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Message from the President When people think about math, they often think about manipulating numbers and solving equations; but mathematics is so much more than numbers and computation. At the Mathematics Institute, we believe that math is a way of thinking-a way of looking at and trying to make sense of our world through observation, curiosity, perseverance, and problem solving. Our mission is to offer K–12 educators, coaches, and administrators high quality professional development designed to improve their knowledge of mathematics, and more importantly, to promote equitable, high-quality instructional practices that support all students in developing the skills and habits of mind that are critical to success in our ever-changing world. The Mathematics Institute of Wisconsin, a charitable 501(c)(3) nonprofit, was created to address the need for math educators to develop deeper content knowledge and more effective teaching strategies. We are proud of the fact that some of Wisconsin’s best practicing teachers have been actively involved in our work since day one. Our programs began in 2011 with what we then called the Wisconsin Statewide Mathematics Initiative (WSMI). WSMI was a collaborative effort between leaders from the Wisconsin Mathematics Council and the Wisconsin Department of Public Instruction, representatives from higher education, and teachers from Wisconsin’s K-12 schools led by WSMI team members. Our work was guided and reviewed by an advisory team of nationally recognized mathematicians and math educators. Together, we created rigorous, in-depth professional development courses for Wisconsin’s elementary and secondary teachers. By the end of 2016, we had served over 3,000 teachers through five-day, summer workshops held in schools across the state. Year after year the demand for our workshops grew. Today, encouraged by the enthusiastic feedback and recommendations we received from teachers and school administrators alike, our work has grown to provide schools, teachers, coaches, administrators, and principals various options for instructional support. We offer workshops throughout the year focused on standards in a single domain or conceptual category, customized work throughout the state on alignment with district or school goals and priorities, and coaching opportunities, based on a Cognitive Coaching™ model. New in 2018, the Mathematics Institute can combine content- and/or instructionfocused professional learning with in-the-classroom coaching. In this model professional development sessions are followed by classroom coaching days to allow teachers to put their learning into practice with real-time coaching support and feedback. We are excited to share our new professional development offerings with you and look forward to continuing our work to support all Wisconsin teachers.

Kathryn M. Leverenz President Mathematics Institute of Wisconsin

Welcome As we kick-off our first full year as the Mathematics Institute of Wisconsin, we are pleased to share new learning opportunities for Wisconsin educators. Our new customized professional development offerings aim to support schools and districts by tailoring content to meet the needs of teachers. Every classroom, school, or district has unique strengths and challenges. Our team of Mathematics Specialists works to design programming catered to your specific goals and initiatives. Whether you’re looking to support educator learning around mathematics content, instruction, or standards, we have something that will work for you. Not sure where to start? Our staff development and coaching services might be just what you need. We encourage you to make this the year you invest in your teachers and students by focusing on high quality mathematics instruction. Explore our catalog for some of our most requested professional development topics or contact us directly to discuss additional options. We look forward to working with you and your teachers!

Table of Contents Staff Development / 1 Instructional Leadership / 3 Content & Instruction / 5 K-12 Elementary Middle & Secondary

Pricing & Contact / 12


Staff Development The Math Institute recognizes that each school and/ or district is unique. The services in this section are intended to support schools and districts based on particular needs and can be tailored to specific goals and initiatives.

Mathematics Instruction Needs Analysis Are you ready to effect change in your school or district’s mathematics program but not sure where to start? A mathematics instruction needs analysis lets us help you figure out where to begin. Work with Math Institute Mathematics Specialists to identify the current state of your school or district math instruction, and then discuss strategic steps to transform it moving forward. The needs analysis starts with observation of mathematical instruction and is followed by a comprehensive report that includes observations and areas identified for improvement with professional development recommendations.

One-on-One Coaching If your district has math coaches, this is for you! Coaches work hard to build trusting relationships and support their colleagues, which might limit who they are able to talk to about their work within the school setting. Coaches also need support and someone to help them process, reflect, problem solve, and plan for working with adults to support each and every student to have access to high quality mathematics. We offer one-on-one coaching for your coaches.

Professional Development Combined with Classroom Coaching The Mathematics Institute can combine content- and/or instruction-focused professional learning with in-the-classroom coaching. Professional development sessions would be followed by classroom coaching days to allow teachers to put their learning into practice with real-time coaching support and feedback.

