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Math

CORE Math Academy and On-Site Implementation

Math Academy

CORE offers a Math Academy to help build a solid understanding of educators’ math concepts to enable students to achieve success in math. Consistent with the findings of the National Mathematics Advisory Panel, the CORE Math Academy: Improving Arithmetic and Algebraic Teaching and Learning focuses on the arithmetic that lays the foundation for success in Algebra I.

Connections will be made to participants’ math texts. Specific content areas include the following:

  • Equality
  • Fractions
  • Integers
  • Decimals and percents
  • Multiplicative reasoning
  • Geometry and measurement
  • Ratio and proportions
  • Connections to algebra
  • Mathematical discourse
  • Operations with numbers

Participant Outcomes

The goal of the CORE Math Academy is for teachers, coaches, and administrators to build their understanding of complex mathematic concepts central to arithmetic and algebra. Participants will learn to identify how students make sense of the content and learn strategies to successfully teach their adopted program and meet state and district mathematics standards more effectively.

Format of the CORE Math Academy
 
The CORE Math Academy is highly interactive and allows for processing and reflection about how the content will be used in the classroom. The following components will be incorporated into each day's session:

  • Math Content to focus on arithmetic leading to algebra with extended work on areas we know are most critical for success in algebra
  • Pedagogical Content Knowledge with research-based strategies to provide teachers with a sequence of instruction that scaffolds student learning
  • Problems designed to provide adult mathematics experience to challenge thinking, model the techniques proven effective in the classroom, and refine skills on the content presented
  • Research Articles to provide background information on what students struggle with and what we know about how to prevent and/or rectify those issues
  • Mathematics Language to identify and provide strategies to maximize academic language acquisition in math for all students
  • to identify and provide strategies to maximize academic language acquisition in math for all students
  • Homework to focus on making further connections between the content and how students learn the content
  • to focus on making further connections between the content and how students learn the content

CORE K-8 Math Classroom Practicum: On-Site Implementation

Following the Math Academy, CORE will provide on-site support to help implement the academy content and teaching strategies. This implementation work reflects best practices for professional development. It will be planned according to local needs and what works best for students and teachers.

For Teachers

Teachers can work together or individually with a CORE Math® expert to implement proven practices. These sessions are designed to facilitate learning and create an ongoing process for teacher development. They can occur both inside and outside of the classroom and will be delivered in four to six two-day sessions (based on a school’s needs) occurring throughout the school year. The Classroom Practicum can include some or all of the following:

  • Lesson study
  • Lesson modeling
  • Collaborative teaching
  • Student interviews
  • Videotaping

For Coaches and Administrators

As part of the process for creating ongoing teacher development, math coaches or administrators will become part of the "facilitation team." Building on the knowledge gained through the Math Academy, coaches will be incorporated into the Classroom Practicum process (planning and implementation of lesson study, lesson modeling, collaborative teaching, etc.). At first the coach’s role may involve sharing in discussions and shadowing, but it will develop into the capacity to take over the role as lead facilitator.

Audience: K-8 teachers, math coaches, principals and administrators.*

* Content of the CORE Math Academy and Lesson Study is designed for flexibility of grade-level configuration (e.g., K-3, K-6, 6-8)

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