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Making Sense of the Math Through Fractions
This presentation will help (K-12) teachers discover how to make strong mathematical connections in order to allow all children to experience and enjoy the reasoning behind mathematics. Often our students, as well as many adults, have developed the procedural knowledge needed to produce to the "right" answer without any true understanding of how or why a procedure really worked. We must ensure that students start to demystify and conceptualize mathematics. This is the first step in ensuring effective interventions. Dr. Cain's presentation will focus on the how to ensure the ability of the students to understand number through research-supported instruction such as Subitizing, analog models, and deep personal connections. This presentation will focus on helping adults build a conceptual understanding of fractions so that we can better prepare to teach and make decisions regarding where instruction should begin for our students.

Session level: Beginner/Intermediate
Session duration: 1-hour

You will receive a post-webinar email 24-hours after the completion of the session with a link to the certificate of attendance.

Oct 27, 2020 10:00 AM in Central Time (US and Canada)

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Speakers

Dr. Chris Cain, NCBT
Dr. Cain is a tenured professor in the Education Department at Mars Hill University. His current research focuses on understanding how educational practitioners develop mathematical concepts beyond the procedural algorithm. He is particularly interested in how conceptual and language based mathematical learning can be fostered in the classroom. Dr. Cain is a dynamic speaker / presenter with real world teaching experience in both the general and special education classroom settings. He has a passion for mathematics, students with special needs and those who work with them. Dr. Cain works in multiple states to help develop teacher understanding and improve the outcomes for all students by creating cohesive and collaborative multi-tiered systems and researched based professional development to support instruction in the mathematics classroom.