“Thank you so much! I’ve already taken some of the action steps you helped me generate and I’m feeling strongly like things will soon be heading in the direction they need to go.” - One-on-One Coaching Participant Mequon-Thiensville School District


Content & Instruction


Instructional Leadership Instructional leaders make the quality of instruction a top priority. The professional learning opportunities in this section are designed to help administrators and instructional leaders develop skills and strategies that promote and support high-quality teaching and learning for all students.

Ensuring High Quality Mathematics Instruction Target Audience: Administrators & Instructional Coaches

This workshop is designed to empower school and district leaders to become better instructional leaders of mathematics. Participants will explore what high-quality mathematics instruction looks like during a walk-through or observation, and how instructional leaders can support effective mathematics instruction in their settings.

Overview of Math Coaching

Target Audience: Instructional Coaches & Content Specialists This session is grounded in a unique framework that empowers math coaches and specialists as they work with teachers to make the Standards for Mathematical Practice a priority with their students. Math coaches will explore the skills needed to support teachers with a range of backgrounds in mathematics. Opportunities to practice these skills will be provided, as well as time for collaborating with professionals in similar roles.

Instructional Math Coaching

Target Audience: Instructional Coaches & Content Specialists Are you at the start of your journey as a math coach? Are you an instructional coach who is new to coaching mathematics and wondering how you’ll support math teachers when you don’t have extensive mathematical knowledge yourself? This series of professional learning sessions will allow coaches or content specialists to investigate how to foster effective learning opportunities for students while supporting teachers in their instruction. Participants will utilize coaching skills and the coaching cycle while connecting standards and teaching to opportunities and outcomes for each and every student. Emerging coaches will build their repertoire of coaching strategies with the goal of developing mathematically proficient students.

“You really pushed each of us to grow professionally. You have provided fantastic resources, tangible activities to bring back to our classrooms, a wealth of new knowledge, and allowed us to collaborate. Every day was energizing and was filled with new learning and mind provoking ideas.” - Instructional Math Coaching Participant District Math Coach


CONTENT & INSTRUCTION Content & Instruction In order to teach mathematics effectively, educators need a solid understanding of mathematics concepts as well as instructional strategies that engage all students in meaningful learning. The professional learning opportunities on the following pages are designed to deepen teachers’ understanding of math content, develop effective instructional practices, and enhance student learning of mathematics. Grade levels are listed for each session based on the mathematics content targeted in the session.

K-12 Building Student Ownership of Mathematical Learning

Resources Teachers Need to Know About!

Formative assessment is often defined as assessment for learning. But what does assessment for learning look like in a math classroom? What should teachers be doing? How are students positioned as active and engaged self-assessors to monitor and guide their own learning? This session will explore classroombased formative assessment techniques and tools that can be used to plan, implement, and reflect on both teaching and student learning in the classroom.

Now more than ever, educators have access to an almost infinite number of instructional resources to use in classrooms with students. But how do teachers decide which resources are worthy of their time and students’ attention? This professional learning session is designed to support teachers in becoming critical consumers of freely available instructional resources, in order to look past the bells and whistles and find materials that promote high quality math instruction. Participants will think about criteria to vet resources and determine which are really strong and which are not worthwhile for students. Participants will also have a chance to engage with some of the resources the Math Institute finds valuable, and teachers will leave with ideas to use in the classroom the next day and throughout the year.

Grade Level: K-12 / K-5 / 6-12 / 9-12

Examining Beliefs About Mathematics Teaching and Learning Grade Level: K-12

Teachers’ beliefs have a significant influence on the decisions they make as they plan and implement classroom instruction. This session is designed to give teachers space to reflect on their own beliefs about teaching and learning, and to consider how teachers’ personal beliefs impact what and how students learn. Participants will explore and discuss beliefs that current research has shown promote meaningful and equitable mathematics learning for all students.

Number Talks Grade Level: K-12

Number Talks are a popular topic in education right now. A Number Talk is a classroom routine that develops students’ number and operation sense and mathematical reasoning skills through mental math and discourse. This session will provide an overview for teachers who are new to Number Talks as well as teachers who may already be using this routine with students and would like some more guidance. Participants will experience, explore, and discuss the benefits of Number Talks, the key components of this routine, and resources to implement Number Talks meaningfully to develop confident, flexible mathematical thinkers.

Grade Level: K-12

Standards for Mathematical Practice Grade Level: K-12 / K-5 / 6-12 / 9-12

It is critical for teachers to have a solid understanding of the mathematics content they teach; it is equally important that teachers understand how students learn this content meaningfully. The eight Standards for Mathematical Practice describe how students in Grades K-12 should use content and skills to think mathematically. This session will provide an overview of these standards and discuss resources and implications for classroom instruction.

