Do the programs you use to support your students and teachers in learning mathematics focus on acquisition of skills or acquisition of understanding? The development of mathematical understanding in your the teachers and in your students can provide a robust foundation for long term mathematics understanding and skill. Understandings based predominately on procedural / algorithmic knowledge provides less long-term residual skill and application ability for students. Given the growing changes in mathematical expectations for students, school and district leaders are encouraged to consider changes that provide more residual and cumulative impacts on student skill and understanding.
Barbara J. Dougherty served on the Board of Directors for the National Council of Teachers of Mathematics (NCTM). She was a former special education teacher and is currently a co-PI on two IES grants focusing on progress monitoring and curriculum for struggling learners.
Karen has been involved in working with teachers and students in learning mathematics with a particular focus on high-needs students. This includes the development of materials, PD, and national projects working to address these needs.
Tuesday January 22, 2013 10:30am - 11:45am EST
Presidential D
