Creating Conditions to Thrive in the Math Classroom

  • Description
  • Files

Environments and practices that support students’ social, emotional, and academic development

Attending to both social and emotional learning and academic understanding is critical for student success. They cannot be addressed in isolation. Attending to social and emotional learning in mathematics within the curriculum, teaching, and learning contributes to implementing equitable instruction. 

This asynchronous course series will leverage Creating Conditions to Thrive: Environments and practices that support students’ social, emotional, and academic development, a powerful resource designed to support teachers to integrate Social, Emotional, and Academic Development (SEAD) into math lessons. To learn more see the course flyer.

Course Details

The courses in this series can be taken separately as stand-alone learning opportunities.

Structure: Each course includes self-paced asynchronous learning and application activities.

Duration:  Each course is 6 hours, self-paced during the course window (see below for window dates).

Primary Audience: K-12 math teachers and those who support teachers in mathematics instruction

Certificate:  You will receive a certificate of professional learning time immediately after completing the learning within the course. Please reach out to your school district to ensure they will accept the certificate.

See the accordion below to review the course sequence, goals, and requirements.

  • Course Series Dates and Registration

    The courses are self-paced and will be scheduled sequentially in their own dedicated windows. Each course will take about 6 hours of time to complete.

    Course 1: Fostering Belonging in Mathematics

    • Dates: May 31 - Aug 31, 2023

    Course 2: Developing Identity in Mathematics

    In this course, you will learn about, reflect on, and practice planning to integrate social and emotional learning into equitable math instruction with a focus on developing positive identity in math. Participants will understand the need for social, emotional, and academic development (SEAD) in the content area of math and learn how to integrate this by attending to student identity - including the identities of multilingual learners - and to develop the mathematical identities of students during math lessons. You will see a curriculum-based video example of a lesson that incorporates identity and centers multilingual learners and have the opportunity to apply the learning from the course by planning a lesson that incorporates identity in math instruction or support educators to incorporate identity in their instruction.

    Course 3: Promoting Student Discourse in Mathematics

    • Dates: TBD

    Course 4: Developing Student Agency in Mathematics

    • Dates: TBD
  • Goals

    In this course series  you will learn about, reflect on, and practice planning to integrate social and emotional learning into equitable math instruction, including centering multilingual learners in your planning. Participants will understand the need for social, emotional, and academic development (SEAD) in the content area of math and the connections between SEAD and equitable practices for teaching and learning. Participants will learn about elements of equitable instruction and SEAD, reflect on curriculum-based examples of integrating SEAD into mathematics, and have the opportunity to apply the learning to their role and context.  In each course, you will practice lesson planning to incorporate SEAD themes in math lessons while centering multilingual learners.

    Course 1: Fostering Belonging in Mathematics

    In this course, participants will: 

    • Understand how to create a math community that focuses on belonging, including centering multilingual learners.
    • See a curriculum-based example of a lesson that incorporates belonging and centers multilingual learners. 
    • Apply the learning from the course to plan a lesson that incorporates belonging in math instruction or support educators to incorporate belonging in their instruction.

    Course 2: Developing Positive Identity in Mathematics

    In this course, participants will: 

    • Learn how to attend to student identity, including the identities of multilingual learners, and to develop the mathematical identities of students within math lessons.
    • See a curriculum-based example of a lesson that incorporates identity and centers multilingual learners.
    • Apply the learning from the course to plan a lesson that incorporates identity in math instruction or support educators to incorporate identity in their instruction.

    Course 3: Promoting Student Discourse in Mathematics

    In this course, participants will:

    • Recognize and apply discourse strategies that leverage student thinking and talk in math lessons, especially those which intentionally create language opportunities for multilingual learners.
    • See a curriculum-based example of a lesson that incorporates discourse and centers multilingual learners.
    • Apply the learning from the course to plan a lesson that incorporates discourse in math instruction or support educators to incorporate discourse in their instruction.

    Course 4: Developing Student Agency in Mathematics

    In this course, participants will: 

    • Build awareness of opportunities for student agency and focus on the development of student agency in lesson planning.
    • See a curriculum-based example of a lesson that incorporates agency and centers multilingual learners.
    • Apply the learning from the course to plan a lesson that incorporates agency in math instruction or support educators to incorporate agency in their instruction.
  • Course Requirements and Credit

    While we encourage you to complete the entire course series, you may also choose to select and complete the learning and activities from individual courses within the series as stand alone learning experiences.

    To earn your certificates within each course, for 6 hours of professional learning time per course, you must successfully complete the following:

    • Review all course content, including videos and readings.
    • Complete all embedded interactive activities, including discussion boards.
    • Take the post-learning surveys within the courses.