Using Mathematical Representations to Deepen Student Understanding Grade Level: K-12

Mathematical representations help students build a deeper understanding of mathematical concepts and procedures. They also become tools that students can use for solving problems and communicating their mathematical ideas. This session will examine different ways students can represent their mathematical thinking through physical, visual, symbolic, verbal, and contextual representations. Participants will explore and discuss strategies to support students in using and connecting different representations to engage all students in meaningful learning of mathematics.


Elementary Beyond Timed Tests: How to Develop Fluency with Math Facts

Connecting Place Value to Operations

The Wisconsin Standards for Mathematics include grade-level specific expectations for fluency with math facts. Fact fluency develops over time, as students build understanding, explore ideas, and learn about number relationships. During this session, we will explore and discuss how to develop fluency with basic facts through purposeful instruction, consistent practice, and balanced assessment. Participants will consider the limitations of timed tests and explore formative assessments that can give teachers actionable information about the key aspects of mathematical fluency: accuracy, efficiency, and flexibility.

Participants will deepen their understanding of place value concepts to support students in operating with multi-digit numbers in meaningful ways. For Grades K-3, participants will explore and discuss developmentally appropriate models and strategies for adding and subtracting multi-digit numbers based on place value, properties of operations, and/ or the relationship between addition and subtraction. For Grades 3-5, participants will explore and discuss developmentally appropriate models and strategies for multiplying and dividing multi-digit numbers based on place value, properties of operations, and/or the relationship between multiplication and division.

Building Conceptual Understanding of Fractions

Counting and Cardinality

Grade Level: K-5 / K-2 / 3-5

Grade Level: 3-5

Fractions play a central role in mathematics learning. It is critical that students develop a solid foundational understanding of fraction concepts in intermediate grades to ensure they have the skills and understandings necessary to engage with more complex math in later grades. During this session, participants will consider the progression in early grades for building foundational understandings for formal fraction work. Participants will explore and discuss the importance of seeing unit fractions as the building blocks for all fractions. The number line will be used as an integral visual model to develop students’ conceptual understanding of fraction concepts, and we will consider how this and other representations can be used and connected to deepen understanding of fractions.

Grade Level: K-5 / K-3 / 3-5

Grade Level: / K-2

Learning to count is one of the earliest math activities that young children engage in, yet counting is much more complex than it seems. There are many different skills and understandings that must be explored and developed in order for young children to count meaningfully. During this session, participants will learn about a developmental progression of milestones to counting, investigate the skills and understandings involved with counting, and consider how counting lays the foundation for understanding place value and operations in later grades.

Deepening Understanding of Addition and Subtraction Grade Level: K-2

The K-5 Operations and Algebraic Thinking domain has a clear emphasis on understanding mathematical operations in context, through the exploration of different word problem types. Teachers of Grades K-2 will explore and discuss different addition and subtraction contexts, and consider how to use and connect mathematical representations to deepen students’ understanding of addition and subtraction.

Content & Instruction

Deepening Understanding of Multiplication and Division Grade Level: 3-5

Teachers of Grades 3-5 will enhance their understanding of the content in the Operations and Algebraic Thinking Domain through examining the Grade 3 focus on understanding multiplication and division as situations involving equal groups, arrays, and area models. These understandings extend to multiplicative comparisons in Grade 4 and multiplication as scaling in Grade 5, including whole numbers and fractions. Participants will explore how to deepen students’ understanding of multiplication and division through the use of mathematical representations.

Developing Number Sense to Support Understanding of Addition & Subtraction Grade Level: K-2

Number sense - a deep understanding of numbers and their relationships - is critical for meaningful mathematics learning at all levels. In this session, participants will explore a trajectory for developing number sense in early grades, and connect this trajectory to instructional practices that build students’ conceptual understanding of addition and subtraction. Participants will engage in activities that support students in counting with meaning and exploring relational thinking through four types of number relationships and the use of multiple representations.

Exploring the Progression from Fractions to Functions Grade Level: 4-12

Coherence across grades is an important design feature of the Wisconsin Standards for Mathematics. This professional learning session will trace the content of a critical Standards progression: participants will begin by examining Number and Operations-Fractions (Grades 3-5), then delve into Ratios and Proportional Thinking (Grades 6-7), and finally investigate Functions and Algebra (Grade 8-HS). Tape diagrams, number lines, and double number lines will be explored and discussed as tools to support students’ thinking and explore this mathematical content.

