Everyone Belongs: Eliminating Learning Opportunity Gaps in Math

This course will provide evidence-based, culturally responsive strategies to close learning differentials for students with diagnosed math learning disabilities and a broader category of students with mathematical difficulties. While students with diagnosed math learning disabilities are neurodiverse, other students may experience math difficulties caused by insufficient instruction or environmental factors. Regardless, many of these students perceive themselves to be “just bad at math”. You will learn teaching techniques to boost the self-efficacy and performance of students who experience difficulty learning mathematics.

In 2018-2019, 14% of all public-school students received special education services under IDEA (NCES, 2020). Of these 7.1 million students, 33% were diagnosed with a Specific Learning Disability, making it the largest category of exceptionality in Special Education. Black students, Hispanic students, and Indigenous students were diagnosed with Specific Learning Disabilities at a disproportionate rate compared to White and Asian students and spent more time in restrictive educational settings, often with reduced access to rigorous curriculum and coursework.

When you provide students with cognitively considerate instruction tailored to their assets and needs, their confidence in mathematics improves. They develop mathematical proficiency and a passion for problem-solving that enables them to access rigorous content, coursework, and opportunities for higher education and employment.

Are you a special educator, math interventionist, or general educator committed to helping all students feel like they belong in math class? Then you belong here! Join a cohort of educators today.

Module Topics:

  1. Math Proficiency Unmasked
  2. Explicit Instruction and Culturally Responsive Feedback
  3. High-Leverage Instructional Strategies to Build Mathematical Comprehension
  4. Math Reasoning: Connections, Communication, Collaboration, and Confidence
  5. The Role of Assessment
  6. Course Wrap Up

ENROLL NOW!

 

DANIELSON TEACHER FRAMEWORK ALIGNMENT

1.e.

Designing Coherent Instruction

1.f.

Assessing Student Learning

3.b.

Using Questioning and Discussion Techniques

3.e.

Demonstrating Flexibility and Responsiveness