Math in Action takes in-depth look at the teaching and learning at a Toronto school, where educators work to engage students in mathematics through real-world situations and explorations. Learn how staff identify and address the needs of their students by creating partnerships between school, home and the community.
This resource features primary-junior educators who build upon the varied lived experiences of their students in order to bring the curriculum to life. When educators integrate locally situated learning into daily instruction and learning processes and engage students in issue-based community action, students of all ages become agents of change.
This resource captures how one school built success in mathematics through collaborative learning and discourse. It features the critical role of the principal as instructional leader, as well as the importance of educators acquiring deep understanding of the math. Through collaborative learning and discourse, a principal and her staff positively impacted their own mathematical instruction as well as the achievement and attitudes of their students.
Depart from the struggles and anxieties attached to the practice of mathematics with help from math education experts Jo Boaler, Nora Newcombe and Connie Quadrini. Navigate through their ideas for change within classroom culture and hear from educators who have seen not only a change in their students, but also their own relationships with numbers.
Primary and intermediate educators and their students investigate spatial reasoning and spatial visualization and highlight the power of using visual, concrete and digital representations to support math learning in the number sense and numeration strand.
Teachers and students in one classroom learn how representations and models can help students to build conceptual understandings about multiplication and division.
Today, declining mathematics scores is a new challenge that will not wait. In elementary schools across Ontario, educators are responding. Reflected here are the stories of some schools that have seen their mathematics scores move from below the provincial target five years ago, to meeting or exceeding the target five years later.
This resource features the importance of math conversations in classrooms grades 1 to 12, and in educators’ professional learning journeys. These conversations serve a variety of purposes, including diagnosing developmental growth of concepts, understanding and assessing mathematical thinking, responding to descriptive feedback, and extending personal content knowledge of math. Also included are multi-grade math topics, and student clips that can be analyzed to increase understanding of math content.
In the resource Linking Today’s Understanding to Tomorrow’s Learning: Proportional Learning you will see teachers who think deeply about ways to help students develop proportional reasoning. They determine how to make ideas explicit for students, to help them “notice things that would not otherwise be seen. The teachers use a wide variety of teaching strategies to have students learn deeply ratio tables. Each day, these educators increase their understanding of how and what their students learn. at the same time, they develop their own capacity as learners and teachers.
Explores the math program which contributes to the development of confident mathematicians in Matthew Oldridge’s Grade 6, 7, and 8 classes. While this is just one example, and specifically pertains to Grade 6, 7 and 8, there are valuable insights for primary, junior and secondary educators as well.
Bruce Rodrigues, (former) CEO of EQAO, presents primary, junior and grade 9 mathematics assessment data in the context of current provincial conversations, positioning EQAO as only one piece in the assessment picture of Ontario. From the design of particular assessment items to cohort tracking over time, questions emerge that challenge current perspectives and that warrant further investigation and discussion.
A montage showcasing the mathematics learning happening across Ontario at all levels.
Jo Boaler is conducting research on mathematics, mistakes, and growth mindset with Stanford University professors Carol Dweck and Greg Walton. In this series of video clips Jo Boaler discusses the impact of Growth Mindsets on learning.
Propelled by a concern for the decline in mathematics assessment results, the Ministry of Education designed a two-day conversation – a Forum for Action –to mine the best thinking of researchers and practitioners alike to the end of improving mathematics teaching and learning in Ontario schools. Each researcher was asked to address the following question: “What has your research revealed about the effective learning or teaching of mathematics?”
As teachers collaboratively experience this process, they learn how to teach through problem solving on a more consistent basis. They also gain a better personal understanding of fraction concepts, how they develop from grade to grade, and awareness of potential student misconceptions. As a result, teachers are more responsive to student learning and can more flexibly adapt the unit to student needs.
The Study Group professional learning occurs both during Study Group full day learning sessions and in schools between sessions. Principals work alongside with teachers, university educators and the school superintendent as they examine student learning of mathematics. The content focus of this series is on equivalence.
This resource allows viewers to observe students as they are learning. They also observe educators as they watch and examine the classroom footage and the student work from the lesson. Throughout this video, viewers have the opportunity to consider the mathematics that students learn within the Ontario Curriculum and how contexts set the stage for learning.