Math Institute: Building Structure, Fluency, and Mathematical Reasoning

Adaptable to your schedule! 

Join us for this four-day institute with leading researchers in math instruction. Create a personalized learning experience by attending a single session or the full institute.

Dates: July 20-23, 9:00 am- 12:00 pm EST
Location: Virtual
Credits: NYCTLE credits – 3 hours per workshop

Day 1: Building Mathematical Vocabulary and Discourse

Presenter: Elizabeth Stevens, PhD

Description:
This session focuses on helping educators strengthen students’ mathematical vocabulary and deepen discourse across the classroom. Participants will explore how to build a consistent set of practices and routines that support students in using precise mathematical language with confidence. Educators will explore strategies for fostering both oral and written explanations, encouraging students to articulate their reasoning, ask meaningful questions, and engage in productive mathematical conversations. Through modeled routines, practical examples, and collaborative activities, educators will learn how to create a classroom culture where mathematical talk is intentional, accessible, and an essential part of daily learning.

Key Learning Objectives:

• learn how vocabulary instruction can be incorporated into your mathematics instruction
• explore routines and structures that strengthen mathematical vocabulary and daily discourse
• gain strategies to support clear oral and written math explanations
• gain techniques that promote student-to-student mathematical conversations
• explore ways to foster a classroom culture where precise math language is used confidently

 Day 2: A Structured Approach to Solve Addition Math Word Problems

Presenter: Elizabeth Hughes, PhD

Description:
This session introduces participants to the principles of schema-based instruction, an approach that helps students make sense of word problems by recognizing underlying mathematical structures rather than relying on superficial keywords. We will explore the major additive problem types, including join, separate, part–part–whole, and compare, and discuss how to guide students in identifying these structures across varied contexts. Participants will learn how to use visual models to represent thinking, support problem comprehension, and strengthen conceptual understanding. The session will also include a brief introduction to worked examples as an effective tool for building clarity and reducing cognitive load as students internalize problem schemas.

Key Learning Objectives:

• understand what schema-based instruction is and why it supports deeper mathematical comprehension
• identify and explore the four major additive problem types
• gain strategies for helping students recognize problem structure rather than relying on keywords
• gain practical ways to use visual models to represent thinking and support problem-solving
• explore how worked examples can build conceptual clarity and reduce cognitive load for learners

Day 3: The Power of Structure: Understanding Multiplicative Thinking

Presenter: Jonté Meyers, PhD

Description:
This session will deepen participants’ understanding of multiplicative reasoning and how it differs fundamentally from additive reasoning. We will explore key multiplicative structures, including equal groups, comparison situations using “times as many,” arrays and fundamental differences, rate problems, to build a solid conceptual foundation. Participants will examine how students form composite units and why this shift in thinking is essential for fluent multiplication and division. The session will highlight a range of representations that make multiplicative structure visible, supporting stronger reasoning and problem solving. Finally, we will look at worked examples that clearly connect visual models to procedures, helping learners internalize the logic behind efficient strategies.

Key Learning Objectives:

• understanding how multiplicative reasoning fundamentally differs from additive reasoning, and why this shift matters for students’ mathematical development
• familiarity with major multiplicative structures, including equal groups, “times as many” comparison problems, arrays/area models, and rate situations
• insight into how learners build composite units and how to support this critical cognitive move
• strategies for using representations that reveal multiplicative structure, helping students see and make sense of relationships
• explore worked examples that connect visual models to formal procedures, building conceptual and procedural fluency

Day 4: The Science of Math: Turning Research into High-Impact Classroom Practices

Presenter: Paul Riccomini, PhD

Description:
This workshop covers spaced learning, varied practice types, and information recall, three evidence-based methods to enhance student learning. Educators will receive frameworks and develop a clear understanding of the scientific principles underlying these approaches. Participants will examine cognitive processes that support long-term retention and acquire techniques to deepen students’ understanding and application of math knowledge. Through interactive activities and collaborative planning, educators will learn to incorporate these strategies into mathematics instruction.

Key Learning

• explain key cognitive processes related to memory and retention within math concepts
• identify and understand the research supported techniques of Spaced learning, Interleaved Practice, and Practice Test Retrieval
• analyze how retention strategies can vertically align with K–12 mathematics instruction
• apply evidence-based techniques to authentic classroom scenarios by designing lesson components, tasks, and review routines
• gain a toolkit of instructional scaffolds that integrate into math lessons