Rx 4 Discovery Math will build and strengthen number sense, math fluency, math vocabulary, and problem solving strategies within three 30-minute or two 45-minute weekly small group sessions. Students who need to master basic number sense skills as well as those who rely on procedural understanding without a conceptual understanding would benefit the most from this program.
Students will be challenged to apply their growing understanding of number sense to novel problem solving activities that challenge thinking and reasoning. Hands-on, research-based, number sense activities will be utilized as the core content in this dynamic intervention while mediation, Socratic questioning, and the strengthening of cognitive functions will serve as the core methodology. In this dynamic intervention, students’ foundational math concepts will be strengthened while their thinking and problem solving skills will be challenged, all within an atmosphere where math anxiety is reduced and thinking is maximized.
Successful completion of this course will enable the participant to better understand student needs in math based on the four subtypes of math disabilities and understand how to strengthen number sense, develop math fluency, and bolster problem solving skills, while also learning how to utilize the group model for Rx 4 Discovery Math to teach students conceptual, procedural, and problem solving math skills and strategies to strengthen students’ foundational grasp of numbers.
The Rx 4 Discovery Math training strengthens your skills in 4 essential areas:
1. To provide small-group mathematical intervention that includes activities to strengthen the foundation of mathematical thinking: Number Sense.
2. To immerse students in dynamic activities that foster the understanding of what numbers mean as well as think and reason flexibly with numbers, use numbers to solve problems, spot unreasonable answers, understand how numbers can be taken apart and put together in different ways, see connections among operations, figure mentally, and make estimates.
3. To strengthen conceptual understanding of numbers and encourage the development of self-generated mathematical strategies for efficient mathematical methods that produce independent thinkers.
4. To provide instruction in mathematical language and problem solving through mediation, questioning, and small-group interactions where students’ competency in routine and non-routine mathematical problems and awareness of patterns and relationships is strengthened.
Required texts (purchase in advance of workshop):
A) Coming to Know Number, by Grayson H. Wheatley & Anne M. Reynolds. (Purchase at www.mathematicslearning.org).
B) Mediating Math (teacher resource) & Complete set of 4 Mediating Math Student Workbooks: Number Patterns; Calculation & Estimations; Fractions, Decimals & Percents; Measurement. (purchase at http://estore.nild.org/math.aspx).
Number Sense Routines, by Jessica F. Shumway.
Playing with Math: The Name of the Game, by Chris Horne and Steven Feifer.
Required pre-workshop assignments:
1. Read Part I, “Helping Children Learn Mathematics”, of Coming to Know Number (click here to purchase) and print Part II, “Pupil Activities”, for use in demonstrations during the course.
2. Read the following 4 articles:
- Early Number Sense Plays a Role in Later Math Skills by Lauren Neergaard
- Is It Counting or Adding? by Sara Eisenhardt, Molly H. Fisher, Jonathan Thomas, Edna O. Schack, Janet Tassell, and Margaret Yoder
- What is Conceptual Understanding? by Balka, Hull, and Harbin Miles
- Using Concreteness in Education by Megan C. Brown, Nicole M. McNeil, and Arthur M. Glenberg