**1. Mathematics as a Second Language:** Role of Language in Conceptualization and in Problem Solving For K through grade 12 teachers Mathematics is a bona-fide second language for most students. For some, it is a third or fourth language. It has its own vocabulary, syntax and rules of translation from native language to math and from math to native language. Some children have difficulty in mathematics because of language difficulties. Most children have difficulty with word problems. In this workshop, the participants will learn how to teach effectively and efficiently this language and help students become proficient in problem solving, particularly, word problems.

**2. Learning Problems in Mathematics (including dyscalculia):** For special education and regular education teachers In this workshop, participants will learn (a) why learning problems in mathematics (e.g.,

dyscalculia, etc.) occur, (b) how children learn mathematics, (c) what are effective methods of teaching mathematics, and (d) how to fill gaps in mathematics learning.

**3. Standards of Mathematics Practice:** Implementing Common Core State Standards in Mathematics For K through grade 11 teachers (regular and special educators) CCSS-M advocates curriculum standards in mathematics from K through Algebra II. However, to achieve these standards, teachers need to change their mind-sets about the nature of mathematics content; every mathematics idea has its linguistic, conceptual and procedural components. Most importantly, these standards cannot be achieved without change in pedagogy-language used, questions asked and models used by teachers to understand and teach mathematics ideas. Therefore, framers of CCSS-M have suggested eight Standards of Mathematics Practice (SMP). In this workshop, we take examples from K through high school to demonstrate these instructional standards with specific examples from CCSS-M content standards.