EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
6/22/2017 | 12:45 PM - 1:45 PM | Tools to Increase Accessibility to Mathematics while Deepening Depth of Knowledge | Soldier Creek
Tools to Increase Accessibility to Mathematics while Deepening Depth of Knowledge
This session will demonstrate 1) a tool for identifying depth of knowledge of questions and activities in mathematics, and 2) mathematics tasks that are accessible to students and that address DoK 2 and 3. Workshop participants will engage in and discuss a variety of mathematical tasks. Laptops or tablets will be used.
Boaler (2016) notes that virtually all students can learn mathematics at high levels. To do so students need opportunities to engage in challenging mathematical activities. This is especially true for students considered “low-achievers” and/or special education. Lewis (2014) explains that special education students understand mathematics in different ways than their peers. Focusing on how these students understand, rather than what they do not understand, provides an opportunity to increase their mathematical understanding and to provide appropriate Tier 2 and 3 interventions. Further, the demonstrated tasks form part of creating more effective and engaging Tier 1 instruction.
- Session participants will understand what DoK 2 and 3 look like in a mathematics classroom.
- Session participants will engage in a variety of DoK 2 and 3 level mathematics tasks, identify the DoK level, and understand how to use tasks like these in their classrooms.
- Session participants will analyze student work samples and explain how the work samples could inform instruction (Tier 1) and intervention (Tier 2 and 3).
Presentation:
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Handouts:
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Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Trevor Warburton
(), Utah Valley University, trevor.warburton@uvu.edu;
Trevor Warburton, Ph.D., is an assistant professor of secondary teacher education at Utah Valley University. He was formerly a mathematic teacher specialist in the Special Education Department, Jordan School District and a high school mathematics teacher. He focuses on improving the quality of mathematics instruction at all levels in order to increase equity in K-12 mathematics classrooms, especially for students with disabilities and underserved populations.
ASHA DISCLOSURE:
Financial -
Nonfinancial -