This webinar will run from 12:00 pm - 3:15 pm ET / 9:00 am - 12:15 pm PT on Saturday, April 24, 2021 for a total of 3 credit hours.

For those who cannot attend the live webinar on April 24, a recording will be available to stream for one week following the live webinar.
This workshop will explore how young children learn and acquire basic mathematical skills from a brain-based educational perspective.
The role of language, working memory, visual-spatial reasoning, and executive functioning will be featured as primary cognitive constructs involved in the acquisition of basic number skills. There will be a discussion on three primary ways in which numbers are formatted in the brain, as well as critical neurodevelopmental pathways that contribute to skills such as automatic fact retrieval, quantitative reasoning, and the development of number sense. In addition, there will be a discussion on how math anxiety can impact learning and impede the retention of math facts and operations. The expected learner outcomes will be to better understand three prominent subtypes of math disabilities in children, learn critical assessment techniques to tease out each subtype, explore the role of anxiety and math, and to introduce more efficient ways to diagnose and remediate math disorders in children.

LEARNING OBJECTIVES

Participants will learn be able to:

Explore the role of various neurocognitive processes including language, working memory, visual-spatial functioning, and executive functioning, with respect to math problem solving ability and quantitative reasoning.

Introduce a brain research informed educational model of math by identifying three basic subtypes of math disabilities in children, and to develop targeted intervention strategies for each subtype.

Explore the role of anxiety and mathematics, and specific ways in which anxiety can impact learning, decision making, and test-taking behavior.

Discuss international trends in mathematics, and reasons why the United States lags behind many industrialized nations in both math and science.

Participants will learn how to utilize both traditional and diagnostic achievement tests in the identification of math learning disabilities in children.

WHO SHOULD ATTEND

This workshop is appropriate for math teachers, special education teachers, school psychologists, child psychologists

educational diagnosticians, math intervention specialists, school administrators, classroom teachers, and parents with a focus on K-8 math education.

Steven G. Feifer, DEd, NCSP, ABSNP

Steven G. Feifer, DEd, NCSP, ABSNP, is a renowned speaker and author of eight books and numerous articles on learning and emotional disorders in children. He is a licensed psychologist with more than 20 years of experience working directly in the schools, and is dually trained in school neuropsychology having completed research stints at the National Institutes of Health. Dr. Feifer has earned numerous distinctions throughout his career including being awarded the Maryland School Psychologist of the Year, the National School Psychologist of the Year, and recently received the Outstanding Contribution to the Education and Training of Psychologists award by the Maryland Psychological Association. Dr. Feifer currently assesses children at the Monocacy Neurodevelopmental Center in Frederick, MD, and is a consultant to a variety of school districts. He has authored three tests on diagnosing learning disabilities in children, all of which are published by PAR.

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LEARNING OBJECTIVES

WHO SHOULD ATTEND

Steven G. Feifer, DEd, NCSP, ABSNP