ATMNE NH 2024

Explore how sequences of low-floor, high ceiling investigations and the use of problem strings crafted to ensure progressive development for all students K-5 can elevate your students problem solving skills and promote procedural fluency.  We will explore research-based learning trajectories, low-floor high ceiling investigations, and dynamic assessments that pick up students’ strategies, not just answers, leading to the provided if/then teaching implications. We will enter real classrooms via New Perspectives Online professional development platform to see it all in action and to study aspects of how to build communities of young mathematicians working and thinking.  

Get ready to transform your math class and supercharge mental math strategies for addition and subtraction up to 100! In this session, we will explore effective pedagogical approaches by integrating foundational knowledge, various manipulatives, and strategic teacher moves to empower students towards developing robust mental strategies. Participants will gain valuable insights into creating an engaging and supportive learning environment that promotes mathematical fluency and problem-solving skills.

This is a follow-up session to How We Grade in a Thinking Classroom. Here, we will address specific challenges teachers face when starting to put outcomes-based grading into practice (the way Peter Liljedahl describes in Building Thinking Classrooms), and we will explore practical solutions to these. We will also carry out a simulation that dynamically shows this style of outcomes-based grading being put into practice.