities to solve problems. In this session, participants will not only learn what makes reading in math difficult and what to pay attention to when reading a word problem, they will learn a powerful instructional routine, called the Three Reads, they can use to teach their students to read like mathematicians. This session is especially relevant for those SPED and ELL educators supporting student learning in math (grades K-12).