You will examine the role of numeracy skills in school mathematics and the scientific evidence that shows that individual differences in numeracy are related to math learning and performance throughout the life span. The seminar leader will discuss numeracy in the context of additional cognitive skills that support math learning-such as working memory and language related skills-as well as social and environmental influences on mathematics achievement. She will describe the characteristics of school-age children who have mathematical learning difficulties, particularly those who are appropriate targets of assessment, instruction, or intervention and prevention measures. The seminar leader will conclude with a review of the research on interventions, including a discussion of resources available to guide education planning for students experiencing mathematics difficulties, and the role teachers can play in supporting students' mathematics learning.


Workshop hours: 8:30AM - 3:00PM

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At this seminar, you will learn information about:

  • The importance of numeracy skills in mathematics, learning and in life
  • Social and environmental contributions to students' mathematics achievement
  • The wide range of cognitive skills that affect mathematical learning and performance
  • Roles that teachers and parents play in supporting students' mathematical learning
  • Integrating knowledge on mathematics achievement to inform teaching and assessment
  • Resources to support efforts to apply intervention and prevention to educational planning
  • When and why international trends in mathematics achievement are relevant - or irrelevant - to mathematical learning disability

This seminar is geared toward general and special education elementary school teachers, elementary and middle school mathematics teachers, school psychologists and private psychologists and is also applicable to administrators and parents.

mazzoccoMichele Mazzocco, PhD, is Professor at the Institute of Child Development at the University of Minnesota, where she also serves as Research Director at the Center for Early Education and Development. Her training in early childhood education preceded doctoral studies in experimental psychology and postdoctoral training in developmental neuropsychology. Dr. Mazzocco has led research on mathematical learning disabilities since 1995, with a focus on elementary school mathematics but including longitudinal follow-up studies into high school. She has published numerous peer-reviewed research papers on this topic and is co-editor (with Daniel B. Berch) of the anthology entitled, Why Is Math So Hard for Some Children? (2007).  Dr. Mazzocco will present in College Park, MD and New Rochelle, NY.

boothJulie L. Booth, Ph.D., is an Assistant Professor of Educational Psychology and Applied Developmental Science at Temple University. She earned her doctorate in developmental psychology from Carnegie Mellon University in 2005 and trained as a post-doctoral fellow at the Pittsburgh Science of Learning Center. She currently leads several projects studying the effectiveness of example-based learning in middle school math, and is one of the co-investigators on the National Center for Cognition and Mathematics Instruction.  Her research interests lie in examining the process of change in children’s thinking, especially in mathematics, and using that information to develop educational interventions to facilitate the learning process. Dr. Booth will present in King of Prussia, PA.