Contact Us
For more information about the Teaching Math Routines for Computational Fluency certificate program, contact us at ProfessionalLearning@gse.upenn.edu
Learn research-based strategies for fostering high-level reasoning, problem-solving skills, computational fluency, and mathematical proficiency in your students.
What Sets Us Apart
Learn from leading math education experts
Connect and learn alongside peers in small virtual learning communities
Collaborate with colleagues to design learning experiences for your students
About the Program
Schools across the country are preparing for the shift towards the Standards for Mathematical Practices by working to encourage more student discourse in the math classroom. Number sense routines can be a gateway to changing how teachers and students think about mathematics and engaging students in high-level reasoning and problem-solving.
Application Deadline
- Priority Application Deadline: June 1, 2024
- Final Deadline: July 31, 2024
Program StartSeptember 10, 2024
Length & Time Commitment~40 hours over 4 months
Certificate OfferedPenn GSE Certificate of Participation
Credits4 Continuing Education (CE) Credits
40 Pennsylvania ACT 48 Credits
Cost
- Standard rate: $1,500
- 15% discount available for:
- Applications received by June 1st
- Penn GSE and Center for Professional Learning alumni
- Penn employees
- Groups of 5+ from the same organization, contact us prior to applying.
Ideal Candidates
- K-5 teachers
- K-8 math teachers
- Instructional leaders (teacher leaders, coaches, math specialists, or others who teach or support math instruction)
Modality
- Online
Overview
This program focuses on one specific number sense routine called the "number talk." The number talk is a high-leverage, low-risk routine focused on developing computational fluency that incorporates research-based practices for effective math teaching, such as facilitating discussion, listening to and responding to student thinking, using representations to support student learning, and connecting to important mathematics. Participants will also learn about additional number sense routines that use a similar structure and can be used to build computational fluency.
This program follows a unique three-part model that is designed to align with research-based best practices in teacher professional development.
- Part I: Explore, educators asynchronously engage with a carefully curated curriculum to deepen their own understanding of the program’s topics.
- Part II: Envision, educators attend live virtual workshops led by expert Penn faculty and experienced practitioners and create a plan for applying their new knowledge and skills.
- Part III: Enact, educators implement their plan in their classroom or school. At the same time, they attend live virtual small group meetings with colleagues to connect, collaborate, reflect, and learn from each other's experiences.
Learning Goals
- Understand what number sense routines are and how they can be used to engage students in mathematical thinking and reasoning to build strong number sense.
- Develop proficiency with effective strategies for eliciting student thinking, questioning and probing student thinking, and representing student thinking visually to help diverse learners access important mathematics.
- Engage in cycles of inquiry with other participants that involve sharing videos of classroom implementation of number sense routines, posing questions about practice, and giving and receiving targeted feedback to support continuous improvement.
- Understand how number sense routines can be used to activate prior knowledge, provide access to mathematical concepts, and build positive student mathematical identities.
Note About Video Recordings
The Teaching Math Routines for Computational Fluency program is different from other professional development programs because of its focus on improving classroom instructional practice. To this end, participants will be asked to post videos of their classroom practice to get feedback from peers that can, in turn, prompt reflection on their teaching and learning. Video submission is required for successful completion of this program.
Before committing to this program, each participant is responsible for researching and following the specific guidelines related to recording videos for professional learning set forth by their school, district, and/or network. All videos will be posted and used within a password secure portal within this program only and deleted at the end of the program.
Program Schedule
| Dates | Modality & Times | Sessions |
| September 10, 2024 | Virtual asynchronous work | Learners will explore resources, materials, and videos to help deepen their understanding of computational fluency and number sense routines. |
October 5, 2024 | 10:00 a.m. - 12:00 p.m. (ET) | Workshop #1: Building number sense through routines |
October 7 - October 30, 2024 | Virtual asynchronous work | Cycle 1: Participants will plan and video record number sense routines with students and engage in a cycle of inquiry where they share the videos with their small group along with a focus question, give feedback to other participants, and receive ongoing feedback on their own practice. |
November 2, 2024 | 10:00 a.m. - 12:00 p.m. (ET) | Workshop #2: Eliciting and responding to student thinking |
November 4 - December 5, 2024 | Virtual asynchronous work | Cycle 2: Participants will plan and video record number sense routines with students and engage in a cycle of inquiry where they share the videos with their small group along with a focus question, give feedback to other participants, and receive ongoing feedback on their own practice. |
December 7, 2024 | 10:00 a.m. - 12:00 p.m. (ET) | Workshop #3: Developing accurate, flexible, and efficient computational strategies |
| December 9 - December 20, 2024 | Virtual asynchronous work | Cycle 3: Participants will plan and video record number sense routines with students and engage in a cycle of inquiry where they share the videos with their small group along with a focus question, give feedback to other participants, and receive ongoing feedback on their own practice. |
Continuing Education Credits - FAQs & Policy
Frequently Asked Questions
- What are the benefits of obtaining Continuing Education (CE) credits? - Having an official record of your participation in this program can add credibility to the work that you invest in completing it. In some school districts, CE credits can be used to help educators advance along their pay scale.
- What style of grading does this program follow? - Programs that offer CE credits award "Pass/Fail" grading.
- Can I add CE credits after I get started in the program? - You must decide before you start the program if you will be participating as a learner who is completing the program for CE credentialing. You will not be able to opt in after the program starts.
- Can I receive partial credit or opt out of receiving CE credits after I start the program? - No, this program can not offer partial credit if a learner can not complete the program. However, a learner can unenroll from the program by the drop deadline and will be responsible for 100% of the program fee.
- Why might you not want CE credits? - If you choose to receive CE credits but do not successfully complete this program, you risk receiving an F on your permanent Penn transcript.
- Can participating educators receive Pennsylvania Act 48 credits if they don't register for CE credits? - Yes! All Pennsylvania educators are eligible to receive the total amount of ACT 48 credits regardless of their preference for CE credits.
Continuing Education Credits Policy
Please read the policy below carefully to understand the important consequences that choosing to receive CE credits may have for your University of Pennsylvania transcript.
As a participant in this Penn GSE Certificate program, you are eligible to receive Continuing Education (CE) credits for successful completion of the program requirements. Whether or not you choose to receive CE credits for your participation in this program, all program expectations and requirements are the same.
If you choose to receive CE credits, this course will appear on your permanent Penn transcript.
If you decide to unenroll from this program, you will have until the Add/Drop Deadline to do so without consequence for your transcript. This course will no longer appear on your Penn transcript.
If you decide to unenroll from this program after the Add/Drop Deadline, then this course will appear on your Penn transcript. Courses dropped after the Add/Drop Deadline requires instructor approval, and a 'W' will appear on your transcript in place of a grade.
If you decide to unenroll from this program after the Withdrawal Deadline, then this course will appear on your Penn transcript, and you may earn an F.
If you choose to receive CE credits for your participation in this program but do not successfully complete it, then you may earn an F on your Penn transcript.
Please indicate whether or not you would like to receive CE credits for your participation in this program on your application.