Mathematics

At CRDG we believe that in order to produce real change through program implementation, teachers must be provided with on-going professional development opportunities.

This list of courses reflects the kinds of teacher professional development we do, rather than a list of currently available courses. While we do run courses periodically, we also, more commonly, work with schools to provide programs of professional development that meet their specific needs. All of our programs come out of the research we conduct on various aspects of teaching and learning, assessment, and technology use. If you are interested in one of these, or would like to discuss a professional development program for your school or district, contact us to see how we can assist you.

Understanding Elementary Mathematics and Pedagogy

This one-week teacher professional development experience provides a content-based learning experience for elementary grades teachers to deepen their understanding of elementary mathematics and pedagogy. Activities include solving mathematics problems through a problem-solving and inquiry approach; experiencing and studying pedagogical techniques that promote understanding by learners constructing their own meaning; and observing a summer mathematics class at a public elementary school for incoming second graders using content and pedagogy parallel to what participants experience.

The ABC’s of x and y: Examining HCPS III Patterns, Functions, and Algebra in Grades K–8

In this course, teachers will strengthen their pedagogical content knowledge by working on rich math tasks during the two-day workshop. The workshop will focus on the mathematical content knowledge needed to teach and will concentrate on effective instructional strategies, rather than simply what a teacher knows about mathematics. This course is designed for teachers of mathematics in grades K–8. It demonstrates how the HCPS III Mathematics Patterns, Functions, and Algebra standards can be used to help structure and organize the teaching and learning of mathematics. Participants will engage in activities that lay the foundations of algebraic reasoning by concentrating on benchmarks from grades K–5. They will then extend the experience to include activities, enhanced by the use of hand-held technology, from the grades 4–8 benchmarks.

Integrating Handheld Technology into the Mathematics Classroom

Handheld technology is one of many instructional components that engage students in the development of mathematical ideas. The use of a calculator should encourage problem solving, reasoning and proof, multiple representation, connections, and communication. Participants will explore ways to enhance standards-based mathematics teaching and learning with handheld technology. They will be engaged in methods of using this technology for developing students’ conceptual understanding and providing access to higher-level mathematical ideas. Activities from number and operations, algebra, geometry, measurement, probability, and data analysis will be explored to extend participants’ mathematical and pedagogical content knowledge.

Participants will experience using the TI-Navigator System for real-time feedback to instantly assess student understanding. Texas Instruments has configured the TI-Navigator System to work with the TI-73 graphing calculator to provide wireless communication between students and teachers. It is an excellent way to engage students in a whole new level of interactive learning.

Teachers can help students develop healthy attitudes toward the use of calculators as tools that can extend mathematical understanding, but not serve as a replacement for mathematical thinking. This course will provide ideas and activities that show calculators are more than a number cruncher or a tool for checking answers to computation. The course is most appropriate for upper elementary and middle school teachers, but all levels are welcome.

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Affiliation

University of Hawaii at Manoa
College of Education