Math Institute: Applying Learning Science to the Math Classroom, Tuesday, July 22 – Thursday, July 24, 9:00a.m. - 12:00p.m. ET, 3 Days

Day 1

How to Incorporate Evidence-Based Practices into Your Existing Math Program

Instructor: Elizabeth Hughes, PhD

Date: Tuesday, July 22nd

Strengthen your math teaching this summer with evidence-based strategies and insights for fostering mathematical understanding. In this workshop, educators will explore the features of systematic math instruction and understand how to integrate skills for building number sense and procedural fluency with the use of intentional and precise math language to support diverse learning needs.

Key Learning Objectives:

Learn the components of evidence-based math instruction including:

• Learn about the foundations of systematic instruction and how it supports conceptual understanding and procedural fluency

• Examine the math rope as it pertains to mathematical skill progression and application to the classroom

• Understand the role of number sense in math development

• Gain tools to build precise and intentional mathematical language and vocabulary

Apply multisensory strategies to enhance student conceptual understanding and problem solving skills

Day 2

Evidence-Based Strategies for Enhancing Word Problem Performance: An Interactive Workshop

Instructor: Jonte Myers, PhD

Date: Wednesday, July 23rd

Word problems are a crucial yet challenging aspect of mathematics instruction, particularly for students with or at risk for mathematics difficulties (MD), including those with learning disabilities (LD) and dyscalculia. This virtual workshop will introduce participants to research-backed strategies that improve students' ability to tackle word problems effectively. A significant emphasis will be placed on Schema-Based Instruction (SBI), a structured approach that integrates essential elements of evidence-based problem-solving, including explicit instruction, visual representations, and general heuristics (attack strategies such as STAR, R-CUBES, and FOPS). Participants will also learn how attack strategies can be adapted for problem-solving in more advanced mathematical content, including algebra, trigonometry, geometry, and calculus.

Throughout the session, participants will have opportunities to solve problems that illustrate these strategies, reinforcing their understanding through guided examples and discussion.

Key Learning Objectives:

Upon completing this workshop, participants will:

·         Analyze the challenges students with MD face when solving word problems, such as those with LD and dyscalculia, while recognizing that these strategies benefit all students.

·         Identify and apply engaging evidence-based strategies for solving word problems.

·         Apply these strategies to solve word problems through guided examples and discussion.

·         Learn how attack strategies can be adapted for problem-solving in more advanced mathematics, such as algebra, trigonometry, geometry, and calculus.

·         Develop an action plan for integrating these strategies into classroom instruction.

·         Discuss strategies for modifying interventions to maximize learning outcomes for students with MD.

Day 3

Using High Intensity Instructional Techniques to Enhance Retention in the Mathematics Classroom

Instructor: Paul Riccomini, PhD

Date: Thursday, July 24

Join us for an engaging and interactive virtual professional development session designed specifically for teachers working with students with dyslexia, dyscalculia, and other learning challenges. This session will equip educators with research-based strategies to strengthen students’ retention of essential mathematical concepts and skills throughout the academic year.

Key Learning Objectives:

·         Participants will explore the cognitive processes that drive long-term retention, gaining insight into effective techniques that help students retain and apply mathematical knowledge. Through interactive activities and collaborative planning, teachers will learn how to seamlessly integrate these strategies into their K–12 math instruction.

·         By the end of this session, participants will have a clear understanding of spaced learning over time, interleaved practice, and retrieval practice—three powerful techniques for promoting durable learning. Educators will leave with practical, classroom-ready activities and a strong foundation in the cognitive science behind these strategies, empowering them to deepen student understanding and enhance mathematical retention all year long.