While similar numbers of students have dyscalculia in relation to dyslexia, the amount of research done for dyslexia far outreaches the other. In fact, it wasn’t until 1985 that researchers developed a cognitive model for numerical and calculation processing, and it wasn’t until the 2000s that students could be assessed for dyscalculia.
Presented by Bethany Lockhart Johnson, Elementary Educator and Co-host of Math Teacher Lounge
Presented by Jay McTighe, Author and Consultant, McTighe and Associates Consulting; Jay Meadows, CEO, Exemplars; and Brendan Scribner, Director of Implementation and Success, Exemplars
Presented by Dr. Bettina Pedemonte, Full Specialist, Dyslexia Center, Memory and Aging Center, Department of Neurology, University of California San Francisco; and Natalie Bell, Math Curriculum Specialist and Instructional Coach, Charles Armstrong School (CA)
Presented by Cassie Martin Reynolds, Former Educator, Current Regional Vice President of Professional Learning, Carnegie Learning; and Katie Ruff, Former Teacher, Current Director of Product Marketing, Mathematics, Carnegie Learning
Presented by Peter Liljedahl, Ph.D., Professor, Faculty of Education, Simon Fraser University; Jay Meadows, CEO, Exemplars; and Brendan Scribner, Director of Implementation and Success, Exemplars
Presented by Chloe CancioBello-Peña, Classroom Teacher/2nd Grade Team Leader, Somerset Academy St. Lucie (FL); Dr. André R. Denham, Associate Dean for Graduate Academic Affairs and Associate Professor of Instructional Technology, The University of Alabama; and Dr. Joshua Prieur, Educational Efficacy Director, Prodigy Education
Presented by Cynthia Goodman, Manager, Content and Curriculum, Houghton Mifflin Harcourt
Moderated by Denise Singleton, Product Marketing Director, Core Mathematics Marketing, Houghton Mifflin Harcourt
Presented by Dr. Steve Ritter, Founder and Chief Scientist, Carnegie Learning; and Kyla Gibbons, Manager of Professional Learning, Carnegie Learning