Pedagogy-focused offerings give practitioners the opportunity to examine patterns of mathematical thinking and learning, and apply this knowledge to their practice. 

 Face-to-Face     Online        Blended
Offering TitleSummaryDelivery methodPrerequisites?
Aligning Math Curriculum with the CCRSAE 

This event is an opportunity to support you in developing instructional units as part of an overall ABE math curriculum. We will encourage you to use Wiggins & McTighe's Understanding by Design (UbD) model to develop contextualized instructional units based on the CCRSAE. You are encouraged to attend with colleagues from your program (including teachers and directors) as part of a team. To inquire about hosting at your site, contact Donna Curry.

Open to all
Multi-level Math Classroom Strategies: Analyzing Student Work

This course is a blended online and face-to-face course for adult education instructors at all levels (novice, intermediate, and advanced) who are looking to improve their ability to analyze and make use of student work in mathematics. In this course, we will look at both student videos and student written work, with a stronger emphasis on the latter. Participants are encouraged to collect and bring examples of student work from their own classes to the face-to-face session. Total completion time is approximately 7 hours.

Open to all
CCRSAE Standards for Mathematical Practice

During this series, you will consider ways to engage students in each of the mathematical practices. The challenge of working through problems in the assignments will encourage you to consider the perspectives of both the learner and the teacher, forming the basis for a rich group discussion on strategy and practices. Discussion will take place during the webinar meetings using the live chat box and polls.

This series runs over several weeks and is composed of two Internet-based assignments (to be completed independently in Weeks 1 and 3) and two live webinars. You must commit to all four parts. The total completion time for both the independent work and the webinars will be 6–7 hours.

Open to all
Instructional Shifts for the CCRSAE Mathematics

This two-part webinar series introduces the three instructional shifts—focus, coherence, and rigor—described in the College and Career Readiness Standards for Adult Education for Math (CCRSAE). Facilitators will use concrete math examples to explain and illustrate each shift. You will have frequent opportunities to interact through polls and to contribute to the discussion using the chat feature. 

Open to all
Integrating Math into ESOL Units: Shopping

This half day face-to-face workshop will focus on math concepts and activities that could be woven into an ESOL unit on shopping or consumer awareness. Participants will have the opportunity to deepen their own conceptual understanding of some of the math concepts behind the activities, try out some visual and tactile manipulatives that can help students deepen their understanding of the math, and experience and reflect on some of the activities offered in the packet. Cultural and life skills contexts addressed in the packet include U.S. currency, estimating costs and making change, understanding basic sales and markdowns, and finding the best deal.

Open to all
Integrating Math into ESOL Units: Employment
This half-day, face-to-face workshop will focus on math concepts and activities that could be woven into an ESOL unit on employment. You will have the opportunity to deepen your own conceptual understanding of math concepts behind the activities, try out visual and tactile manipulatives that can enhance students' understanding, and experience and reflect on some of the activities offered in the packet. Cultural, life, and work skills contexts addressed in the packet include data collection and analysis, estimation, reading and analyzing pay stubs, and using measurement.

Open to all


Mathematizing ESOL Series
These self-paced, moderated online courses are designed for ESOL teachers who wish to strengthen their own math knowledge and learn strategies for integrating math and numeracy into their practice. Throughout the courses, teachers will reflect on their own practice in relation to course content and participate in discussions with colleagues. Lessons throughout the course are designed to help participants build the components of a culminating project for their class that integrates math skills and builds on language acquisition. Courses run over 5 weeks and take approximately 18 hours apiece.

Mathematizing ESOL I: Integrating Whole Number Operations: Participants will engage in math activities aimed at deepening their own conceptual understanding of math notation and operations with whole numbers, and develop lesson ideas that accommodate students with various math and language levels.

Open to all

Mathematizing ESOL II: Integrating Benchmark Fractions, Percentages, and Decimals: The second course in this series is designed to give ESOL teachers the math knowledge they need to integrate benchmark fractions, percentages, and decimals into their language classrooms. Teachers will engage in math activities, reflect on their own knowledge and assumptions about math, and learn strategies for integrating benchmark numbers in ESOL lessons while continuing to focus on language acquisition and effective communication. 
Mathematizing ESOL I
Mathematizing ESOL III: Integrating Ratio Reasoning: The third course in this series is designed for English language teachers who want to deepen their own conceptual understanding of ratios and proportions and to learn strategies for helping students build ratio reasoning skills. 
Mathematizing ESOL I
Multi-level Math Classroom Strategies: Questioning Techniques

Multi-level Math Classroom Strategies: Questioning Techniques is a blended course about the craft of fostering productive student dialogue in the math classroom, as a way to improve learning outcomes. This four part course examines the following interconnected topics:

  • Creating a culture of classroom discourse
  • Asking effective math questions to probe and further student thinking
  • Providing wait/think time
  • Making the most of student mistakes

This course is recommended for participants who are currently teaching math or who have access to a math classroom in which they can try out and practice new techniques. This course involves two asynchronous online sessions and two half-day face-to-face sessions, approximately 4 hours each, 16 hours total.

Open to all
Research-Based Adult Numeracy Study Circle

This course is designed to engage adult education professionals in reading and reflecting on research on adult numeracy. This research forms a solid basis from which to support effective math teaching and learning. The course is composed of two self-paced online modules and one face-to-face meeting.

By the end of the Study Circle, participants will be able to:

  • Discuss research on numeracy, math teaching and learning
  • Make personal connections to the research and their individual practice
  • Describe implications from research for instruction and student learning
  • Consider implications from research for instruction and professional development
Open to all