The Abstract Language of Math and How the SLP Can Help
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Presenter:
Date:
Time:
Location:
Reservations:
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Karen Tzanetopoulos, M.S., CCC-SLP
March 11, 2017
Journey Care
2050 Claire Court, Glenview IL 60025 Harmony Leiran ([email protected]), RSVP by March
The Handout will be Posted Online Prior to the Meeting |
Program:
This workshop will demonstrate the very significant role of language in learning mathematics, and how children who struggle with language may struggle to learn math because of language hurtles. Accommodations and
strategies to reduce the language load of math instruction will be provided.
strategies to reduce the language load of math instruction will be provided.
Time Ordered Agenda:
Time |
Agenda |
9:30-9:40 |
Introduction and background |
9:40-10:00 |
What is number sense and how do children develop it? |
10:00-10:30 |
English language and the Base 10 Arabic system of Mathematics |
10:30-10:45 |
Break |
10:45-12:15 |
What does it mean? The abstract language of mathematics |
12:15-12:30 |
Strategies to reduce the language load |
12:30-12:45 |
Question and answer period |
12:45p |
Adjourn |
Objectives:
Following this presentation, participants will be able to:
- Identify how language impacts learning to count, learning to do arithmetic, and learning number sense.
- List 3 accommodations for students with language-based learning disability who struggle to learn math.
- Identify the 3 strategies for teaching mathematics to children with language-based learning disability.
About our Speaker:
Karen is a speech and language pathologist as well as the owner of Learning to Full Potential, LLC. With over 30 years of experience, she has also worked in the public schools, the Chicago Institute for Neurosurgery and
Neuroresearch, and the Rehabilitation Institute of Chicago. Recently, she became very interested in the role of language in learning mathematics. She became a member of the Chicago Innovation Exchange and the Polsky Center for Entrepreneurship and Innovation at the University of Chicago, through which she was awarded two National
Science Foundation grants. The purpose of the grants was to more deeply understand the problems that teachers, administrators, and parents have with teaching mathematics to children who struggle with language, and to then discover the best solutions. She has spoken at state and national conferences on the complex and abstract language of math and how to best help children learn.
Neuroresearch, and the Rehabilitation Institute of Chicago. Recently, she became very interested in the role of language in learning mathematics. She became a member of the Chicago Innovation Exchange and the Polsky Center for Entrepreneurship and Innovation at the University of Chicago, through which she was awarded two National
Science Foundation grants. The purpose of the grants was to more deeply understand the problems that teachers, administrators, and parents have with teaching mathematics to children who struggle with language, and to then discover the best solutions. She has spoken at state and national conferences on the complex and abstract language of math and how to best help children learn.
This course is offered for .3 ASHA CEUs (professional area, intermediate level). Available for partial Credit: NO
An annual ASHA CE Registry fee is required to register ASHA CEUs. ASHA CE Registry fees are paid directly to the ASHA National Office. To register CEUs with ASHA, you must complete a CE participant form, turn it in at the time of the activity, and pay the ASHA CE Registry fee. ASHA CEUs are awarded ONLY AFTER receipt of the CE Participant Form AND payment of the Registry fee.
Disclosures:
Financial- Karen Tzanetopoulos has no financial disclosures to report.
Non-Financial- Karen Tzanetopoulos has no non-financial disclosures to report.
Non-Financial- Karen Tzanetopoulos has no non-financial disclosures to report.