NILD-SouthAfricaisproudtoannouncethattheywillbehostingthe
followingatCurro,Hillcrest,KZN
Rx4DiscoveryMathCourse
20thand21stMay2017
Thisisalectureandlaboratorycoursedesignedtotrainteacherstoprovidemathematicalintervention
inagroupsetting.Rx4DiscoveryMathisspecificallyintendedforstudentsinGradesR–5whowould
benefitfromearlyinterventionorwhosebasicmathskillsarebelowexpectedstandards.
I.
COURSEDESCRIPTION
Rx4DiscoveryMathwillbuildandstrengthennumbersense,mathfluency,mathvocabulary,andproblem
solvingstrategieswithinthree30-minuteortwo45-minuteweeklysmallsessions.Studentswhoneedto
master basic number sense skills as well as those who rely on procedural understanding would benefit
mostfromthisprogramme.
Studentswillbechallengedtoapplytheirgrowingunderstandingofnumbersensetosolvenovelproblem
solvingactivitiesthatchallengethinkingandreasoning.Hands-on,research-based,numbersenseactivities
willbeutilizedasthecorecontentofthisdynamicinterventionwhilemediation,Socraticquestioning,and
thestrengtheningofcognitivefunctionswillserveasthecoremethodology.Inthisdynamicintervention,
students’foundationalmathconceptswillbestrengthenedwhiletheirthinkingandproblemsolvingskills
willbechallenged,allwithinanatmospherewheremathanxietyisreducedandthinkingismaximized.
TheRx4DiscoveryMathtrainingstrengthensyourskillsin4essentialways:
1.
To provide small-group mathematical intervention that includes activities to strengthen the
foundationofmathematicalthinking:NumberSense.
2.
Toimmersestudentsindynamicactivitiesthatfostertheunderstandingofwhatnumbersmeanas
wellasthinkandreasonflexiblywithnumbers,usenumberstosolveproblems,spotunreasonable
answers, understand how numbers can be taken apart and put together in different ways, see
connectionsamongoperations,figurementally,andmakeestimates.
1
3.
To strengthen conceptual understanding of numbers and encourage the development of selfgeneratedmathematicalstrategiesforefficientmathematicalmethodsthatproduceindependent
thinkers.
4.
To provide instruction in mathematical language and problem solving through mediation,
questioning,andsmall-groupinteractionswherestudents’competencyinroutineandnon-routine
mathematicalproblemsandawarenessofpatternsandrelationshipsisstrengthened.
II.
COURSEOBJECTIVES
A. General: Successful completion of this course will enable the participant to better understand
studentneedsinmaths,basedonthefoursubtypesofmathsdisabilitiesandunderstandhowto
strengthen number sense, develop maths fluency, and bolster problem solving skills, while also
learning how to utilize the group model for Rx 4 Discovery Math to teach students conceptual,
procedural, and problem solving maths skills and strategies to strengthen students’ foundational
graspofnumbers.
B. Specific:Uponcompletionofthiscourse,theparticipantwillbeableto:
1.
Communicate an understanding of the differences between group and individualized
interventions.
2.
Demonstrate an ability to work with groups of 4-6 students in the teaching of basic
mathematicalskillsfocusedonnumbersense.
3.
Communicatethetheoriesofmediatedlearninginagroupsetting
4.
Designaplanforgroupimplementationthatwouldmeetthelearningneedsofspecificgroups
ofstudents.
III.
COURSERESOURCES
A. RxforMathtrainingManual
B. TheNeuropsychologyofMathematicsbyDr.StevenG.Feifer
C. ComingtoKnowNumberbyGraysonH.Wheatley&AnnM.Reynolds–requiredtext
D. NumberSenseRoutinesbyJessicaF.Shumway
E. MediatingMathbySueHutchison,KathyKeafer&PattiePerry
F. MediatingLearningInandOutoftheClassroombyCognitiveResearchProgram
G. PlayingwithMath:TheNameoftheGamebyChrisHorneandStevenFeifer
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IV.
COURSEREQUIREMENTS
A. Prerequisite:none
B. Pre-coursePreparation:
1.
Obtain permission from the school or programme supervisor to use group models in
classrooms,remedialrooms,orafterschoolsettings. Nowrittenpermissionisrequiredfor
this course, but we ask that you secure permission ahead of time in order to ensure ease of
implementationaftertrainingiscompleted.
2.
Read Part l, “Helping Children Learn Mathematics”, of Coming to Know Number and
printPartll,“PupilActivities”,foruseindemonstrationsduringthecourse.
3.
Readthefollowing4articles:
•
EarlyNumberSensePlaysaRoleinLaterMathSkills
byLaurenNeergaard
•
IsItCountingorAdding?
by Sara Eisenhardt, Molly H. Fisher, Jonathan Thomas, Edna O. Schack, Janet Tassell, and Margaret
Yoder
•
WhatisConceptualUnderstanding?
byBalka,Hull,andHarbinMiles
•
UsingConcretenessinEducation
byMeganC.Brown,NicoleM.McNeil,andArthurM.Glenberg
V.
