Presentations & Consulting

  MAKING SENSE OF MATHEMATICS  with Caty Romero  
email: misscatyromero@gmail.com Twitter @catyrmath

“The person doing the talking, is doing the learning.” said a math teacher.

Biography

Caty Romero is an early childhood and elementary school mathematics curriculum, instruction, and assessment instructional leader passionate about learning and teaching mathematics through the lens of inquiry, modeling, reasoning and communicating. Caty is currently the Early Childhood and Elementary School Mathematics Instructional Coach at Shanghai American School where she has been essential in the development, implementation, and transformation of the math curriculum.

Caty serves as contracted mathematics consultant at several international schools in the South East Asia region. In addition, she has facilitated workshops for international school teachers and leaders at various AASSA, NESA, EARCOS, SENIA, Learning2 and ACAMIS regional conferences.  Caty coordinated and co-facilitated the Office of Overseas Schools sponsored Asia Regional Math Summit on Developing High-Quality Assessments in partnership with Erma Anderson. Caty has co-facilitated the Mathematics Specialists in International Schools (MSIS) certification institute focused on K-12 Geometry and Measurement with Steve Leinwand, and is currently part of the prestigious AERO Math Think Tank Team at Project AERO supported by the U.S. State Department Office of Overseas Schools.

Learning & Assessing Mathematics That Make Sense

These one-, two- or three-day workshops provide participants with the knowledge, tools, resources and strategies to provide a balanced approach to teaching, learning and assessing math in early childhood and elementary classrooms. Using current research-based approaches to learning math, participants explore the essential components of student-centered math lessons, where students demonstrate proficiency of mathematics through essential math practices including problem solving, modeling, and communicating & reasoning.

Participants explore student-centered approaches which provide students with learning experiences that allow them to move from the concrete to a pictorial representation before moving into more abstract strategies designed to solve problems where students design their solution pathways, engage in productive struggle, and connect mathematical ideas. These approaches ensure mathematics is taught in relevant, realistic contexts that make sense.

Assessments also need to match this approach to teaching and learning, so we will dive deep into developing high quality tasks that allow students to use number sense, computational thinking, and innovative tools that allow them to problem solve, model their thinking, and communicate and reason with their solutions.

Transforming your K-8th Math Program

Teaching and learning mathematics is often perceived as a difficult with the belief that there is a need to memorize abstract concepts, formulas, and procedures to solve incredibly challenging algorithms. This sounds intimidating to teachers and students.

In reality, teaching and learning math is about asking good questions that allow us to make connections between math concepts, allowing us to make sense of math, and giving us the opportunity to justify our thinking and/or solutions.

Students engage in mathematical tasks when they have real context, or a mathematical context, but related to the real world. This allows students to make sense of the problem, make it their own, and this new learning will be available for use in real life problems.

This is the difference between a program that simply covers material, and one that turns students into math thinkers.

This session addresses the following questions:

How do we start a balanced mathematics program at our school?  Detailed steps are explored to in order to support teachers.

What resources do our teachers need? Essential resources for mathematics classrooms are explored and defined.

What does it take to support our teachers as they transform their instruction and assessment of mathematics?

How do we develop assessments and performance tasks? How do we know kids are proficient in mathematics?

How do we intentionally and meaningfully include our parent community when discussing new approaches to learning math? 

Labsites!

Labsites are a great opportunity for teachers to observe and expand their thinking about teaching & learning math.  Labsites are authentic examples of our work with students, and include demonstrations of the instructional delivery learned during a workshop. It is not about showcasing, but a way to see what a student-centered approach looks like in action.

During the authentic Labsites portion of the workshop, Caty provides detailed guidance and support before, during, and after the observations.

K-8th Math Scope & Sequence and Curriculum Development

These contracted services or workshop sessions focus on leading teachers, instructional coaches, or curriculum developers through the development or revision of the school’s math scope and sequence and curricular materials. Participants will be provided with the support and expertise to develop a curriculum based on four essential areas including content, problem solving, modeling, and communicating/reasoning. This curriculum development work is rooted in the notion that learners acquire mathematical understanding by constructing their own meaning through personal experiences and through inquiry, using relevant, realistic contexts.

Presentations, Workshops, & Consulting:

2022 Learning 2 – It’s time for the world to recognize the benefits of women in leadership, and commit to placing even more women in positions of power. Participants will have the opportunity to discuss how women are able to break barriers and work in a thriving environment.
2021 SENIA Conference – In this workshop participants will have the opportunity to be facilitators of learning that allow young students to understand the way numbers work and what they mean, to make sense of the math around them, and have a positive disposition about math in today’s world.
2021/2022 AISA Teacher Workshop K-8th – These series of workshops provide opportunities for teachers to reflect about inquiry as an essential element of a math lesson, and gain a shared approach to teaching & learning Mathematics KG – Grade 8. Develop a clear scope & sequence, and learning targets (priority standards) for each grade level. During second semester, teachers focus on reviewing assessments for students to show proficiency of mathematics (Concepts & procedures, modeling, communicating & reasoning, problem solving).
2021 ISAT International Schools Association of Thailand. Using recent research about the best approach to learn math, we will explore the different elements needed for a successful balanced approach to mathematics in the elementary classroom.
2020 Avenues Shenzhen School. Educators working with children from ages 2 to 6, interested in teaching and learning mathematics where young students are able to use their math skills and knowledge, to be mathematical thinkers.
2019 Consultant at The Overseas of Colombo, Sri Lanka. 3 day workshop: “Teaching & Assessing Mathematics that Make Sense.”
2019 Co-facilitator at the AERO Math Summer Institute
5 day workshop
2019 Consultant at Global Jaya School in Jakarta, Indonesia
2 day workshp: “Teaching Mathematics that Make Sense.”
2019 Member of the AERO Math Think Tank lead by Erma Anderson. Co-facilitator.
Pre-conference 2 day workshop
2019 ACAMIS Leadership Conference, Shanghai China
Presenter “Transforming Your Elementary School”
2019 EARCOS weekend workshop, Shanghai American School
2 day workshop “Learning & Assessing Mathematics That Make Sense”
2018 AERO Asia Math Summit Assessment , Shanghai American School
2 day workshop co-facilitator, lead by Erma Anderson
2017 Re-thinking Numeracy Conference, Singapore
Presenter “Modeling in Mathematics”
2010 Consultant at The Grange School, Santiago Chile
1 day presentation “Gifted Program Implementation”
2007 AASSA Teachers Conference in Rio de Janeiro, Brazil
Presenter: “How to Identify and Challenge Gifted Kids within the Regular Classroom?”