Date: March 29, 2017
This workshop will focus on a teaching approach called Vertical Acceleration. Learn how to effectively teach an early mathematical concept and develop it through to its most complex algebraic expression. For example, learn how to introduce the concept of multiplication with a model that can be taken vertically through all levels: one digit by one digit, two digits by two digits, multiplication of fractions, decimals and then multiplication of binomial expressions.
• Success Factors in Algebra
• Readiness for Algebra: Algebraic Thinking
• Pre-Algebraic Skills
• Language of Algebra
• Sources of Difficulty in Algebra
• Solving Algebraic Equations
Who Should Attend?
General Educators, Special Educators, Math Specialist, Mather Coordinators, Math Coaches, Administrators.
$175. $155 if two or more attend from the same school or school district. Includes: light breakfast, break refreshments, 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
March 15, 2017
Professor Mahesh Sharma
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 groundbreaking work in Mathematics education, he is an author, teacher, and teacher-trainer, researcher, consultant to public and private schools, as well as 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.