From mathematics phobias and anxieties to mathematics mastery, a growing body of research has provided incredible insight into how our students develop skills and acquire deep conceptual understanding in mathematics. Furthermore, this body of research sheds light on what you can do to foster and nurture the necessary level of engagement for this skill-based and conceptual understanding in mathematics. Dr. Almarode will explore the latest research on how the brain learns mathematics and how to design classrooms that unlock young minds and promote long-lasting and deeper learning in mathematics. Take part in an “out of your seat and on your feet” experience that models the brain rules for engagement, skill-mastery, and conceptual understanding in mathematics. The seminar will cover challenges to mathematics learning such as phobias, anxieties, and/or learning disabilities. You will leave with ideas, strategies, and a new perspective on how to unlock young minds in mathematics by creating an inclusive and engaging classroom environment.

The seminar runs from 8:15 am to 2:30 pm.

LEARNING OBJECTIVES

Participants will be able to:
 
• Explain the research on how the student brain learns mathematics
• Connect the brain science of learning mathematics to instructional practices in schools and classrooms
• Summarize the role of formative assessment and feedback in the teaching and learning of mathematics
• Identify the essential components of an effective and engaging mathematics learning experience
• Apply these components to specific teaching and learning strategies in mathematics
• Differentiate mathematics instruction to be inclusive of students with challenges to learning mathematics
• Develop an action plan for implementing these specific teaching and learning strategies
 

WHO SHOULD ATTEND

This seminar will be applicable for special education teachers, K-12 mathematics teachers, and instructional leaders at the school and district level.

 

WORKSHOP LEADER

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John Almarode, PhD, Associate Professor in the Department of Early, Elementary, and Reading Education in the College of Education and Co-Director of the Center for STEM Education and Outreach at James Madison University. He began his career teaching mathematics and science to a wide range of students and now works with pre-service teachers while pursuing research in educational neuroscience and student engagement in STEM disciplines. He is co-editor of the Teacher Educator’s Journal and author of Captivate, Activate and Invigorate the Student Brain in Science and Math, Grades 6-12 (2013).