Mathematics as a Second Language - Starting January 2026
Teachers need to understand the fundamental principles that underlie school mathematics, so that they can teach it to diverse groups of students as a coherent, reasoned activity and communicate and appreciate the elegance and power of the subject.”
(Mathematical Education for Teachers II, 2012)
Current mathematics achievement data in Vermont reveal substantial performance gaps between students with disabilities and their peers, alongside an overall decline in math proficiency for all students. Ensuring that mathematics is accessible to every learner is a complex task—one that requires educators to have a strong, flexible understanding of mathematical concepts in order to effectively support diverse classroom needs.
This online course fosters a deep understanding of the foundational themes of arithmetic and the connections among arithmetic, algebra, and geometry. A central focus of Mathematics as a Second Language is the role of language in developing conceptual understanding in both arithmetic and algebra.
Participants will investigate key mathematical content, examine how these domains interrelate, and engage with research-based pedagogical strategies shown to positively influence student learning. Through collaborative problem solving, participants will experience firsthand how rich problems, multiple representations, varied solution strategies, and purposeful classroom discourse contribute to powerful mathematics instruction.
Upon successful completion of the course, participants will receive preferred consideration if they choose to apply to VMI’s master’s program, and the credits earned will transfer into the program.
This online course fosters a deep understanding of the foundational themes of arithmetic and the connections among arithmetic, algebra, and geometry. A central focus of Mathematics as a Second Language is the role of language in developing conceptual understanding in both arithmetic and algebra.
Participants will investigate key mathematical content, examine how these domains interrelate, and engage with research-based pedagogical strategies shown to positively influence student learning. Through collaborative problem solving, participants will experience firsthand how rich problems, multiple representations, varied solution strategies, and purposeful classroom discourse contribute to powerful mathematics instruction.
Upon successful completion of the course, participants will receive preferred consideration if they choose to apply to VMI’s master’s program, and the credits earned will transfer into the program.