Effective Practices for Advancing the Teaching and Learning of K-5 Mathematics

Effective Practices for Advancing the Teaching and Learning of K-5 Mathematics: Save $50 if you enroll by December 20.

An online professional learning series for K-5 educators

Starting January 2020. 

Register as an individual  Register as a group


This professional learning series is designed to connect educators from across the country and around the world to learn from some of the educational leaders in the math community. Each session will feature a different lead instructor who will guide us in exploring an effective teaching practice that will support our students’ learning. During these sessions participants will work collaboratively on mathematical tasks, analyze student thinking, explore instructional methodologies, and prepare to apply their new learning within their own practice. You will leave each session with new ideas to try right away with your students and share with your colleagues.

Goals and Objectives

As a result of participating in the session or watching the recordings, you will have opportunities to:

  • learn and refine a variety of instructional practices that support students in developing a deep conceptual understanding of mathematical ideas;
  • analyze the power and complexity of students’ mathematical thinking;
  • develop questioning techniques to help students deepen their mathematical understanding;
  • experience and reflect on mathematical tasks and resources to uncover the mathematics that students will learn;
  • adapt curriculum to meet individual student needs;
  • make mathematical connections and enhance your ability to help students do so; and
  • learn and grow as professionals within a collaborative mathematical community.



Kaneka Turner, Zak Champagne, Annie Fetter, Howie Hua, Kristin Gray, Mario Valdez, Christopher Danielson, Christina Tondevold, Marian Dingle, Graham Fletcher, Tracy Zager, Marta Garcia

Facilitators: Kaneka Turner, Zak Champagne, Annie Fetter, Howie Hua, Kristin Gray, Mario Valdez, Christopher Danielson, Christina Tondevold, Marian Dingle, Graham Fletcher, Tracy Zager, Marta Garcia


Live sessions are scheduled on the following dates:

January 13: Tracy Zager

Lost in Translation: From Writer’s Workshop to Leveled Math Groups

In K-5, we often take ideas from literacy and apply them to math. Sometimes that works well, e.g., sense-making strategies for story problems. Sometimes, however, we oversimplify an approach, losing its power and purpose. In this session, we’ll look at grouping formats used in elementary math today (such as math workshop or guided math) through this lens. What were the original ideas? What have they morphed into? What does that transformation mean for students?

January 20: Kristin Gray

Writing in Mathematics: The Why, When, and How

Writing in math promotes a deeper understanding of concepts and procedures. NCTM highlights that, “Students who have opportunities, encouragement, and support for speaking, writing, reading and listening in mathematics classes reap dual benefits: they communicate to learn mathematics, and they learn to communicate mathematically.” Writing can promote an individualized constructive approach to learning, but is more complex than giving students a journal. In this session, we will discuss opportunities and structures to support writing in math class.

January 27: Christina Tondevold

Stop Teaching Strategies, Start Teaching Sense

Too often students have been taught multiple strategies but then never use them or get them all confused. This session will investigate why we need to help children develop strategies, instead of teaching them, in a manner that makes sense and lays a solid foundation which can be transferred to addition and subtraction of numbers.

February 3: Kaneka Turner

Using Routines to Promote Access

In this session we will examine three frequently used routines, assumptions we may bring to each routine, intentional moves we might make within each routine to promote access and equity and consider the benefits of using a routine for targeted instruction.

February 10: Zak Champagne

Playing the Long Game: Examining Routines, Tasks, and Structures that Support Student Learning Over Time

This year I’ve returned to my happy place - the classroom. After eight years of serving in various roles in education, I’ve decided that it’s time to get back where it happens. I’ve already learned so much, but the overarching idea that keeps permeating my space is that this is a long game. We have to understand that this isn’t a one off. It’s a long term strategy. So, we’ll examine the routines, tasks, ideas, and pedagogical structures that are built to support students over time and how we can work to have those built amongst your entire school team.

February 24: Graham Fletcher

Building Math Residue with Lessons that Stick

Many times throughout the course of a year, we teach a lesson and the understanding goes out with the trash because student retention is minimal. What only makes things worse is that all the misconceptions we thought we addressed resurface toward the end of a unit. Let’s explore how task selection can play a pivotal role in building math residue. Mathematical residue helps understanding stick and it can reduce the number of times that misconceptions rear their ugly head.

March 2: Mario Valdez

Releasing Control to Our Students Through Socratic Sense-Making

This session centers on how to release control to our students within a mathematical discussion. Participants will gain insight into obstacles that prevent sense-making from being the authority in our classroom. Participants will learn how to prepare, monitor, and implement a Socratic Seminar within mathematics.

