All Students Can Develop Their Own Understanding of Number: Using the Math Workshop Approach

Course Number: EDU 5626 C04 (Graduate) & EDU 4710 CFS8 (Undergraduate)
Instructor: Laura Terry
Location: Online using Canvas
Dates and Times: March 4 – May 27, 2019
Credits: 3 Graduate Credits
Tuition: $925

Note: Course payment or purchase order of $925, payable to Castleton University, is due at the time of registration. A purchase order number can be entered into the online registration form. If paying by check, please mail the check to: Financial & Registration Services, Castleton University, 62 Alumni Drive, Castleton, VT 05753. To help us ensure that your payment is applied to the correct course, PLEASE WRITE “CFS” IN THE CHECK MEMO LINE. Thank you.

Course Description

This course focuses on the importance of providing all students with explicit numeracy instruction, using the math workshop approach.  This approach utilizes engaging learning opportunities, hands-on and concrete, in order for students to develop their own sense and understanding of number.  By actively taking the time to explore, think, and share their own experiences and “ah-ha” moments with mathematics, all students will be able to grow and develop their own conceptual understanding of number, and how numbers work.  This understanding will lead to more confident young mathematicians in today’s world.

“Minds-On math workshops are rooted in a belief in all learners' abilities to succeed in math, given the requisite support. That support comes in the form of a carefully cultivated community of learners engaged in well-facilitated workshop model instruction that catalyzes students' mathematical understanding.” (Hoffer, 2012)

"The ideas presented in this class about math workshop have helped me to solidify my ideas about being constructivist in my approach to teaching math... Math workshop is about that deeper level of understanding that I want to give my students and about helping teachers shift their focus from telling to guiding."
- K-6 Math Specialist

"This course not only provided me with research proven strategies and insights but applicable changes that I could easy share with teachers to assist in making small steps in shifting classroom instruction away from being teacher led and directed and towards individualized student led and focused workshops.  I am walking away from this course with the idea that teachers are the facilitators or coaches and not the keepers of all of the knowledge in the classroom."
- Elementary School Math Coach

"...this course really verified what I always know in the back of my mind, which is that grouping kids homogeneously really robs students of so much opportunity for discourse and collaboration... I think that a big takeaway from this course and book for me is the importance of creating a community and culture that supports risk taking, recognizes that value of mistakes, and expects that all students can work with each other."
- 4th and 5th Grade Teacher

Course Goals & Objectives

Course Goals:

Build a learning environment and community which can successfully promote the teaching of the Common Core Standards for Mathematics
• Understand The Math Workshop Approach, its logic, need, and success.
• Engage in hands-on and concrete conceptual mathematic lessons which will promote student understanding of number.
• Learn to incorporate these conceptual mathematic lessons into The Math Workshop Environment within the classroom
• Reflect and respond to weekly readings that will enrich mathematical thinking and teachings in the classroom
• Observe student-driven, shared learning with peers utilizing The Math Workshop Approach, and move forward, comfortably, with this approach.
• Demonstrate and observe success with The Math Workshop Approach in the classroom, where all students take pride and ownership for their own mathematical understanding of number.

Required Texts:

Costs for required readings, if any, are not included in the course tuition.

Text: “Minds on Mathematics: Using Math Workshop to Develop Deep Understanding in Grades 4-8” by Wendy Ward Hoffer (2012), 

For additional course information

Laura Terry

For additional registration information

Bethany Sprague

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