Concept-Based Mathematics

Mathematics is a language of conceptual relationships.

Traditional curriculum often assumes a deep understanding of concepts, and fails to teach for transfer, or to consider context.The focus tends to be on rules and procedures with little attention to the conceptual relationships.

Dr. Jennifer Chang Wathall offers a concept-based curriculum design for the discipline of mathematics, and explorations of how inductive teaching approaches support the development of conceptual understanding. The two workshops are based on Dr. Jennifer Chang Wathall's book, Concept-Based Mathematics: Teaching for Deep Understanding in Secondary Schools. 

In order to meet the needs of a K-12 educator cohort, both workshops will offer a range of early years and primary examples as well as those for secondary. The book itself is 90% for grades Pre-K-12.

K - 12 Mathematics Teachers & Coaches. Mathematics resources will be differentiated to meet the needs of primary and secondary participants.

Jennifer is an author, educational consultant and part time instructor for The University of Hong Kong for the education faculty in the field of mathematics education. With over 25 years’ experience in the education field, Jennifer has worked in several international schools in Hong Kong and New York. Based on her graduate studies in Educational Technology, Jennifer has designed numerous online courses that have reached thousands of educators from all over the world. Her research areas include blended learning methodologies and teaching for deep conceptual understanding.

In the international arena, she has presented numerous keynote addresses and workshops about effective eLearning practices, concept-based mathematics, and concept-based curriculum and instruction to Pre-K-12 educators. In her role as an independent consultant she supports the development of curriculum and instruction which integrates effective eLearning practices and teaching based on deep conceptual understanding.

This workshop will cover the concept-based curriculum design model specifically for mathematics. Participants will deepen understanding of effective and engaging pedagogy in a mathematics classroom through group dialogue and hands-on learning. Participants will have the opportunity to dig into unit design, taking a concept-based approach to addressing the standards and practices.

Guiding Questions:

• Why is it important for students to learn conceptually?
• What are the facts, processes/ practices, and concepts in mathematics?
• How might we craft high-quality generalizations and accompanying guiding questions in mathematics?
• What do high ceiling low threshold learning experiences look like in a concept-based classroom?
• How might we design a concept-based mathematics unit to promote deep learning and showcase the interconnectedness of the discipline of mathematics?

This is a continuation of Workshop 1, Foundations of Concept-Based Mathematics. Time will be allocated to designing concept-based units and collaborating with others. This professional learning opportunity will delve deeper into additional areas of differentiated learning and different ways to collect evidence of student learning including an intentional focus on the Mathematical Practices and High Ceiling, Low Threshold learning engagements.

*Note that participants must complete Workshop 1 before attending Workshop 2

Guiding Questions:

• How might we design curriculum and instruction to promote learner agency?
• What is differentiation and what is not differentiation in mathematics?
• How might we design high ceiling low threshold learning experiences to support differentiated learning in mathematics?
• How do we reframe assessment as collecting evidence of student thinking and learning?
• How do we collect evidence of student learning using authentic performance tasks?
• How do we determine success criteria and provide learners with meaningful feedback?

Workshops 1 & 2: $4,000
Workshop 1 only: $2,500

HKIS Educators: Please see internal communication or contact your curriculum leader for the HKIS rate.

All workshop participants will be provided with a copy of Concept-Based Mathematics: Teaching for Deep Understanding in Secondary Schools.

What documentation do I need to access campus? 

All visitors to campus must submit documentation of COVID vaccination and a travel declaration before entry to campus. Participants who do not provide a valid travel declaration will not be admitted to campus.

What social distancing measures will be in place?

We will strictly adhere to all social distancing guidelines from the government and HKIS. These include wearing a mask at all times and limiting attendance numbers to allow for proper social distancing. 

What are the lunch options?

Light refreshments and lunch will be provided.

This is an in-person event. What happens if government guidelines tighten and we can't meet in person?

In the event that conditions arise which prevent us from hosting this event in person, we will proceed with the conference virtually. Examples include: Covid-19 restrictions prohibiting visitors to visit campus, black rain, typhoon 8 or above. We will inform participants in a timely way via email of any changes.