Event Date(s) May 09, 2019 - May 10, 2019
If we are to take seriously the idea of treating young children as emerging mathematicians, then initiating them into a community of rich mathematical discourse centered on proof and argumentation is critical. In contrast to the trivialized “school-type” activity where children are told, “use words, pictures, and symbols to show your work,” young mathematicians at work engage in writing and revising arguments for publication and then in reading and commenting on one another’s arguments.
In this two-day workshop, participants will explore: 1) how to support students to read and craft viable arguments; and, 2) the development of this “proof-making” through the years.
Come and learn about Cathy’s new work on proof and argumentation:
- See and study video from across grades K-7 of teachers conferring to support the development of proof.
- Study with Cathy her new landscape on the development of proof through the years.
- Deepen your own mathematics as Cathy explores with you the difference between just sharing a strategy to get an answer and the actual crafting of a viable argument to justify universal generalizations.
- Explore the development of deductive reasoning and how to support it.
- Learn how to make use of “mentor texts” and peer review groups.
- Develop some samples of “mentor texts” for use with your students.