Everybody uses math whether they realize it or not.

Formulas on blackboard

Most adults need more than skill in basic arithmetic.

Learning mathematics is not a passive activity. The educational practices used must engage the learner.

PaTTAN provides an array of resources, training, and technical assistance with regard to improving educational practices in order to meet the needs of diverse learners, including learners with disabilities.

  • Jun07

    Family and School Partnerships and Supporting Math Achievement

    Family and School Partnerships and Supporting Math Achievement

  • May02

    Problems Solving Part 2: Schema-Based Instruction

    Problems Solving Part 2: Schema-Based Instruction

  • Mar23

    Effective Leadership

    So what does mathematics leadership look like? Do you need to how to teach the Fibonacci Sequence to kindergarteners? Do you need to know how to solve slope with triangles to support a geometry teacher?

  • Jan12

    Problems Solving Part 1: More than Key Words

    Countless well-intentioned teachers of mathematics instruct their students to find and circle the key words in a word problem. We look for the words sum, join, altogether, or difference or possibly phrases such as ‘in all’ or ‘twice as many’ to guide us to the operation that we will choose to use. While this plan of attack will sometimes work in the larger mathematical world in which we live, this situational rule will not always hold true. Consider the following:

  • Mar17

    Differentiating Instruction through Mathematical Tasks

    Mathematical tasks allow students of all ability levels to be successful when engaging in solving them. Tasks are tailored toward the individual needs of students, yet maintain consistent expectations that are aligned to the lesson’s objective. They engage students in scenarios that promote a high level of cognitive engagement that will allow them to apply their understanding of mathematical concepts.

  • Dec23

    Revisiting Growth Mindset

    Most educators have heard of having a “growth mindset” and not a “fixed mindset.” The basic premise is that having a growth mindset helps you see your skills and abilities as malleable — you can shape them over time with hard work. However, having a fixed mindset means that you view your skills and abilities as more permanent.

  • Oct20

    MTSS Math Cohort Series Update – Task Analysis

    PaTTAN recently finished the first three days of the MTSS Math Cohort Series for elementary and middle schools. We want to thank our IU partners. As we continue on this journey with teams, we will continue to share highlights that stand out from trainings and on-site support.

  • Apr23

    PLCs for Math Teachers

    PLCs for Math Teachers
    Professional Learning Communities (PLCs) provide both an organizational framework and a set of prescribed activities for teacher learning. PLCs are defined as sustained collaborative opportunities where teachers focus on student learning and critically reflect on their shared learning.

  • Mar26

    Active Engagement in the Mathematics Classroom

    Active engagement has long been known to be a core principle of effective instruction. The more time students are actively engaged in learning, the more they will learn. This is particularly true for the mathematics classroom.

  • Nov15

    Writing in Algebra (2 of 3) – The PA Core Standards

    As math teachers, we must focus on building students’ mathematical communication skills. This means teaching vocabulary, having students write their mathematical processes and understandings, reading each other’s written work and providing feedback.


  • Dennis Cullen
    Mathematics, Paraprofessionals, Multi-Tiered Systems of Support (MTSS/RtII)
  • Tara Russo
    Mathematics, Paraprofessionals, Multi-Tiered Systems of Support (MTSS/RtII)
  • Jonathan Regino
    Mathematics, Multi-Tiered Systems of Support (MTSS/RtII)
  • Jared Campbell
    Autism, Mathematics, Multi-Tiered Systems of Support (MTSS/RtII)
  • Elaine Neugebauer
    Mathematics, Family Engagement, Multi-Tiered Systems of Support (MTSS/RtII)
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