Idaho Regional Mathematics Center, Region 2

Upcoming Events

Click the titles of the classes to go to the registration website.

Upcoming

Consolidating Shared Understandings: Proof and Argumentation for K-8

June 10th-11th, 2019 (for current lesson study teachers)

Initiating students into a community of rich mathematical discourse centered on proof and argumentation is an essential element of making the vision of the Idaho Content Standards a reality for students. In contrast to the trivialized “school-type” activity where children are told, “use words, pictures, and symbols to show your work,” students need to engage in writing and revising arguments, as well as in reading and commenting on one another’s arguments.

In this two-day workshop, participants will explore how to support students to read and craft viable arguments and the development of this “proof-making” over the years through the following experiences:

    • Studying classroom video from across grades K-7 of teachers conferring to support the development of proof.
    • Deepening their own mathematical understanding as we explore the difference between just sharing a strategy to get an answer and the actual crafting of a viable argument to justify universal generalizations.
    • Exploring a developmental trajectory of deductive reasoning and how to support it.
    • Collaborating with teachers around our region who have been working on supporting students to develop and defend convincing arguments through lesson study.

Participants will leave excited to support students in this critical process of proof and argumentation with ideas, recommended instructional materials that enables these opportunities to come to fruition for students, and with strengthened relationships with colleagues that will last for years.

Consolidating Shared Understandings: Developing Secondary Math Learning Trajectories

June 13th-14th, 2019 (for current lesson study teachers)

We know that we do not want to lead students to an answer or use a funneling pattern of questioning if we want to support students in engaging in productive struggle and the Standards for Mathematical Practice. However, we also need to do better than simply asking open-ended and “why” questions that leave students where they are already at in their current understandings. Without an identified pathway that guides us as to the most important cognitive shifts that students will need to undergo to move forward, we will always struggle with what to ask to advance students’ reasoning. 

In this 2-day workshop, participants will work with other secondary math teachers around the region to identify the most significant cognitive shifts that students need to make under various topics like Ratio and Proportional Relationships, Functions, the Number System and more. Teams will use research to develop learning trajectories to be used as a guide for identifying where students are in their learning, determining what is on the horizon developmentally, and for posing purposeful questions to advance students’ reasoning.

TMT for K-5th Grades

June 17th-21st, 2019

The Teaching Mathematical Thinking (TMT) course fulfills the 3 credit MTI course requirement for Idaho teachers. This course provides an opportunity to study fundamental mathematical theory underlying the content area of number and operation and student reasoning of number and operation topics within a framework of a student-centered, problem-based classroom. Topics will include number systems, ways of representing numbers, meanings of operations and how they relate to one another, and computation within the number system as a foundation for algebra. Pedagogical topics will focus on attending to student thinking and reasoning through the use of discourse and questioning, professional noticing, and the effective use of manipulatives or other mathematical tools.

 Algebra Problem Strings for Middle and High School Students

June 25th-26th, 2019

As secondary math teachers, our job is not to distribute to students a set of prescribed rules and facts, but to help them structure and schematize, thus creating mathematical relationships in their minds. Pairing inquiry-based investigations with the thoughtful practice routine of “Algebra Problem Strings”, while using decades of research on effective mathematics teaching practices, we can support students in developing a deep understanding of middle and high school mathematics and the procedural fluency needed to work with increasingly sophisticated topics.

In this 2-day workshop, teachers will experience the following:

    • Engagement in rich inquiry-based investigations that will support students in generating new mathematical concepts.
    • Experience problem strings as a way to blend thoughtful practice with reasoning and problem-solving.
    • Explore various problem strings as an opportunity to review previously taught ideas and procedures.
    • Experience and examine NCTM’s 8 Mathematics Teaching Practices based on decades of research as further support in implementing these tasks that promote reasoning and problem-solving.

All participants will be given a copy of “Algebra Problem Strings” that includes more than 60 strings that teachers can do to help carry the work from the workshop into their classrooms.

One credit will be available for $50.

Purposeful Questioning to Teach Mathematics Developmentally (K-3rd Grades)

August 5th-6th, 2019

In this 2-day workshop designed for K-2 teachers, we will engage in mathematical tasks and examine classroom video clips to gain a deeper understanding of how we can use rich problem-solving balanced with thoughtful practice to develop the most important big ideas, strategies and models for addition, subtraction, place value and number sense. Topics in this workshop will include:

  • How can I balance rich problem-solving tasks with thoughtful practice that leads to fluency?
  • What are the most reliable research-based pathways that my students will move through in developing fluency?
  • How can I differentiate learning to make ensure all students are moving forward?
  • How do I know if my students are learning the most important strategies, models and big ideas to develop a deep understanding of addition, subtraction and number sense?
  • What questions can I ask to support students in moving forward, including when they are stuck?

Participants will also be given a research-based 2-week unit based on these developmental pathways to ensure opportunities for the progressive development of their students in their own classroom, and allowing for opportunities to enact the questioning strategies drawn out in this workshop.

Purposeful Questioning to Teach Mathematics Developmentally (3rd-5th Grades)

August 7th-8th, 2019

In this 2-day workshop designed for 3rd-5th grade math teachers, we will engage in mathematical tasks and examine classroom video clips to gain a deeper understanding of how we can use rich problem-solving balanced with thoughtful practice to develop the most important big ideas, strategies and models for multiplication, division, place value and number sense. Topics in this workshop will include:

  • How can I balance rich problem-solving tasks with thoughtful practice that leads to fluency?
  • What are the most reliable research-based pathways that my students will move through in developing fluency?
  • How can I differentiate learning to make ensure all students are moving forward?
  • How do I know if my students are learning the most important strategies, models and big ideas to develop a deep understanding of addition, subtraction and number sense?
  • What questions can I ask to support students in moving forward, including when they are stuck?

Participants will also be given a research-based 2-week unit based on these developmental pathways to ensure opportunities for the progressive development of their students in their own classroom, and allowing for opportunities to enact the questioning strategies drawn out in this workshop.

STEM Together

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August 13th-14th, 2019 (hosted by IRMC in Region 1)

The University of Idaho, Idaho STEM Action Center, Idaho Regional Mathematics Center (IRMC), and Coeur d’Alene School District along with the Idaho Council of Teachers of Mathematics (ICTM) and the Idaho Science Teachers Association (ISTA) are excited to invite you to the Great Idaho STEM Together. Join us for this free, two-day conference led by some of Idaho's most effective teachers, sharing practices and ideas they have used to promote students' understanding and Idaho's Core Standards. Presentations from classroom teachers and educational specialists will focus on specific grade level content and pedagogy in science, technology, engineering, and mathematics at both the elementary and secondary levels.

Keynote speaker will be Eli Luberoff, CEO of Desmos.com. Eli began his programming life on his TI-83 graphing calculator in elementary school, culminating with a working version of Monopoly which was destroyed when he removed the backup battery by accident. He began working on the software that would become Desmos.com during a year-long hiatus from Yale University in 2007, returning to graduate summa cum laude with degrees in Math and Physics in 2009. Eli was also selected by Bloomberg Businessweek as one of the top 25 entrepreneurs under 25 in 2011

Going on Now! 

Lesson Studies

New lesson study groups are happening now! If you would like to be part of a small group of teachers to plan and observe lessons together on a schedule that you choose. To find out more email Ryan Dent! 

Check out the State Department of Education's Mathematics website for events around the state


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