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Promoting Numeracy Goals and Enhancing Math Problem Solving Skills

Course #: 02-1381

Price: $63.00

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Please Note: This course has varying hours depending on the type of credit you need. See Below.

  • IACET: 0.4 CEUs
  • All Other Organizations: 7.00 Hours

This course is approved for Wyoming teachers only.

Take the Exam 

How to Take This Course:

  • 1 View Course Worksheet -  View the course worksheet or print it out to review later
  • 2 Read the Course Material -  As you read through, mark your answers on the course worksheet to be prepared for the exam
  • 3 Take Exam -  You must achieve a score of 75% or higher in order to earn credit for the course.
  • You don't need to pay for an exam until AFTER you pass it. If you have any questions or need more information, please click here.

CEU Course Description

Part 1: When we consider the importance of early education, we often naturally prioritize literacy. However, new research is emerging to show that early numeracy development may be just as important. The way that the brain engages while learning early math skills can help a student succeed in other subjects - and later in life. Teaching students numeracy in the right way, however, is important: Focusing on math creativity and comprehension needs to be the priority, going forward, for the best chance of student success. 

Part 2: The goal of this course is to offer educators specific, evidence-based guidance to address the challenge of improving mathematical problem solving in young students. The course was developed using updated information from the U.S. Department of Education’s Institute of Education Sciences (IES) and provides practical, clear information on critical topics related to improving mathematical problem solving and is based on the best available evidence as judged by the authors. Five recommendations that provide teachers with a coherent approach for regularly incorporating problem solving into their classrooms are included as well as suggestions for putting each recommendation into practice, addressing roadblocks that may be encountered, and exploring possible solutions.

Part 3: In early childhood education settings, the importance of integrating STEM education into existing curriculum is widely understood.  The purpose of this continuing education course, developed using information from the International Electronic Journal of Mathematics Education, is to evaluate ways to develop math curriculum, frameworks, and activities based on STEM for early learners.  Research findings pertaining to STEM are presented as well as guidelines for developing a math curriculum framework and lessons that support science, technology, engineering, and mathematics.  Additionally, expert perspectives on this type of program are presented.

CEU Course Objectives

Part 1:

  1. Review the latest research regarding how children learn numeracy goals most effectively
  2. Discuss the characteristics of effective numeracy educators
  3. Brainstorm several strategic ways to incorporate effective numeracy education into today’s classrooms
  4. Reflect on the ways children play and learn, and how to leverage those natural instincts into effective learning and teaching strategies
  5. Distinguish between true math comprehension skills (foundational logical topics) and memorization drills
  6. Identify ways to tell when a student is struggling with math
  7. Demonstrate why numeracy is as important as literacy for young children
Part 2:
  1. Determine the importance of improving mathematical problem solving for students in middle grades.
  2. Outline pertinent research in the area of mathematical problem solving.
  3. Review sample problems, examples of how to monitor and reflect with students, and solutions to overcome roadblocks that may be encountered in the learning process.
  4. Describe methods to expose students to multiple problem-solving strategies and to help them recognize and articulate mathematical concepts and notation.
  5. Discuss how to teach students to use visual representations to link the relationships between quantities in the problem with the mathematical operations needed to solve it.
  6. Summarize strategies to assist students in monitoring and reflecting on the problem-solving process.
  7. Explain how teachers should incorporate problem-solving activities into daily instruction.
Part 3: 
  1. Summarize research pertaining to the prevalence and benefits of STEM in education, particularly for early learners.
  2. Identify early learners’ knowledge of mathematics, appropriate math topics for these ages, suitable approaches to interest children, and appropriate learning goals.
  3. Discuss curriculum development theories and how theory can be used to develop a math framework that can be put into place.
  4. Describe specific activities and lesson plans that can demonstrate the mathematics curriculum framework for early childhood education based on STEM.
  5. Summarize experts’ perspectives on the utility of the mathematics curriculum framework and STEM activities for early learners.

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Course Date: 2023-03-31

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We will disclose, in advance, any proprietary interest in any product, instrument, device, service, or material to be discussed during the learning event, as well as the source of any third-party compensation related to the presentation. This policy applies to both our organization and contractors. If such proprietary/financial interests exist, we will publish a disclaimer in marketing or instructional materials for a course.

No conflict of interest or relevant financial relationship was identified for this learning activity for individuals in a position to control content.

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Special Needs

If you require ADA or other special needs accommodations, please contact us by email: support@teachmeceus.com or by phone 1-800-413-5262, so arrangements can be made.


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