Students with Learning Disabilities often lack confidence in their ability to understand mathematics. Instructional Routines in Mathematics keep the focus on developing thinking and understanding not just answer getting. Number Talks start students on a path toward making sense of mathematics for themselves. 

“Something wonderful happens when students learn they can make sense of mathematics in their own ways, make mathematically convincing arguments, and critique and build on the ideas of their peers. As students sit on the edge of their seats, eager to share their ideas, digging deep into why mathematical procedures work, they come to like mathematics and know that they can understand it.” p. 5 Making Number Talks Matter by Cathy Humphreys and Ruth Parker

As you go through the modules you will learn how the Number Talk Routine supports Washington State Goals for Improving Outcomes for Students with Disabilities, what the routine looks like in a classroom setting, where to start with you students, and how to transition into grade level mathematics to meet the Standards for Mathematics and Mathematical Practices. 

To complete the course, you must work through the four modules and complete the four self-reflection discussions.