Geometric Measurement Grade Level: 3-6

Participants will examine student expectations for geometric measurement in Grades 3-6. Participants will focus on connecting the measurement process with the instructional experiences students need to deepen their understanding and use of measurement. An emphasis on developing a strong conceptual foundation of length, area, and volume as measurable attributes will be built through the use of standard and non-standard units, measuring tools and comparison tasks.

Reasoning About Shapes & Their Attributes Grade Level: K-5 / K-2 / 3-5

As students develop their ability to describe, analyze, compare, and classify two-dimensional shapes, they progress through a series of geometric thinking levels. We will examine the Geometry expectations in Grades K-5 and the experiences students need to expand their understanding of geometric properties in order to develop generalizations about classes of shapes. In this session, participants will identify, describe, and classify two-dimensional shapes based on their attributes. Time will also be spent examining how students progress through developmental stages of thinking about geometric shapes.

Teaching Kids to Think Algebraically Grade Level: K-2 / 3-5

In order to think and reason mathematically, young learners need to develop algebraic thinking, which includes recognizing and analyzing patterns, studying and representing relationships, and most importantly making sense of mathematics. How can we support our youngest learners to think algebraically? During this session, participants will discuss how to plan instruction that utilizes gradelevel concepts and skills to develop ways of thinking about and engaging with mathematics. Participants will discuss how to support students in analyzing errors, making generalizations, and developing mathematical arguments to strengthen their understanding of grade-level content and prepare students for future math learning.




Using Conceptual Understanding to Explore Fraction Operations Grade Level: 3-5 / 6-8

Traditionally, instruction around operations with fractions has focused largely on steps and procedures to follow. Without the conceptual understanding behind why these procedures work, fraction operations become confusing rote work for students, with very little engagement or understanding. In this session, participants will explore how foundational fraction understandings connect to fraction operations and reason about relationships between fractions. We will also discuss how the use of multiple modes of representation can deepen students’ understanding of fraction operations, allowing them to use procedures accurately, efficiently and meaningfully.

“There was a very good mix of examples, hands on activities, visual information including quotes to help us understand our roles and the importance of developing number sense, and hand outs that can be immediately implemented in our daily lessons!” - District PD Participant Wausau School District

Content & Instruction

Middle & Secondary Algebra, Functions, & Desmos

Critical Math for the ACT

Many agree that success in Algebra is an important indicator of college and career readiness. During this session, participants will explore Desmos, “a powerful tool to experience all the curiosity, beauty, and sense that math has to offer.” Learners will expand their understanding of the connections between algebra and functions, while diving deeply into mathematical representations. Participants will look at various ways students can represent their thinking to deepen mathematical understanding, including physical, visual, and symbolic representations through Desmos; participants will also discuss how representations can be used to build collective understanding of algebra and functions.

High school math teachers face continued pressure to raise ACT scores, which play a critical role in the assessment of both students and schools. How do teachers balance the expectations between developing conceptual understanding and reaching proficiency? A closer look at the ACT College and Career Readiness Standards (CCR) and the Wisconsin Standards for Mathematics reveals critical connections. Participants in this session will compare these sets of standards, and also look at how the curricular resources teachers are currently using correspond. ACT items will be examined, looking for places where students are required to use the Standards for Mathematical Practice to demonstrate understanding. Current research and commentary will be explored and discussed as teachers consider implications for classroom instruction.

Grade Level: 6-8 / 9-12 / 6-12

Cognitive Demand of Math Tasks Grade Level: 6-8 / 9-12

What is cognitive demand? This term refers to the level of thinking needed to complete a task successfully. The more cognitively demanding a task is, the deeper the learning is for students. In this session, educators will spend time exploring and defining levels of cognitive demand in order to look critically at math tasks and identify work that will engage students in mathematical reasoning and problem solving. Participants will discuss instructional moves that can maintain or lower the cognitive demand of a task, with attention to how to use questioning and other formative assessment strategies to maintain cognitive demand and support meaningful learning.

Grade Level: 6-8 / 9-12 / 6-12

Examining Curriculum Alignment Grade Level: 6-8 / 9-12 / 6-12

An aligned curriculum is well organized, free of academic gaps or overlaps, and cohesive across grade levels and courses. During this session, teams will work collaboratively to examine current curricular resources and think critically about changes that may need to be made. Participants will look at coherence across grade bands and across courses, considering where it might be necessary to adjust topics and/ or grade-level content to ensure that enough instructional time is devoted to the important mathematical topics for each grade/course.

