We will explore some types of AP Calculus AB exam questions that would require a calculator. The TI-84 calculator is widely used in the classroom and can be a valuable tool for this exam. Some familiarity with calculus principles is required.
Spent 19 years teaching mathematics at South Fremont High School in Idaho. Worked for 3 years as Implementation Manager for PowerSchool(SIS). Spent 3 years teaching 7th grade math at Adele C. Young in Brigham City and 15 years teaching math for University of Phoenix (online and local... Read More →
End math anxiety! This engaging session will focus on empowering elementary students, particularly those who struggle and feel underrepresented in the mathematics classroom, by elevating their voices through purposeful mathematical discourse. By fostering an inclusive learning environment where every student can engage, question, and explain their reasoning, we can shift the narrative that math is only for the “fast thinkers” and create a space where all students feel valued and capable. In this presentation, attendees will: 1) Discover intervention strategies to meet diverse student needs and help cultivate an inclusive math environment, 2) Explore ways to build math confidence and mastery in reluctant or struggling learners, and 3) Recognize the impact of leveraging discourse to deepen understanding. This presentation is designed for elementary school and district leaders, curriculum coordinators, and instructional decision makers who are committed to creating more equitable and engaging mathematics experiences for all students. There will be time for questions at the end of the presentation.
Experience numeracy games and hands-on activities that are designed to transform the way students engage with number and operations concepts. Learn how creating games with repeat play in mind infuse randomness to foster an engaging and effective learning experience. Furthermore, adding a three-step learning progression ensures that the center activities you design are not only educational but also developmentally appropriate and tailored to meet the unique needs of every learner.
It is important for pre-service teachers to not be "tied" to one teacher during their field experiences in math methods courses. Additionally, not factoring pre-service teachers' choice in these field placements leads to discontent, frustration, and often times "mimicking" of the host teacher's teaching. To combat these issues, pre-service teachers enrolled in math methods courses were asked to rotate between a set of mentor teachers. This process proved to be advantageous as it provided opportunities for the pre-service teachers to see, learn, and make sense of a variety of instructional strategies at play in different teachers' classrooms. The interactions with the teachers also helped pre-service teachers carve their own teaching philosophy and methods.
