**Crossing the Disconnect:**

Understanding Math Strategies

Understanding Math Strategies

**Duration:**1 Full Day (8 hours)

**Participants::**Math Tutors, Science Tutors, Cross-Discipline Tutors, Tutor Trainers, Directors, Coordinators, and Students.

**Prerequisite:**None

**Cost**: Contact the NTA

**Requirements:**Purchase Workbook/Training Materials per participant that contains the examples used during the workshop and additional activities for reinforcement.

**Understanding Math Strategies**

**:**Crossing the Disconnect emphasizes techniques how to use math language and strategies to effectively communicate concepts and employ skillful questioning to stimulate engaging critical thinking for 1-on-1, group, or in-classroom tutoring sessions. Learn strategies how to identify problems that hinder conceptual understanding, improve analysis of math problems, and master critical thinking skills as related to math and science. Explore why certain students are disconnected from the math environment and decide if math anxiety is a real phenomenon. This workshop helps tutors confront and manage the often expressed question: “I can’t do math, and I don’t understand why I have to try. This has nothing to with my major or my life.” Participants leave the workshop with confidence in the language of math, critical thinking, and competent math strategies. Participants also explore the effects of math tutoring on millennial students. The facilitator combines a unique combination of lecture and hands-on activities that model techniques and strategies in this interactive professional development workshop.

**Common Core State**

**Math Standards:**These Standards define what students should understand and be able to do in their study of mathematics. But what does mathematical understanding look like? One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. There is a world of difference between a student who can summon a mnemonic device to expand a product such as (

*a*+

*b*)(

*x*+

*y*) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (

*a*+

*b*+

*c*)(

*x*+

*y*). Mathematical understanding and procedural skill are equally important.

**AGENDA:**

- Introduction
- Open Discussion – Am I a critical thinker? Do I understand math? Can I speak math?
- What does it mean to be math literate in today’s society?
- Why are students challenged by the language of math?
- Developing a mind for math.
- How should we deal with math anxiety? Is it real?
- How do the CCSS impact the Post-secondary Tutor? What can we expect from students?
- Linking Common Core Math to Bloom’s Taxonomy and Webb’s Depth of Knowledge

**Tutorial Strategies:**- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.

- Lateral vs. Vertical Thinking
- Ethics in Tutoring Math
- Math Tutoring and the Millennials
- Conclusion

Contact the NTA at 863-838-3558 or

**ntatutor@aol.com**for more information or to book this workshop.