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As a component of Maine’s State Systematic Improvement plan, Math4ME is designed to implement evidence-based professional development to improve math proficiency of students with disabilities in grades 3-8 and to improve instructional practices of teachers of these students.

Math4ME training is grounded in the National Council of Teachers of Mathematics (NCTMMathematics Teaching Practices.  This training includes hands-on activities and interactive professional learning experiences that allow participants to gain a deeper understanding of core mathematics concepts and strategies. Program content includes operations with whole numbers, fractions and decimals, and algebraic and geometric reasoning; problem-solving skills and processes; and assessment, diagnostic probes, and formative feedback.

teachers at Math4ME training

picture of teachers at math training



“The Math4ME work has allowed me to view math in a whole new way. I find that I am less focused on a student’s ability to solve a problem correctly and more focused on understanding and exploring that student’s decision-making process in solving the problem. This allows students to understand and appreciate the work they do in class, as well as give them the real-world skills they will need in the future. It has also helped me to evolve as a teacher, to take a step back and ask myself what I want students to get out of a lesson. I would highly recommend the Math4ME program to all."
Shannon Wooten, Teacher, Greene Central School

“Math4ME has trained me how to strategically question students in order to get them thinking mathematically.  Math4ME training and resources provide the insight teachers need to encourage mathematical behaviors such as logical thinking,  testing conjectures, and meaningful reflection while problem-solving.”

– Bridgette Ortiz, Teacher, Bowdoinham Community School

The feedback from my teachers has been extremely positive. They love having the coach come into their classroom to observe and offer feedback. The rich 1-on-1 discussions about their mathematical teaching practices that followed the lessons were some of the best professional development they have ever experienced.”

– Danielle Harris, Principal, Leeds Central School