Current State Standards for Mathematical Practice require teachers to help their students to develop the mathematical expertise or ‘habits of mind’ that will allow them to work with challenging tasks across mathematics domains. One way of developing this mathematical expertise is through the use of cognitively demanding tasks as a central lesson focus. Cognitively demanding tasks require students to think deeply, make sense of problems, productively struggle to create a solution, and then communicate their thinking and understanding in a public way.
Participants will learn about and implement strategies for developing students mathematical expertise through a problem-centered classroom instruction. Participants will plan, implement, and critically reflect on instructional strategies essential to developing students’ expertise with math.
Developing Mathematical Expertise in a Problem-Centered Classroom brings together the expertise of mathematics education leaders such as John Van de Walle, Mary K. Stein, and Phil Daro to discover and examine the teaching and learning benefits of focusing on a central challenging problem or set of problems within a classroom lesson. Problem-based lessons must be taught in a risk-taking supportive environment which challenges students to apply their mathematical understandings in a variety of situations. By participating in the course, teachers will learn how to plan these types of lessons and examine the instructional strategies that need to be implemented in order for maximum benefits to be gained.
This course is offered for educators in the following locations:
- Ashland University, (3 Graduate Credits)
- Arizona, (45 Clock Hours)
- Hawaii, (45 Clock Hours)
- Illinois, (45 Clock Hours)
- Michigan, (50 SCECH Credits)
- National Open Enrollment, (45 Clock Hours)
- New York City, ASPDP (3 Salary Advancement P-Credits)
- New York State Re-Certification (45 CTLE Clock Hours)
- Ohio, (40 Clock Hours)
- Pennsylvania, Approved ACT 48 Provider
- Texas, Approved CPE Provider
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