Summer Combo Sale

Moving Students from Arithmetic to Algebra
...one step at a time

In this course we will examine a continuum of student work from the Math Forum's Problems of the Week archive. Selected work will include a range of examples from "not knowing how to start" to "It's perfect. What could I possibly say to her?" We will consider specific ways to move students' thinking along this continuum.

We will experience assisting students in:

• Analyzing a problem quantitatively
• Using mathematical representations
• Recognizing generalization in these representations

view syllabus or download as: PDF file

NOTE: The next scheduled course is a four week intensive version. Assume that what is noted for Weeks 1 & 2 in the six-week version of the syllabus will be covered during Week 1, what is noted for Weeks 3 & 4 will be covered during Week 2, Weeks 5 & 6, will be covered during Week 3.

This moderated course will be led by Max Ray, Professional Collaboration Facilitator. It will take place online using Bb/Vista. The only technical requirements are a web browser and Internet access.

Who: upper elementary and middle school teachers

When:     

August 11 - 31, 2011
Registration closes at 5 pm EST on Thursday, August 11, 2011. There will be approximately 15 hours of seat-work involved in this course.

Note: this course is an intensive 3-week summer session. There will be four deadlines per week, rather than the usual two.

Credit: All individuals who successfully complete the course will receive a certificate indicating that they have completed 15 hours of professional development. This is equivalent to 1.5 Continuing Education Units (CEUs).

Overview:
In this course you will:

• participate in activities designed to enhance your enjoyment of problem solving.
• develop an awareness of the rich mathematical possibilities in contextualized problems.
• learn more about the continuum from arithmetic to algebra.
• expand your experiences with student thinking.
• participate in an ongoing community of problem solving teachers.

Course activities will include:

• reading How Do I Focus the Conversation on the Mathematics?
• discussing understandings and questions about the readings.
• analyzing student thinking.
• reading How Do I Move the Conversation Toward Written Representations?
• reading and discussing Moving Toward Abstraction.
• sharing ideas and reflections with coursemates through online journals and discussions.

Please email me with any questions.

Max Ray, Professional Collaboration Facilitator