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CoMath Conversations bring together mathematics teachers, educators, and other stakeholders about once a month to tackle some of the toughest questions we face in math education.
October 2021 Conversation
Description: Schools and teachers are eager to provide high-quality interventions to students who may be struggling in mathematics, and districts have used COVID relief dollars to add staff to provide these interventions. But what makes a good intervention? What materials are needed? What specialized training do the interventionists need? On October 14 from 3:30-4:45, we'll discuss these issues and share ideas about math interventions so more students get the help they need, when they need it. Register today!
September 2021 Conversation
Description: There was a rush this summer to hire math teachers, and a lot of positions around the state were left unfilled. So why were so many math teachers leaving, and what would have made them stay? It's more complicated than salary and benefits, as teachers consider job satisfaction, administrative support, professional learning and advancement opportunities, and relationships with colleagues and parents in their decisions to stay in their school or leave. On September 16 from 3:30 to 4:45, I'll facilitate a CoMath Conversation where I'll talk about what the research says and people can share what is and isn't working for them in their schools.
August 2021 Conversation
Description: How do we teach math without a math teacher? With more than 75 districts looking to fill math teacher openings, this is a question some districts will ask themselves when the school year begins. On Thursday, Aug. 12 from 3:30 to 4:45 p.m., CDE mathematics specialist Raymond Johnson will host an online forum to discuss and share ideas for making the most of this unfortunate situation.
March 2021 Conversation
Description: On Friday, March 26, from 1:00 to 4:00 pm, I'll be hosting a "CoMath Conversation" to address current issues with high school mathematics. Specifically, the conversation will focus on the high percentage (30-40%?) of students who are estimated to be failing their HS math courses and the implications that has for interventions and credit recovery. The goal of the conversation is to generate ideas we can share to not only avoid a near-term, COVID-triggered math credit crisis, but to improve assessment, grading, and teaching practices in the long term. High school mathematics teachers, math and other instructional leaders, principals, and counselors are encouraged to attend.