It is very hard to shift your teaching FROM a teacher-focused lesson, with you doing all the instruction and kids just listening TO more of a student-centered lesson where kids think, discuss, debate, & wonder while you facilitate the mathematical learning.
That’s where the pillars of The Flexibility Formula come in. By focusing on The Flexibility Formula pillars you will help kids build their math minds and not just create calculators, by seeing math as something that can’t be taught….it’s caught.
All the speakers in the summit are here to help you as you shift your teaching. Each speaker addresses at least one of The Flexibility Formula pillars. The pillars are explained in more detail in your Summit Workbook.
I’ve made it easy for you to take the information and inspiration from the virtual math summit sessions and implement it into your classroom so that you can start to become a Recovering Traditionalist. Capture all the amazing ideas, take notes and plan what the next steps are that you’ll put in place in your classroom with your Virtual Math Summit Workbook. If you registered for the VMS Summit you already received this resource via email. If you are watching this session and have not registered, do so now and get the Summit Workbook.
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Art Baroody is currently a Professor Emeritus of Curriculum & Instruction at the University of Illinois at Urbana-Champaign (UIUC) and a Senior Research Fellow at the Morgridge College of Education, University of Denver. He received his Ph.D. in educational and developmental psychology from Cornell University in 1979 and a B.S, in science education from Cornell in 1969. He taught elementary-level science in public and private school for 2 years.
His research focuses on early childhood mathematics education—specifically, the development of number, counting, and arithmetic concepts and skills from 2 to 8 years of age. His research has been funded by grants from the National Institutes of Health (2 grants), National Science Foundation (3 grants), the Spencer Foundation, and Institute of Education Sciences (4 grants). He was recently the co-Principal Investigator of an IES-funded project that focused on evaluating the efficacy of using learning trajectories at the preschool level and is currently the Principal Investigator of an NSF-funded project to develop an electronic test or early numeracy.
Dr. Baroody is the co-author of the widely used Test of Early Mathematics Ability (3rd edition; published 2003 by Pro-Ed) and currently working on the 4th edition. He is the author of a number of books on teaching children mathematics, including Fostering Children’s Mathematical Power: An Investigative Approach to K—8 Mathematics Instruction (published 1998 by Erlbaum Associates). He is a co-author of the 2013 What Works Clearinghouse Teaching math to young children: A practice guide published by the Department of Education https://ies.ed.gov/ncee/wwc/PracticeGuide/18.
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