WHAT WE DO
We support teachers by offering the Making Sense Professional Development courses and the Teaching Math to Struggling Learners courses. These innovative courses for both general and special education elementary teachers are designed to improve teacher practice in order to enhance student learning. A team of course developers from across Iowa collaborated on content and shared their pedagogical expertise to create these high-quality, research-based professional development courses that enhance math instruction in both general and special education elementary classrooms.
WHY WE DO IT
We created the Making Sense Professional Development courses because we believe in the importance of effective and innovative math instruction. The positive impact felt by students who are taught by highly-effective and capable teachers with strong content and pedagogy drives our course writing.
WHO WE SERVE
Currently, we serve Iowa elementary mathematics teachers and principals. The teachers we serve strive to improve in their own instruction, which ultimately impacts student learning. The principals we serve are eager to take their role as an instructional leader to a new level.
WHERE WE’VE BEEN
The Mathematics Department at the University of Northern Iowa has provided professional development to teachers around the world for the past 20 years. What began as a contract with the Department of Defense Education Activity (DODEA) to extend high-school teacher learning in mathematics has evolved into innovative and responsive professional development opportunities for all teachers of mathematics.
HOW WE CAN SERVE TEACHERS
The Center for Teaching and Learning Mathematics is committed to helping teachers maximize their mathematics instruction. Developed and facilitated by a team of leading mathematics experts, our Making Sense Professional Development courses are available to the elementary mathematics teachers. Designed with the needs of teachers mind, our courses will provide teachers with an opportunity to expand their thinking and instructional practice through the study and application of practical, research-based strategies. By discovering their own potential as mathematics instructors, teachers will undoubtedly discover the learning potential in their students as well.