By June 2016, participants will have techniques for instruction that provide opportunities for all students to grow in mathematical thinking.
Maintaining a high level of critical thinking while trying to differentiate instruction can be complex. Teachers will engage in the adaptation and implementation of mathematical practices. K-12 teachers of mathematics will learn to identify and create tasks that develop important Common Core Mathematical Practices and walk away with techniques for ensuring that all students can access the mathematics. The course is designed for both individuals and teaching teams.
Keywords: mathematics, differentiation, access, teaching practices, group tasks, inquiry-based lessons
|Audience: K-2 Teachers, 3-5 Teachers, 6-8 Teachers, 9-12 Teachers||Duration: Monthly, 2015-2016 School Year|
|Format of Course: Face-to-Face||Cost: $200|
|Units: 2||Status: Open|
Location: Stanford University
Holly Pope has 17 years of teaching experience from prekindergarten through 6th grade, including 5 years as a math instructional coach in a K-8 urban charter school. She has served as a Stanford Teacher Education Program (STEP) Supervisor for elementary pre-service teachers, and currently co-teaches the Quantitative Reasoning and Mathematics Courses for STEP. Her research interests include the development of mathematics proficiency from playing a digital mobile game, and how teachers incorporate gaming technology into math instruction. Other research interests include in-service teacher education, differentiation practices, and issues of equity in urban elementary mathematics. Holly is a doctoral candidate in Curriculum Studies and Teacher Education, focusing on Mathematics Education. She holds a B.S. in Elementary Education from Geneva College and a M.Ed. in Curriculum and Instruction from Gannon University.
Anthony Muro Villa III
Anthony Muro Villa III was a public secondary mathematics teacher for 11 years. Currently, he is a doctoral student in Curriculum Studies and Teacher Education, focusing on Mathematics Education. He has worked as a Stanford Teacher Education Program (STEP) Supervisor and Cooperating Teacher for secondary pre-service teachers. He studies student discourse during mathematical group tasks and issues of language within mathematics classrooms. He aims to work with scholars and teachers toward developing an equitable curriculum that can offer an increase in access to upper division mathematics courses and examines issues of equity that could affect vertical academic mobility. He holds a B.S and an M.S. in Mathematics from California Polytechnic State University, San Luis Obispo.