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Avoiding Rules that Expire - Enhancing your Mathematics Instruction for Students with Disabilities

Webinar Overview


  • Participants will learn how to use the CSA model for instruction (Concrete – Semi-Concrete- Abstract) to build students’ conceptual understanding
  • Participants will learn to avoid “teaching by telling” including navigating away from “rules that expire” and less than precise mathematical vocabulary
  • Participants will learn to use connections to prior knowledge and multiple representations to support student’s long term understanding. 
  • Participants will learn how to engage students in mathematical thinking and make math memorable.

About Your Instructor:

Karen Karp

Karen Karp is a professor in the EdD program at the Johns Hopkins School of Education since 2015. Previously, she was a professor of mathematics education in the Department of Early and Elementary Childhood Education at the University of Louisville where she received the Distinguished Teaching Award and the Distinguished Service Award for a Career of Service.

She is the author or co-author of 22 book chapters, approximately 45 articles and 29 books, including Strengths-based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K-6, Elementary and Middle School Mathematics: Teaching Developmentally, Student-Centered Mathematics; Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics, andInspiring Girls to Think Mathematically.

She is a former member of the board of directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators. She is currently a member of the expert panel that will write the updated What Works Clearinghouse Practice Guide on Assisting Students Struggling with Mathematics: Intervention in the Elementary and Middle School Grades for the U.S. Department of Education Institute of Science. She continues to work in classrooms across the country to support teachers of students with disabilities in their mathematics instruction.

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