1. Teaching Mathematics To All Learners
Melissa Hedges
Judy Winn
Beth Schefelker
September 28, 2010

2. Number or Geometry? Which would you choose?
Drawing from your personal experience learning Geometry to make a decision as to where to place yourself in the classroom.
Move to the front of the classroom if you liked learning Geometry.
Move to the back of the classroom if you didn’t like Geometry.
Move to the left side of the classroom if you liked learning Number better than Geometry.
Move to the right side of the classroom if you liked neither Geometry or Number.
Remind participants that they may change their mind and move if there is a better fit for experience.

3. Making Connections…
1. Share something about learning Geometry that helped you make your decision about where to walk. 2. Share your van Hiele level with your group. What did you find out? 3. What connections can you make regarding your feelings of geometry and your van Hiele level? 4. Make a hypothesis about how these two ideas impacted your work as a teacher of mathematics?

4. Goals for your students…
Now that you know the effect teaching has on learning geometry what are some goals you have for your students as they study geometry this year?
What will you need to do as an instructor of mathematics to help them meet this goal?

5. Working as a table group discuss:
NCSM: Improving Student Achievement in Mathematics for Students with Special Needs NCSM Article Debrief: Improving Student Achievement in Mathematics for Students with Special Needs
Working as a table group discuss:
3 - ideas that your group found insightful
2 - ways that the article reflects the work you are doing in your classrooms and/or fellow teachers.
1 - goal for yourself as a teacher and a student of mathematics.
#2 on sticky notes that will be attached to the back of their homework.
#3 – verbal sharing…