Workshop Overview

This workshop empowers mathematics educators from Grades 3 to 8 to transform their classrooms through inquiry-based learning that elevates student thinking and mathematical discourse. Participants will experience mathematics as learners, engaging with authentic problems that promote deep reasoning, collaboration, and conceptual understanding. Through hands-on mathematical tasks—from exploring multiplication table patterns to deriving area formulas—educators will develop a nuanced understanding of what inquiry-based learning looks like in practice.

The session examines the essential elements of productive mathematical discourse, providing frameworks for evaluating classroom conversations and practical protocols for fostering student engagement, questioning, explanations, and community building. Participants will analyze levels of cognitive demand in mathematical tasks, learning to distinguish between procedural exercises and meaningful mathematical work that promotes reasoning and problem-solving.

Drawing on research from National Council of Teachers of Mathematics (NCTM) Principles to Actions and the International Baccalaureate’s inquiry framework, the workshop explores key instructional decisions that support or hinder mathematical inquiry. Participants will practice adapting lower-level tasks to increase cognitive demand using strategies like reversibility, multiple representations, and authentic contexts.

Facilitator:

Heidi Rhodes

As a young teacher-leader, Heidi encountered the power of teachers learning together toward improving student achievement; over five years, she and her 16 colleagues raised test scores 30 percentage points, from 10 points below the state average to 10 above. In that experience, the team proved true their research-based theory of action – if students are empowered to collaboratively solve rich mathematics problems, they will develop perseverance and understanding, resulting in increased achievement. Those early years shaped Heidi’s deep respect for the professionalism of teachers and the necessity of building a shared vision of excellent pedagogy together. For 20 years, she has shared this passion with others through designing and leading professional development in math pedagogy, STEM projects, and leadership across multiple schools and districts in the U.S. and worldwide. She brings experience with the U.S. Common Core, AP, IB MYP and DP, and PBL. Heidi’s PD offerings emphasize experiential learning opportunities for participants. Heidi holds a Ph.D. in Math and Science Education, a M.Ed. in Curriculum and Instruction, and a B.A. in Mathematics. She has published academic articles, led PD around the world, and presented at conferences on both classroom practices and effective educational leadership.