Examining Instructional Frameworks Grade Level: 6-8 / 9-12 / 6-12

Researchers and experts have many different ideas about how mathematics classes should be structured, with convincing reasons why a particular framework is effective. How do teachers know what is appropriate? This session is designed to initiate collaborative conversations around a district or school’s current instructional framework in order to identify areas of strength and discuss areas for growth. Facilitated discussion will explore strategies and resources to strengthen a system’s instructional framework to support effective teaching and learning for all students.


Middle & Secondary Geometry

Grade Level: 7-8 / 7-12 / 9-12 Geometry is the only domain which is present in the Wisconsin Standards for Mathematics in every grade K-12. It is also under-emphasized in many grades, particularly in middle and high school. This professional learning session will focus on deepening participants’ understanding of the transformational approach to geometry (using translations, rotations, reflections, and dilations) called for in the Standards; this approach is sometimes new to teachers as it was not emphasized in earlier standards. Learning will also focus on deepening understanding of the ways in which students’ geometric understanding grows and implications for classroom instruction, including the exploration of the nature and importance of conjecture and proof.

Statistics and Probability Grade Level: 6-8 / 9-12 / 6-12

In an increasingly data-driven world, statistical literacy is becoming an essential skill for all informed citizens. Statistics and Probability is often a domain/ conceptual category that gets pushed to the end of the year and sometimes skipped altogether. Teachers need support in understanding the inferential thinking that begins in the middle school standards and continues into high school. The statistical problem-solving process provides a framework for these standards, stressing hands-on activity learning through four steps: 1) formulating a statistical question that can be answered with data, 2) designing a plan to collect appropriate data, 3) analyzing the collected data by graphical and numerical methods, and 4) interpreting the analysis with respect to the original question. With a focus on using data to create mathematical models and make predictions, the content is closely connected to the conceptual category Modeling (HS), as well as Standard for Mathematical Practice 4: Model with mathematics (K-12).

Content & Instruction

continued Using Algebra Tiles to Promote Access for All Students Grade Level: 6-8 / 9-12 / 6-12

Teachers sometimes make the mistake of jumping to symbolic representations with students too quickly. In this session, participants will explore and discuss how to use and connect multiple mathematical representations to extend and deepen teachers’ and students’ understanding of Expressions and Equations (Grades 6-8) and/or Algebra (HS). Participants will consider how the use of algebra tiles can support students’ conceptual understanding of operations and the distributive property; teachers will also see how this tool can be used to support students in solving linear equations.

Using Tape Diagrams to Promote Access for All Students Grade Level: 6-8 / 9-12 / 6-12

In this session, teachers will explore and discuss how to use and connect mathematical representations to develop students’ understanding of Ratios and Proportional Relationships (Grades 6-7), Functions (Grade 8) and/or Algebra (HS). As early as Grade 1, students learn how to use tape diagrams as visual tools to support reasoning and sense-making of math concepts. Participants will consider how students’ understanding of tape diagrams can be extended to support problem solving with ratios and proportional relationships and simultaneous linear equations. Connections between physical, visual, and symbolic representations will be emphasized.

Using Technology to Explore Statistics Grade Level: 6-8

Technology plays an important role in students’ day-to-day lives. Learn how to use GeoGebra, a free online tool, to explore middle school statistics and engage students in the digital realm. This session will focus on analyzing single-variable data sets (Grade 6), comparing data sets (Grade 7), and analyzing two-variable data sets (Grade 8). Participants will see how technology can increase statistical literacy for students and leave with ready-to-implement lessons.

Pricing & Contact Information Pricing Bring our content workshops directly to your district in a format that meets your district’s needs. Whether you wish to foster educator understanding of math standards or build coaching or administrator capacity, we will design a plan that works for you.

Starting at $1,500/Instructor per day plus mileage+lodging

Contact Us Ready to schedule your customized professional development? Want to discuss additional topics and options? We want to hear from you! Contact Mathematics Institute of Wisconsin Program Coordinator Alyssa Holly.

Alyssa Holly

Program Coordinator e: p: 262-953-9364

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Mark Your Calendar! Summer Institute 2019 New in 2019 we will be changing to a four-day single location Summer Institute format. Mark your calendar for July 8-11, 2019 and meet us at UW-Oshkosh for a fun week of math learning.


Mathematics Institute of Wisconsin W233 N2080 Ridgeview Pkwy, Suite 100 Waukesha, WI 53188 @mathinstitutewi

Math Institute Professional Development Catalog 18/19