2022 Elementary Mathematics Laboratory

The 2022 Elementary Mathematics Laboratory will be held July 25-29 in Ann Arbor, MI. The deadline to register has been extended to July 18, 2022 at 4:00 p.m ET. Click below to register now! 

A closer look at teaching practice

 How do we engage students in mathematics in ways that value their thinking, broaden their ideas of what it means to do math, and advance equity in classrooms? If you’re a teacher, education leader, or researcher interested in engaging with others in the close study of mathematics teaching practice, we hope you’ll join us for a week-long opportunity to explore the complexity of teaching and investigate and challenge what it means to use skillful teaching to disrupt patterns of injustice.

“This professional development is different than anything I have ever experienced because it directly impacts the way I come out teaching.”

—Noncy Fields, elementary mathematics laboratory participant teacher

How it works

 Each day, participants will observe upper elementary children working on mathematics in a live, two-hour class. You will discuss what is happening in the class with other educators and with the teachers, Deborah Loewenberg Ball and Darrius Robinson, and participate in an afternoon workshop of your choice. In daily pre- and post-class discussions, we’ll unpack instructional decisions, examine mathematics content, and interrogate issues of equity in classrooms. In-person and synchronous virtual participation professional learning workshops are also available. 

Observe live instruction

Observe live instruction

Observers have the rare chance to watch high-quality instruction unfold with children in real-time, as the instructors lead lessons and respond and adapt in the moment to their students.

Engage with public teaching

Engage with public teaching

Public teaching is at the heart of our laboratory classes. Participants start each day with the instructional team in a “pre-brief” session before the class, in which they examine, discuss, and refine the day’s lesson plans and strategies for the instruction. Attendees then observe the instruction in the classroom or remote viewing rooms and reconvene afterward for a debrief and to review student work.

Hone your skills in a collaborative environment

Hone your skills in a collaborative environment

In addition to observing and engaging with public teaching, participants of the laboratory classes also select from a slate of workshops that support and extend the learning of equitable teaching practices. Some focus on the complexities of teaching and learning, while others center on the practices of teacher education, professional development, and school leadership that support teachers’ development.


Who should attend?

This program is designed for teachers, coaches, administrators, researchers, advocates, and others interested in exploring and developing elementary mathematics teaching that actively seeks to disrupt patterns of injustice.


Location and daily schedule

The 2022 EML will take place in person at the University of Michigan, School of Education 610 E. University Avenue, Ann Arbor, MI 48109 in Room 1202 (Schorling Auditorium). Participants are responsible for booking and paying for their own travel expenses and accommodations.

The daily schedule for the program is:
8:30 – 9:30 a.m. – Pre-briefing with Instructors
9:45 – 12:00 p.m. – Mathematics Class Observation
12:30 – 1:30 p.m. – Debrief with instructors
1:30 – 2:30 p.m. – Lunch on your own
2:30 – 4:30 p.m. – Workshops


Fees and registration

The fee for the 2022 EML is $500 per person for observation only, or $650 with workshop. Fees include all materials. Participants are responsible for booking and paying for their own travel, accommodations, and meals.

The deadline to register is Monday, July 18 2022, 4:00 p.m.. ET. Click below to register


COVID-19 precautions

Currently, TeachingWorks requires that all event attendees be fully vaccinated, including all doses in a series, with an authorized vaccine (Pfizer-BioNTech, Johnson & Johnson’s Janssen, or Moderna) or take a PCR test within 72 hours of the start of the event and provide proof of negative result when checking in. We strongly recommend that participants wear masks in all meeting rooms and shared event spaces unless they are actively eating or drinking.

For more information about travel and booking instructions, and our COVID-19 protocols please visit the event FAQ.


Professional learning workshops

The following workshops will be offered in conjunction with the program. Workshops that are offered both virtually and in-person are not hybrid; they are facilitated separately.

Leading Mathematically Productive Discussions

In-Person Only

How do teachers support students to build ideas and arguments collectively through discussion while ensuring that we are disrupting patterns of inequities in classrooms? What teaching practices enable all students to participate in discussions? What teaching practices keep the focus of the discussion on the mathematics at hand? How can teachers encourage students to build a collective understanding of mathematics content? These and other questions related to productive discussions will be explored through observation and analysis alongside scaffolded practice.

Essentials for a Strong Start to the School Year

Virtual or In-Person

The first few weeks of school set the stage for learning for the year. Teachers work to get to know their new students, to determine what they already know and can do, and to introduce and establish norms and routines for discourse and work. This session will provide an opportunity for teachers to consider:

1. Reasons to co-create a student/teacher contract with students and how to use it to serve as a foundational, living resource for building relationships and classroom culture

2. Productive norms and routines for mathematical discourse and work and how to deliberately implement them early in the year

3. Adaptations to curriculum tasks and activities to support engagement, normalize the exchange of student ideas, and position children as capable learners

4. Ways to learn what students know and can do without over-assessing

Instructional Leadership: Coaching to Interrupt Normative Teaching Practice and Advance Justice for Children in the Classroom

In-Person Only

This session will provide an opportunity for school administrators, mentor teachers, coaches, and others to advance their observation and coaching practice to focus on supporting teachers to transform their teaching in ways that disrupt common patterns of inequity in classrooms. Participants will develop skill with non-evaluative coaching, recognizing moments of teaching that reproduce inequity in classrooms and how to intervene on them, facilitating learning for teachers through structured conversations, and more.


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