Mathematics Support for the Classroom

MMSA offers mathematics professional learning consulting to support educators in identifying strategies and classroom practices to identify unfinished student learning and confidently begin the process of learning recovery – moving student learning forward. Teachers will be better equipped to develop their students’ mathematical mindsets, which data suggest leads to improved student persistence. The learning series offers four content pathway options with flexible grade spans.

Each content pathway runs for four full days or eight half days. Professional learning sessions can be facilitated in-person, virtually, or in a hybrid format based on a school or district’s preferred mode of delivery.

Grades K-8 Pathway – Computational Fluency

Fluency with math facts and other computations can be challenging for many students, but it doesn’t need to be that way! Students can become fluent if we change our focus from rote memorization of math facts to understanding the relationships between numbers. They can bring their understanding to the table, become better problem solvers, and build the flexibility needed to be fluent. This pathway will focus on building computational fluency through relevant and authentic grade-level contexts. Learn More.

Grades K-5 Pathway – Numeracy in Nature

The natural world can be used as a catalyst for exploring numeracy concepts in engaging and healthy ways. Doing math outside can include:

  • using natural materials in a child’s community to represent problems
  • finding math in nature
  • applying math in an outdoor environment. 

This pathway explores meaningful strategies for taking math learning outside. Educators work together to utilize and create resources for teaching Numeracy in Nature. See examples and read examples of educators’ experiences with Numeracy in Nature here.

Grades K-12 Pathway – Building Thinking Classrooms

This pathway supports school/district math educators in exploring the research and practices in Peter Liljedahl’s Building Thinking Classrooms

  • Educators first explore the implementation of each toolkit with colleagues, watch sample videos of thinking classrooms in action, experience tasks together as a learner, and reflect on potential implementation. 
  • Educators then bring resources to design thin-slicing sequences within their curriculum. They also dive into the fourth toolkit to design navigation instruments and reflect on successes and challenges with colleagues on this journey.
  • Coaching cycles can be added to support the implementation of the practices in the classroom setting.

Grades 6-12 Pathway – Mathematical Modeling

Looking for ways to bring mathematics to life for your students? Math modeling, one of the Standards for Mathematical Practice, bridges classroom learning and everyday life. Math modeling involves using grade-level concepts like statistics, functions, and geometry to make real-world choices such as purchasing airline tickets, predicting energy costs, analyzing the stopping distance of a car, and more. In this pathway, educators will explore strategies for empowering students in authentic problem-solving within their existing curriculum. Learn more.

This pathway addresses three key goals for teachers: (1) build a deep understanding of the practice of mathematical modeling; (2) gain skills for eliciting student voice and choice to drive mathematics learning; and (3) expand their repertoire of practices for supporting an equitable and community-based classroom environment.

The five guiding principles for teaching and learning math modeling from GAIMME: Guidelines for Assessment and Instruction in Mathematical Modeling Education (p. 21 & 63)  have been incorporated in the design of this pathway

  1. Modeling (like real life) is open-ended and messy,
  2. When students are modeling, they must be making genuine choices,
  3. Modeling Problems can be developed from familiar tasks,
  4. Assessment should focus on the process and not on the product or pieces only, and
  5. Modeling does not happen in isolation.

MMSA offers mathematics professional learning consulting to support educators in identifying strategies and classroom practices to identify unfinished student learning and confidently begin the process of learning recovery – moving student learning forward. Teachers will be better equipped to develop their students’ mathematical mindsets, which data suggest leads to improved student persistence. The learning series offers four content pathway options.

Each content pathway runs for four full days or eight half days. Professional learning sessions can be facilitated in-person, virtually, or in a hybrid format based on a school or district’s preferred mode of delivery.

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math consulting

Grades K-8 Pathway – Computational Fluency
Computational fluency can be an obstacle for many students, but it doesn’t need to be that way! By shifting away from memorization of discrete math facts to understanding the math relationships between these facts, students can bring their own understanding to the table, become better problem solvers, and develop the flexibility needed to become truly fluent with their math facts.  This series will focus on building computational fluency through relevant and authentic grade-level contexts.  Learn More

Numeracy in Nature K-5
The natural world can be used as a catalyst for exploring numeracy concepts in fun and healthy ways. Doing math outside can include using natural materials in a child’s community to act out problems, finding math in nature, and applying math in an outdoor environment. MMSA is pleased to be teaming up with teachers at Maine elementary schools to explore meaningful strategies for taking math learning outside. In this program, K-5 educators are working together to utilize and create resources for teaching Numeracy in Nature.
See examples and read examples of educators’ experiences with Numeracy in Nature here.

math professional learning

Building Thinking Classrooms K-12
MMSA provides facilitated support as school/district math educators explore the research and practices in Peter Liljedahl’s Building Thinking Classrooms

  • Explore the implementation of each toolkit with colleagues, watch sample videos of BTC in action, experience tasks together as a learner, and reflect on potential implementation as an educator. 
  • Bring curricular resources to design thin-slicing sequences with other educators, dive into the fourth toolkit to design navigation instruments, and reflect on successes and challenges with other colleagues who are on this journey with you.
  • Coaching cycles can be added to support the implementation of the practices in the classroom setting.

Grades 6-12 Pathway – Mathematical Modeling Looking for ways to bring mathematics to life for your students? Math modeling, one of the Standards for Mathematical Practice, bridges classroom learning and everyday life. Math modeling involves using grade-level concepts like statistics, functions, and geometry to make real-world choices such as purchasing airline tickets, predicting energy costs, analyzing the stopping distance of a car, and more. In this pathway, educators will explore strategies for empowering students in authentic problem-solving within their existing curriculum. Learn More

As part of the learning series, we offer supplemental coaching support focused on student-centered learning goals and the use of formative assessment to inform instructional planning. We work closely with educators and districts to identify, gather, and analyze student and teacher outcome data to document learning and growth. Coaching can take place in-person or virtually at any grade level and we can flexibly schedule coaching sessions in teams or individual cycles.

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207.626.3230
Physical Address: 343 Water Street, Augusta, Maine 04330
Mailing Address: PO Box 2246, Augusta, Maine 04338