Creating Confident and Independent Math Problem Solvers

Do your students struggle with open-ended math tasks? Does crafting convincing arguments confound them? Are they stymied when asked to apply the mathematics they know to real-world contexts? In this course you will learn how to teach your students to make sense of non-routine word problems, mathematize real world contexts, and craft convincing arguments. You will leave with math activities, routines, and teaching strategies you can apply immediately in the classroom to help your students become confident math thinkers and doers. Student Learning Outcomes: This course will provide participants with understandings, routines, and teaching strategies, to help students develop three practices championed in the Common Core State Standard for Mathematics: Make sense of problems and persevere in solving them (MP1), Construct viable arguments and critique the reasoning of others (MP3) and Model with mathematics (MP4).


Participants will leave:

Understanding what it looks like when students apply mathematical reasoning to open-ended math problems, critiquing and crafting convincing arguments, and modeling a real-world context.

Knowing the design and intent and ready to facilitate the Decide and Defend reasoning routine Knowing the design and intent and ready to facilitate the Analyzing Contexts and Models reasoning routine

Understanding how five and Models reasoning routine o Understanding how five essential strategies woven throughout the reasoning routine engage all students in meaningful math discourse, support their mathematical problem solving, justification, and modeling, and develop independence. 


About the Presenters: 

Amy Lucenta, M.Ed., has extensive K–12 mathematics education experience, which includes a focus on special populations. She is a coauthor of Curriculum Associates’ i-Ready Classroom Mathematics and Routines for Reasoning: Fostering the Mathematical Practices in All Students. She is also a cofounder of Fostering Math Practices, an organization that provides resources, training, and collaboration opportunities for anyone interested in helping all students learn to “think like mathematicians.”


Grace Kelemanik has more than 30 years of mathematics education experience. A frequent presenter at national conferences, her work focuses on urban education, special populations, and teacher training. She is a former urban high school mathematics teacher and Project Director at Education Development Center. Grace has also worked extensively with new and preservice teachers through the Boston Teacher Residency program.


Most recently, Grace is the coauthor of Routines for Reasoning: Fostering the Mathematical Practices in All Students. She is also coauthor of The Fostering Geometric Thinking Toolkit. She is a mathematics education consultant and professional development provider.


Cost:  $749 ACCEPT members/ $899 non-members

Cost includes a copy of Teaching for Thinking.

Audience:  Grades 4 – 10 educators

Location: ACCEPT Collaborative, 4 Tech Cir, Natick

Earn:   24 PDPs

Graduate Credit Option:  Pending approval, participants may choose to apply for 2 graduate credits for an additional fee of $250 payable to Worcester State University

Dyscalculia Professional Development