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DECODING MATH

 

Unpacking the Core Weaknesses in Math Learning Disabilities (Dyscalculia) and Planning Targeted Instruction

Workshop Description

 

Mathematics learning can be difficult for many students, particularly those with dyscalculia or math learning disabilities (MLD). This course will familiarize participants with the multiple cognitive mechanisms involved in mathematics learning and performance, and develop an understanding of the core neurobiological deficits which are foundational to dyscalculia and MLD. Based on the science of math and current research on mathematics teaching and learning, participants will learn how instruction can be better aligned to develop our intuitive understanding of numbers. This course will introduce participants to instructional methods that help all students develop a conceptual understanding of mathematics and mathematical language, gradually leading to procedural fluency. Participants will receive instructions, scripts, and resources for teaching with these methods, supporting participants in their ability to implement these strategies effectively.

COURSE OUTLINE

The course is designed for educators who teach or support students struggling in math and those with dyscalculia or math learning disabilities.

Online coursework is organized into 10 modules with each module requiring approximately 3 hours of work. Each module consists of a narrated video presentation, articles to read, instructional videos, and resources for further learning. At the end of each module, participants will respond to a discussion question and complete a short quiz. Live (virtual) workshops in Option 2 are designed to support the delivery of instruction, lesson planning, and assessment interpretation.

TOPICS INCLUDE:

  • The Neuroscience of Math and Dyscalculia
  • Math Learning Disability (MLD), Cognitive Factors and IEP Qualifications
  • Whole-to-Part Instruction
  • Number Concept and Decomposition
  • Addition and Subtraction
  • Multiplication and Division
  • Word Problems and Research-based Math Instruction
  • Fractions, Decimals, and Place Value
  • Math Interventions, Assessments, and IEPs
  • Planning Targeted Math Instruction 

COURSE ENROLLMENT

There are two ways to complete the coursework either participating in the 30 hours (PDPs) of self-guided content only or enrolling in an additional 15 hours of live workshops for a total of 45 PDPs. See below for details. 

DECODING MATH Option 1:

SELF-GUIDED COURSEWORK ONLY (30 PDPs)  

Participants who select self-guided coursework will have the opportunity to complete the 30 hours of content at a pace and timeline that works for their schedule. 

Enrollment is rolling and content must be completed by November 30, 2021.

Enrollment Fee: $450

ENROLL IN SELF-GUIDED CONTENT (30 PDPs)

DECODING MATH Option 2: SELF-GUIDED COURSEWORK + LIVE WORKSHOPS (45 PDPs)  

Participants who complete self-guided coursework and participate in live workshops will engage in 45 hours of coursework (PDPs). Participants can also receive graduate credit (3) for their work through Gordon College*. 

In addition to the 11 self-guided modules listed above, the live workshops are designed to support the delivery of instruction, lesson planning, and assessment interpretation.

Workshop Schedule:

Tues-Thurs, Aug 10-12, 8:30-11:30 a.m.

Tues Sept 21 @ 6-8 pm

Tues Oct 19 @ 6-8 pm

Tues Nov 16 @ 6-8 pm

The enrollment deadline is July 9, 2021, and the course will end on November 30, 2021.

Enrollment fee: $750

*Graduate credits (3) through Gordon College are available for an additional fee of $225.

ENROLL IN SELF-GUIDED CONTENT + LIVE WORKSHOPS (45 PDPs)

Course Instructor

Rebecca Lord, M.Ed is an elementary math coach, special education, and middle school math teacher. She has 10 years of experience in specialized math instruction, primarily teaching substantially separate small-group math classes to students with dyscalculia, dyslexia, language-based, and math learning disabilities. During this time she also served as a middle school math general education teacher, provided tier 2 math support, and designed and delivered tier 3 math interventions. Over the past several years she has provided professional development on dyscalculia, math learning disabilities, and effective math instruction for teachers and districts throughout New England.