UPCOMING LEARNING OPPORTUNITIES

Upcoming Teacher Workshops

Upcoming Student Workshops

UCLA Math Project List Sign Up

Stay in touch with the UCLA Math Project. If you're on our list, you'll receive an email when we have open workshops.


By submitting this form, you are consenting to receive marketing emails from: UCLA Center X. You can revoke your consent to receive emails at any time by using the SafeUnsubscribe® link, found at the bottom of every email. Emails are serviced by Constant Contact

Calendar of Events

S Sun

M Mon

T Tue

W Wed

T Thu

F Fri

S Sat

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

1 event,

Math Identity Partnership Summer Workshops (LAUSD Only) – FULL

0 events,

0 events,

4 events,

Young Mathematicians: Proportional Reasoning [For Students Entering 9th Grade]

Math Teacher Learning Labs (Middle School & High School)

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

0 events,

TEACHER LEARNING

TRAJECTORY

  • Build on Teacher’s noticing
  • Being Strategic with what to notice
  • Create more spaces for noticing
  • Develop an understanding for Student Strategy Trajectory
  • Create spaces for meaning making
  • Create spaces for developing teacher mathematical content knowledge
  • Develop teaching practices to be responsive to student thinking and learning trajectories
  • Extending children’s ideas
  • Connecting mathematical ideas.
  • Become more strategic with practices and ways in which student thinking is used to deepen understanding.
  • Reflect, anaylze, build, extend and repeat.

GUIDING PRINCIPLES

  1. Cultivate positive, reflective, and nurturing relationships with teachers, administrators, and colleagues.
  2. Notice and highlight what educators are doing well.
  3. Notice and highlight the details of student thinking in order to support both the development of children’s mathematical understandings, and teacher knowledge about children’s thinking.
  4. Take care to value the thinking of all students, particularly those who may be marginalized, with the intent of reframing the narrative around who can be, and what it looks like to be, successful in mathematics.
  5. Connect the focus and content of professional development to classroom practice, making sure to adapt and design support to best meet the needs of the context.