Rx 4 Discovery Maths

[table style=”style2″][table_open_row][table_title]Rx 4 Discovery Maths™[/table_title][/table_open_row][/table]

This is a lecture and laboratory course designed to train teachers to provide mathematical intervention in a group setting.

Rx 4 Discovery Math is specifically intended for students in Grades R – 5 who would benefit from early intervention or whose basic mathematics skills are below expected standards.

The time required for assignments and prerequisite assignments has been estimated at 7 hours.

Course Description

Rx 4 Discovery Math will build and strengthen number sense, maths fluency, maths vocabulary, and problem solving strategies within three 30-minute or two 45-minute weekly small sessions. Students who need to master basic number sense skills as well as those who rely on procedural understanding would benefit most from this programme.

Rx 4 Discovery Math will build and strengthen number sense, maths fluency, maths vocabulary, and problem solving strategies within three 30-minute or two 45-minute weekly small sessions. Students who need to master basic number sense skills as well as those who rely on procedural understanding would benefit most from this programme.

In this dynamic intervention, students’ foundational maths concepts will be strengthened while their thinking and problem solving skills will be challenged, all within an atmosphere where maths anxiety is reduced and thinking is maximised.

The Rx 4 Discovery Maths training strengthens your skills in 4 essential ways:

  1. To provide small-group mathematical intervention that includes activities to strengthen the foundation of mathematical thinking: Number Sense.
  2. To immerse students in dynamic activities that foster the understanding of what numbers mean as well as think and reason flexibly with numbers, use numbers to solve problems, spot unreasonable answers, understand how numbers can be taken apart and put together in different ways, see connections among operations, figure mentally, and make estimates.
  3. To strengthen conceptual understanding of numbers and encourage the development of self-generated mathematical strategies for efficient mathematical methods that produce independent thinkers.
  4. To provide instruction in mathematical language and problem solving through mediation, questioning, and small-group interactions where students’ competency in routine and non-routine mathematical problems and awareness of patterns and relationships is strengthened.

Course Objectives

General:

Successful completion of this course will enable the participant to better understand student needs in maths, based on the four subtypes of maths disabilities and understand how to strengthen number sense, develop maths fluency, and bolster problem solving skills, while also learning how to utilise the group model for Rx 4 Discovery Math to teach students conceptual, procedural, and problem solving maths skills and strategies to strengthen students’ foundational grasp of numbers.

Specific:

Upon completion of this course, the participant will be able to:

  1. Communicate an understanding of the differences between group and individualised interventions.
  2. Demonstrate an ability to work with groups of 4-6 students in the teaching of basic mathematical skills focused on number sense.
  3. Communicate the theories of mediated learning in a group setting
  4. Design a plan for group implementation that would meet the learning needs of specific groups of students.

[table style=”style2″][table_open_row][table_title]Rx 4 Math II™[/table_title][/table]

Course Description

The time required for assignments and pre-workshop assignments has been estimated at four hours.

This training workshop is designed to train teachers, educational therapists and homeschool parents to provide mathematical intervention for students in Grades 6-8. Rx 4 Math II© student sessions are either one-on-one or in small group settings for 45 minutes, twice a week.

Course Objectives

This workshop will enable teachers to facilitate deeper mathematical thinking for students by understanding how to strengthen students’ conceptual understanding, computational fluency, and mathematical reasoning skills by developing self-regulation and cognitive functions through a safe mathematical community where productive disposition, self-efficacy, a sense of belonging and mathematical exploration is encouraged.

Upon completion of this workshop, the participant will:

1. Acquire an understanding of rational numbers and mathematical fluency.

a. What are rational numbers?

b. Why is understanding them critical for mathematical fluency?

c. What are the other components of mathematical fluency?

2. Discover the cognitive processes necessary for mathematical thinking and gain skills to strengthen students’ cognitive functioning and mathematical confidence through targeted intervention activities and specific questioning and feedback.

3. Demonstrate an ability to work with groups of 4-6 students in the teaching of basic mathematical problem-solving skills focusing on rational numbers and computational fluency.

4. Apply the theory of mediated learning while teaching students SRL in mathematics with an emphasis on rational numbers and deepening students’ conceptual understanding of fractions, decimals and percent.

5. Assess students’ level of self-regulation and determine teaching practices that supports SRL development.

6. Design a plan for group implementation that would meet the learning needs of a specific group of students.