Date: November 16, 2016
Time: 8:30am-3:30pm (workshop begins promptly at 8:30am)
Many children have difficulty learning and automatizing arithmetic facts (addition, subtraction, multiplication and division). In this workshop, we will learn the strategies and process of automatizing arithmetic facts. We believe almost all children can automatize arithmetic facts with strategies that use appropriate materials that match students’ mathematics learning personalities. It is true whether the student is just learning the facts or had struggled with them for several years. We will also discuss how specific learning disability children need specific strategies.
$175. $155 if two or more register from the same school or school district. Includes a light breakfast upon arrival, a mid morning snack and lunch. Payment is made to The Reading Institute.
7 Professional Development Points
Register Early - Limited Enrollment
The Reading Institute
430 Main Street
Williamstown, MA 01267
November 1, 2016
Cancel 10 days prior to training and receive a refund minus a $50 service charge. No refund for cancellations made within 10 days of the training.
Substitutions may be made. Please notify The Reading Institute, Inc. with the name of the alternate participant in advance.
Confirmation and directions will be mailed to each participant. You are not registered unless you receive a confirmation letter.
Reservations need to be made directly with the hotels. A lodging list will be sent with your confirmation. Specify you are with The Reading Institute when making reservations. Be sure to make lodging reservations early for best selection.
Professor Mahesh Sharma is the Former president of Mathematics Education at Cambridge College. He is the founder and president of the Center for Teaching/Learning of Mathematics, Inc., of Framingham, MA. Internationally known for his ground-breaking work in Mathematics education, he is an author, teacher, and teacher-trainer, researcher, consultant to public and private schools, as well as a public lecturer. He still provides direct service of evaluation and tutoring for students (children as well as adults) who have learning disabilities
or face difficulties in mathematics. He works with teachers and school administrators to design strategies to improve mathematics instruction for all.