- Pressure is mounting to get students into certification and degree bearing tracks
- The GED now demands more conceptual math understanding as well as more algebraic content
How Can Faculty Address These Shifts?
Transforming the Classroom through the Standards for Mathematical Practice
Monday, May 19th, 3:30 to 5:00 PM
After a brief overview of institutional responses, Carren Walker of Collaborative for Ambitious Mathematics will present online resources to support teachers who seek to change both content and pedagogy in their courses, with a focus on
- active learning and formative assessment
- specific examples of tasks and approaches
Carren Walker is currently enrolled in a doctoral program for Math and Science education housed in the Center for Research of Math and Science Education and offered through University of California-San Diego and San Diego State University. During her tenure as Mathematics faculty in the Washington State CTC system, she was part of the Rethinking Precollege Math Project (RPM), where she worked on identifying curriculum and pedagogy to support inverting an Algebra I course.
In addition, Carren worked with a team of mathematics faculty across the state to identify strategies to positively impact student beliefs and dispositions about their ability to learn math. She also worked with a team of ABE and Developmental math faculty to modify the curriculum to accelerate progress to certificates and degrees—as well as attend to the demands of the new GED.
No registration required. This webinar will be recorded and posted to the ATL Blog!