Learning & The Brain Conference:
San Francisco, CA
February 18-20, 2010
Smarter Brains: Using Brain Research To Increase Intelligence, Cognition & Achievement
Cognitive neuroscience is discovering the answers to why schools make us smarter, how stress, social classes and economics affects IQ and how intelligence can be improved. At this conference, you will learn how to train your brain to be smarter, ways to create more intelligent classrooms and ways to increase emotional intelligence and close the achievement in students.
in the IMPROVING READING & MATH ACHIEVEMENT Strand-Friday, Feb. 19, 2010 / Afternoon Concurrent Sessions B-
Part II: 3:00-4:00pm
Closing the Gap in Achievement by Starting with the Earliest Developments of Numeracy & the Foundation for all Future Processing in Mathematics: One-to-One Correspondence, Conservation of Number & Number-Symbol Relationship
By David Berg, ET, creator of the Making Math Real multisensory structured methodology, K-12 and founder/director of the Making Math Real Institute
The development of number sense is the key fundamental for the success of all future mathematical processing (Geary, Butterworth, von Aster, and others). For young children in pre‐school through the primary grades and for students with mild to profound impairments in math, number sense development is crucial both as the basis for all future instruction and as part of a successful intervention and/or remediation. Amongst the earliest elements necessary for the development of number sense is one‐to‐one correspondence, conservation of number, and number-symbol relationship. The integration of one‐to‐one correspondence, conservation of number, and number‐symbol relationship provides the required developmental readiness to begin formal instruction in our base ten system of mathematics (Geary). According to my research, assessment, and experience in working with thousands of struggling math students of all ages and processing styles, most challenges these students have faced can be traced back to insufficient development of number sense.
This presentation will provide:
√ the direct hands‐on, multisensory‐structured methods for immediate practical and professional use in teaching the 6 developmental levels of one‐to‐one correspondence
√ the 3 levels of conservation of number
√ the complete incrementation for developing number‐symbol relationship
CLICK HERE To Download Session Handout
AUDIENCE: These methods are appropriate and applicable for parents and educators working either with pre‐school through primary grades children and/or students with mild to profound disabilities in mathematics.
ADDED FEATURE: In addition, the design of baseline assessment to determine developmental levels of one‐to‐one correspondence, conservation of number, and number symbol relationship will be discussed.
LOCATION: At the The Fairmont San Francisco Hotel
Located at the top of Nob Hill, The Fairmont Hotel provides a spectacular panoramic view of the City and the Bay. CALL 1-800-441-1414 or 415-772-5175 and refer to “Learning & the Brain.”
The discount rate will no longer apply when the block is full, or after January 25, 2010.
Pre-Conference Workshops: February 17 — *By advance registration only.
Conference: February 18-20, 2010 *Early Bird Registration Discount Deadline – Nov. 30, 2009
Session Title: Closing the Gap in Achievement by Starting with the Earliest Developments of
Numeracy & the Foundation for all Future Processing in Mathematics: One-to-One Correspondence, Conservation of Number, & Number-Symbol Relationship
Session Date: Friday, Feb. 19, 2010
Cost: registration for conference required
FOR REGISTRATION INFO: http://www.edupr.com/reg.html
FOR FULL CONFERENCE INFO: http://www.edupr.com/brain25.html
Making Math Real is a national Institute in association with the University of California Berkeley, and University of California Santa Cruz Extensions. The Institute provides 320 hours of professional development seminar covering multisensory structured K-12 content in mathematics. Making Math Real, originally created and designed for the special needs population, is equally structured from pre-K through calculus to support the full diversity of processing styles for all learners, including those requiring remediation or acceleration. In addition, it is a developmental, highly systematic, and hands-on approach that guides students from the concrete to the semi-concrete to the semi-abstract, culminating in the synthesis of abstract functioning. The emphasis is in re-connecting math to its concrete fundamentals to develop comprehension and mathematical decoding while building the specific perceptual and associative cognitive tools of central processing to help students make and retain connections.