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Educator Services Teaching & Learning Curriculum Resources
2009 Professional Development Institutes

Mathematics

Developing Algebraic Thinking - Framingham

For Teachers in Grades 4-10
Prerequisites: Foundational knowledge of algebra

This institute builds upon the foundational math content knowledge of teachers at the upper elementary, middle, and high school levels. The focus will be the Patterns, Relations, and Algebra Strand of the Massachusetts Mathematics Curriculum Framework, with particular emphasis on variables, equations, and functions. Participants will gain an understanding of how these important concepts are developed across grades 4-10 and how classic misconceptions of variable and equivalence influence students' algebraic understanding. The participants will do and discuss mathematics, assess and advance students' algebraic thinking, improve questioning strategies, develop standards-based lessons, and design an algebra pre-assessment.

Download registration form online at http://cllc.edc.org/Teachers+Institutes

Mathematical Reasoning and Problem Solving

For Teachers in Grades 4 -8
Prerequisites: None

This institute focuses on mathematics as a coherent whole, rather than as discrete and unrelated topics. Participants will develop practical classroom strategies to teach and make connections among the strands of the Massachusetts Mathematics Curriculum Framework. Concepts such as proportionality, linear relationships, area, and the Pythagorean Theorem will be investigated using various methods, including hands-on explorations, graphing calculators, and interactive web-based tools.

Unlocking Linear Equations and Exploring Their Foundations

For Teachers in Grades 6-9
Prerequisites: Basic knowledge of algebra

This institute provides an intensive mathematics immersion experience that explores a connected sequence of foundational topics: rational numbers and operations, rate and speed, ratio, direct and inverse proportion, and measurement. These topics build to an in-depth treatment of linear equations in two variables and systems of linear equations. The course models instruction based on the mathematics standards, and explores the topics of ongoing formative assessments, instructional differentiation, multiple representations, a variety of grouping strategies, student misunderstandings, and remediation. Participants will practice multi-topic concept mapping, visual explanations, and challenging problems.

Understanding Rational Numbers - Boston

For Teachers in Grades 4 - 8
Prerequisites: None

This institute will enhance participants' foundational mathematics knowledge of rational numbers, fractions, decimals, percents, and ratios for application in either an inclusion or regular classroom setting. Elements and strategies of effective instruction will be modeled and incorporated into the class. Participants will gain a deeper knowledge of children's understanding of rational numbers, factors underlying common errors and misconceptions, and activities and resources that develop a strong conceptual understanding of rational numbers.

Understanding Rational Numbers - Stoughton

For Teachers in Grades 3 - 7
Prerequisites: None

This institute will enhance participants' foundational mathematics knowledge of rational numbers, fractions, decimals, percents, and ratios for application in either an inclusion or regular classroom setting. Elements and strategies of effective instruction will be modeled and incorporated into the class. Participants will gain a deeper knowledge of children's understanding of rational numbers, factors underlying common errors and misconceptions, and activities and resources that develop a strong conceptual understanding of rational numbers. An online component of the course will include teacher reflections, discussion forums, and the exploration of relevant websites.

Increasing Accessibility to Algebra and Geometry for Special Education Students - Tantasqua

For Teachers in Grades 5-12
Prerequisites: None

This institute emphasizes foundational math content at the middle and high school level for regular education, inclusion, and special education students. Both mathematics content and pedagogical strategies to support all students will be addressed. The course will strengthen teachers' understanding of concepts and connections among concepts from the Patterns, Relations, and Algebra and Geometry strands of the Massachusetts Mathematics Curriculum Framework. These concepts include slope, systems of equations, polygons, 3-dimensional figures, isometric views, area, and accumulation. The course will model a variety of instructional formats, use math graphic organizers, informal and formal assessments, and technology as appropriate.

Increasing Accessibility to Algebra and Geometry for Special Education Students - Revere

For Teachers in Grades 5-12
Prerequisites: None

This institute emphasizes foundational math content at the middle and high school level for regular education, inclusion, and special education students. Both mathematics content and pedagogical strategies to support all students will be addressed. The course will strengthen teachers' understanding of concepts and connections among concepts from the Patterns, Relations, and Algebra and Geometry strands of the Massachusetts Mathematics Curriculum Framework. These concepts include slope, systems of equations, polygons, 3-dimensional figures, isometric views, area, and accumulation. The course will model a variety of instructional formats, use math graphic organizers, informal and formal assessments, and technology as appropriate.

Registration form available from Wendy Cleaves, Regional Science Resource Center

Assessment and Conceptual Mathematics Problems (Hybrid)- Norwood

For Teachers in Grades K - 5
Prerequisites: Three years of teaching experience

This institute will enhance teachers' understanding of assessment as a tool to inform instructional decisions. Through the explorations of various types of assessments based on rich conceptual tasks and problems, teachers will learn to create a balanced program of inquiry and assessment. Participants will investigate problem solving strategies used by students at various levels of mathematics readiness; interpret results of assessments; learn about forming and participating in data teams; and create independent success plans for students in need of support. An online component of the course will include teacher reflections, discussion forums, and the exploration of relevant websites.

The online aspect of the course will include teacher reflections, discussion forums, and external links to relevant websites.

The Coaching Cycle: An Interactive Online Course for K-8 Mathematics Coaches

For current or aspiring K-8 mathematics coaches
Prerequisites: None

This institute is designed to develop the mathematics content knowledge and consulting skills used by mathematics coaches as they assist teachers in acquiring and deepening the specialized knowledge of mathematics required for teaching K-8 students. Through collegial analysis of articles, videos, and coaching case studies, as well as discussions of coaching dilemmas, participants will:

• Deepen their understanding of selected mathematical concepts that are confusing for students and challenging to teach for understanding;
• Strengthen the consulting skills required for coaching; and
• Develop a peer-to-peer coaching network for inquiry, conversation, collaboration, and support.

Patterns, Polygons, Proportionality: Middle School Mathematics Foundations for Special Populations - Holyoke

For Teachers in Grades 6-8
Prerequisites: Foundational knowledge

This institute builds upon the foundational math content knowledge of teachers at the upper elementary, middle, and high school levels. Focus will be on mathematics content and effective ways to teach mathematics to students in grades 6-8. Instructional methods draw from the Annenberg Missing Link professional development curriculum and effective practices in teaching English language learners and special education students. Math topics include patterns and functions, proportional reasoning, and sampling and probability.

Massachusetts Intel Mathematics Initiative (MIMI)

For Teachers in Grades K-8
Prerequisites: None

This institute is an intensive 80-hour mathematics course developed for Intel by University of Vermont mathematician, Dr. Kenneth Gross. Derived from an existing professional development program that has successfully linked course completion with improved student mathematics achievement scores, the newly developed 10-13 day concentrated course is co-facilitated by a mathematics content instructor and a pedagogical instructor. The course consists of approximately 90% mathematics content and 10% pedagogical content and requires active participation in all the sessions, completion of all assignments and homework, and compilation of a reflective portfolio. The first half of the course focuses on a conceptual understanding of fractions and arithmetical operations and the second half focuses on foundational algebra (linear functions), with the relationship of arithmetic, geometry, and algebra highlighted throughout the course. All topics are taught using a variety of problem solving strategies that relate directly to the K-8 mathematics classroom.