**Math teachers, are you frustrated . . .**

**✔ by unrealistic expectations **of teaching students who seem so unprepared?

**✔ by new methods and models **you're expected to teach?

**✔ that your students should be more successful **since you are putting in so much effort?

## Find out the **"why"** behind the shifts in math education.

**Who is this Workshop for?**

If you teach because you want to help your students grow and really reach their potential, I absolutely recommend Pam's workshops. After just two workshops, I have a whole new outlook on helping my students understand and APPRECIATE math! I am really excited to implement the strategies we discussed in my classes in the future.

I have learned a WHOLE NEW WAY TO TEACH!! I will definitely be implementing Problem Strings into my teaching next year.

Laura Douglas, Birdville High School

If you have even **one student** in your class that struggles with math, then take a Pam Harris workshop.

My biggest takeaway from the workshop is learning about giving students that "ah-ha" moment or glimmer, when they can see and realize the connections they are making when doing a Problem String.

Christopher Peterson, West High School, CA

#### Average from 518 teachers!

## This is a K-12 entry level workshop

Which in no way means it's only for new math teachers!

Rather, this workshop introduces teachers, principals, skeptical parents or colleagues, anyone and everyone to the enabling and freeing knowledge that math is Figure-Out-Able.

Join me and we'll discover:

- how to reach all of your students
- what it means to engage in the work of a mathematician
- the difference between solving a problem with relationships and solving using rote-memorized steps
- how to develop mathematical reasoning in all grade bands

The workshop is 4 modules of content, and participants have access for 6 weeks.

# $249 Value—Free!

**What Participants Have to Say . . .**

Your "Developing Mathematical Reasoning" workshop was incredible! You have enlightened my math brain with more flexible thinking, of which I can take back to my students to help them grow as mathematicians! I'm taking away a whole new way of thinking about math! This has opened my math brain to new ways to mathematize!! Thank you for what you do!

Christy Couch, Woodland Heights, Brownwood, Texas

Growing up, I had always gotten such great grades in math...but it turns out that I'm just good at memorizing and plugging things into formulas.

I can't believe how much I struggle with actual problem solving! I want my students to be able to think and problem solve, and I believe using what I've learned in Pam's workshop will help both me and my students become better mathematicians and problem solvers. So excited to apply what I've learned!

Natalie Carpenter, Haltom Middle School

I loved this experience! It is something that helped me gain more insight on how I can reach my goal of helping my students understand that there is more than the "one way" or "my way" of coming to a solution.

By understanding the levels and different ways of reasoning, we open the window to a much diverse and rich way of thinking about math.

Edna Lynn Cruz, McFarland Jr High School

**What Will I Learn?**

- What "Math is Figure-Out-Able" means, what is
*real*math, and what it means to mathematize - How to help students think like young mathematicians
- Why it is important to develop reasoning, not just get answers
- Steps to take action in your classroom

**Why Is This Important?**

This is the why, the background, the setting that sets the stage for the rest of the workshop, so that you can implement lessons and strategies knowing how it all fits together.

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**Module 2: Additive Reasoning**

**What Will I Learn?**

- What Additive Thinking can look like
- How to use the most sophisticated addition strategy—Give and Take—with whole numbers, decimals, and fractions
- What makes a number friendly
- How to use the over strategy in multi-digit subtraction
- What a Problem String is and how to use it to develop strategy in students
- What a Problem Talk is and how to use it to support the learning
- How to use the instructional routing "I Have, You Need" to build important relationships in students' brains

**Why Is This Important?**

Students need to develop additive relationships and strategies to efficiently add and subtract while staying in magnitude. They need these sophisticated brain processes in order to start thinking about same size groups of quantities—multiplication and division.

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**Module 3: Multiplicative Reasoning**

**What Will I Learn?**

- What it means to think and reason multiplicatively
- A way to help students learn single-digit multiplication facts that builds multiplicative relationships
- How to use a Problem String to develop Multiplicative Reasoning
- What it looks like to represent student thinking on open arrays and ratio tables
- How to help students think about our complex base-10 place value system in a way that makes sense and they can reason through
- Where algorithms fit in instruction and practice
- How to use a Problem Talk to evaluate multiplicative strategies
- An alternative to the dreaded Long Division Algorithm, a way to think and reason about division

**Why Is This Important?**

Students need the multiplication facts at their fingertips and the best way to achieve this is through multiplicative relationships. Students also need to develop multiplicative relationships so they can start to apply them in tandem as rates and ratios. In order to develop Proportional Reasoning, students must be thinking and reasoning multiplicatively.

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**Module 4: Proportional Reasoning and Functional Reasoning**

**What Will I Learn?**

- What it means to reason proportionally and about functions
- A contextual Problem String to develop Proportional Reasoning
- The powerful model of ratio tables for solving complex proportions
- A Problem String to build Functional Reasoning

**Why Is This Important?**

This module helps you see and feel the progression of increasingly sophisticated mathematical reasoning. It demonstrates the need for prior levels of reasoning to succeed in understanding and using higher math.

**From Participants of the Live Workshop**

I’m Pam Harris and I empower teachers to be the teacher they want to be.

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I have been working with educators for over 20 years as a classroom teacher, university instructor, and teacher trainer as well as writing books and creating resources for teachers.

As a beginning teacher, I worked hard to make lessons understandable and interesting, but I didn’t realize how much I relied on rote memorization and repeating procedures until I immersed myself in math research. This fundamentally changed the way I do and teach mathematics so that teachers and students reason mathematically, not mimic like robots.

**Have you heard enough? Are you ready to join me?**

**This workshop is ****FREE****, because I am passionate about making a ****difference**** for as many teachers and students as possible.**