March 9: Howie Hua

Counting Around the World

How did humans start to count? We will look at how different civilizations began their journey in the counting world and we will experiment with counting and operations in different systems.

March 16: Marian Dingle

The Singing Math Teacher: Using Music to Connect to Memory and Joy

Are you looking for a fun way to make sense of mathematics through music? Music is a powerful medium that can be used to help students build conceptual knowledge. Once called The Singing Math Teacher by a parent, I have used my love of music to create songs, rhythms and chants that have become consistent features in my mathematics classroom. Join me for an exciting session in which you will learn to create your own!

March 23: Marta Garcia

Productive Lingering: Nudging Beyond Noticing

During this session, we will spend time examining strategies that support productive lingering. We will engage in mathematics tasks and then unpack the opportunities that the task opened up for productive lingering. We will analyze three aspects of lingering and connect those aspects to the mathematics we worked on. The connections to mathematical arguments and the role of representation-based proof will be examined as well.

April 6: Christopher Danielson

Looking for Mathematical Structure

What does it mean to “look for and make use of structure”? We’ll explore this question across a couple of contexts, including counting and patterns. An important outcome will be noticing that there are usually many ways to see and describe mathematical structures, and this fact opens opportunities for more people with diverse experiences and viewpoints to participate in mathematics.

April 13: Annie Fetter

Connecting Concepts and Procedures by Leveraging Students’ Methods

Traditional math classes are often very procedure-oriented, since the ultimate goal tends to be to get answers quickly. More and more educators are focusing on developing conceptual understanding, but sometimes struggle to connect that to the procedures that we do, in the end, what students to be able to use. We’ll explore one example of the concept-method-procedure continuum, and talk about how to apply it more generally.

All live online sessions are scheduled from 7-8:30 PM ET.

Each session is followed by a 15-minute Q & A from 8:30-8:45. This is not recorded and is only available for Full Access participants.


Full Access:

  • Participate live for each session
  • Interact with each facilitator
  • Collaborate with teachers from around the world
  • Engage in a Q&A period with each facilitator following their session
  • Participate in an asynchronous micro-community to continue your learning with a small group of teachers (optional)
  • Access to the recording of each session until August 31, 2020
  • Access to all the session materials until August 31, 2020
  • Earn a Certificate of Participation (15 hours)

Limited Access:

  • Access to the recording of each session until August 31, 2020.
  • Access to all the session materials until August 31, 2020.

Which format is right for me?

The Full Access Format is highly recommended for a variety of reasons. First, you get to participate live with the facilitator and other teachers. We cap the class size at 50 so it’s a small group that will develop as a strong learning community. Additionally, the added features of having a private Q&A session with each facilitator and having a micro-community to extend your learning with the support of the hosts and facilitators make this format ideal for powerful professional learning. If you’re an active learner and would like to connect with like-minded colleagues and interact with these inspiring facilitator, then Full Access is the right option for you.

The Limited Access option was created for our colleagues that live in time zones that make it hard to attend the live sessions or for our colleagues that have conflicts with the live schedule. With this option, you still get to learn from each facilitator and have access to the materials that are shared. If your busy schedule or your time zone prevents you from attending the live sessions or if your budget supports a more affordable option, then Limited Access is the right option for you.

Full Access Format: $248* (12/2 - 12/20); $298* (after 12/20)

The live sessions are highly interactive using Zoom video conferencing software and G Suite apps. You will participate in whole group and small group work, collaborate with colleagues on math tasks, have conversations with the facilitators and other teachers, and have opportunities to apply the new ideas to your own work.

Additionally, full access participants have the opportunity to join one of our micro-communities. These are small groups of participants that want to extend their thinking, apply new ideas in their settings, and have thought partners to help them reflect on this work. Following a live session, each micro-community will receive an email from the facilitator with a call to action and reflection prompts. Groups then interact and continue their learning together.

Limited Access Format: $98*

Each live session will be recorded and you will be given access to the videos within 48 hours after the session is over. You will also have access to the tools and resources in the Google Drive folder. You are encouraged to watch the video of each session and participate in the activities as if you were there live.

*Please note that a service fee will be applied if you pay by credit card.


Can I register a group of teachers?

Yes. Just select the Group/Purchase Order Registration Form.

Is the fee per session or for the whole series?

The one-time fee covers all sessions. If you pay $298 ($248 before 12/20), you can participate in every live session. If you pay $98, you will have access to all of the recordings.

How long will the videos be available?

You will have access to the recordings and course materials until August 31, 2020.

Register an individual  Register a group or pay with purchase order


If you have any questions, please contact Michael Flynn at mflynn@mtholyoke.edu or 413-538-2063.