MATERIALS
1. Required-
ComingtoKnowNumberbyGraysonH.Wheatley&AnnM.Reynolds–Partll,“Pupil
Activities”printedandpreparedforuseduringthecourse.
2. Suggested- NumberSenseRoutinesbyJessicaF.Shumway
MediatingMathbySueHutchison,KathyKeafer&PattiePerry
PlayingwithMath:TheNameoftheGamebyChrisHorneandStevenFeifer
VI.
COURSEWORKLOAD
Thetimerequiredforassignmentsandprerequisiteassignmentshasbeenestimatedat7hours.
VII.
COURSEEVALUATION
Participants will practice the maths techniques with a small group and receive feedback on their
demonstrations. Proficiency with number sense activities and the ability to articulate their
importancewillbeassessed.
3
VIII.
CONTENT
MathsDisabilitySubtypes
1. VerbalDyscalculia
2. ProceduralDyscalculia
3. SemanticDyscalculia
4. Visual-SpatialDyscalculia
CognitiveFunctions
INPUT
§
ClearPerception
§
ExplorationoftheLearning
Situation
§
ReceptiveVerbalTools&
Concepts
§
SpatialOrientation
§
TemporalOrientation
§
ConservationofConstancies
§
Precise&AccurateData
Gathering
§
UseoftwoormoreSourcesof
Information
ELABORATION
§
DefinitionoftheProblem
§
SelectRelevantcues
§
Spontaneouscomparative
behaviour
§
BroadandWideMentalField
§
PlanningBehaviour
§
SummativeBehaviour
§
ProjectVirtualRelationships
§
PursueLogicalEvidence
§
Abilitytointernaliseevents
§
Inferential-Hypothetical
Thinking
§
HypothesisTesting
§
PlanningBehaviour
§
ElaborationofCognitive
Categories
§
GraspofReality
OUTPUT
§
CommunicationModalities
§
ParticipatoryOutputResponses
METHOD
SocraticQuestioning
Small-GroupLearning
Multi-Sensory
Games
MediatedLearningExperience
§
Intentionality
§
Reciprocity
§
Transcendence
§
Meaning
§
Competence
§
SharedBehaviour
FOCUS
§
Worked through Output
Responses
§
ExpressiveVerbalTools
§
DataOutput
§
VisualTransport
§
Behaviour
CONTENT
QuantitativeAbilities
§
NumberSense
(collections,patternsand
relationships)
§
§
PrimaryNumericAbilities
(subtizing,ordinality,counting,
arithmetic)
SecondaryNumericAbilities
(number-countingsystem,
arithmeticcomputations,word
problems)
§
ConceptualUnderstanding
§
MathsFluency
(efficiency,accuracy,flexibility)
§
MathsVocabulary
§
ProblemSolvingStrategies
NILDPositionStatement:TheNationalInstituteforLearningDevelopment(NILD)wasfoundeduponthe
biblicalworldviewthataffirmseachindividualwascreatedintheimageofGodandthereforehasinnate
potential to learn and become effective in service to the world. As a professional educational training
centre we strive to maintain integrity at every level of service delivery. NILD has a policy of nondiscriminationinrelationtorace,colour,gender,nationalorethnicorigin.
4
NILD's Philosophy: Believing that all students can learn and that the brain is open to modification at all
stages of development, we provide direct and focused educational treatment for cognitive systems that
areweakandvulnerable.
DON’TMISSTHISOPPORTUNITY!
Fullprice:R2000pp(Registrationsclose:07May2017)
EarlyBirdprice:R1800pp(ifpaidby15thApril2017)
Schoolprice:R1500pp(if3ormorepeoplefromthesameschoolattend)
Pleasenote:Youneedtoattendtheentiretraininginordertofulfilthepassrequirements.Classeswill
finishat5p.m.onthefinaldayoftraining.
Classesstartat8.30a.m.
Accommodationandtransport: Foryourownarrangement. ItrustthattheinformationcontainedabovewillenableyoutomakeaninformeddecisionandthatIwill
hearfromyousoon.
Yourstruly,
ShireenArchibald
5
Rx4DiscoveryMath
COURSEAPPLICATION:20thand21stMay2017
Curro,Hillcrest,Kzn
Name:_________________________________________________________________________________
Telephone:(home/work)____________________________Cell:__________________________________
Postaladdress:__________________________________________________________________________
Code:____________________E-mail:_______________________________________________________
School(ifapplicable)______________________________________________________________________
EducationalBackground
College/University
Major
Degree/Diplomaheld
Fullprice:R2000pp(Registrationsclose07May2017)
th
EarlyBirdprice:R1800pp
(ifpaidby15 April2017)
Schoolprice:R1500pp(if3ormorepeoplefromthesameschoolattend)
BANKINGDETAILS:
Accountholder:NILDSANPC
AccountNumber:4090921313
BranchCode:632005
Accounttype:CHEQUE
SwiftCode:ABSAZAJJ
PLEASEFAX/E-MAILAPPLICATIONFORM–THISPAGE(PAGE5ONLY)ANDPROOFOFPAYMENTTO:
ShireenArchibald:[email protected].
6
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