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Math in Action

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.

Math in Action

Culturally Responsive: Educator Mindset and Action

It is important that all students feel safe, accepted, and inspired to succeed in a…

Educator Mindset and Action

Math Lives Here: Helping Social Justice Take Flight

This resource features primary-junior educators who build upon the varied lived experiences of their students…

Math Lives Here
Primary Students Sound the Alarm
Junior Students: A Community in Transition

Young Mathematicians

An eLearning Experience Especially Designed for Primary Educators

This resource has been created for teachers, ECEs, administrators and support staff in K to 3 classrooms who want to explore the learning and teaching of mathematics in the early years. Through provocations (i.e., guiding questions, quotes and video clips), Young Mathematicians provides an opportunity for individual and collaborative inquiry and reflection on classroom practice.

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We Are All Mathematicians

A montage showcasing the mathematics learning happening across Ontario at all levels.

We Are All Mathematicians

Beyond Pictures, Numbers and Words: A Focus on Multiplication and Division

Teachers and students in one classroom learn how representations and models can help students to build conceptual understandings about multiplication and division.

Learning for the Classroom
Taking the Learning Home

Promising Practices in Mathematics Learning and Teaching

Today, declining mathematics scores is a new challenge that will not wait. In elementary schools…

Promising Practices in Mathematics Learning and Teaching

Loving the Math, Living the Math

Explores the math program which contributes to the development of confident mathematicians in Matthew Oldridge’s…

Part 2 - Loving the Math, Living the Math

Part 3 - Loving the Math, Living the Math

Bruce Rodrigues: EQAO, Assessment, and Mathematics

Bruce Rodrigues, 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.

Video Clips

Linking Today’s Understanding to Tomorrow’s Learning: Proportional Reasoning

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.

Phase 1: Starting Points in the Learning
Phase 2: Building on the Learning
Phase 3: Extending the Learning
Talking about What Works
What Mathematics Researchers Are Learning

Jo Boaler: Mindsets

Jo Boaler is a British education author, and is Professor of Mathematics Education at the Stanford Graduate School of Education. She is the author of seven books including, What’s Math Got To Do With It? (2009).

Video Clips

A Forum for Action: Effective Practices in Mathematics Education

Captured on December 11 & 12, 2013

Mathematics – like literacy – is considered a “fundamental,” not just for some children but for all. So it is of concern that there has been a small but gradual decline in assessment results for mathematics in English language boards at Grades 3 and 6 over the past five years. Additionally, while gains have been made in Applied Mathematics, the gap between results for students in Grade 9 Academic and Grade 9 Applied remains significant.

Against this backdrop, 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.

Assistant Deputy Minister, Mary Jean Gallagher, set the context for the research discussions, introducing 11 distinguished academics mostly from Ontario universities with deep ties to district school boards. Each researcher was asked to address the following question: “What has your research revealed about the effective learning or teaching of mathematics?”

A number of key themes and recommendations emerged from the researchers’ presentations as follows:

Dr. Ruth Beatty - Teaching mathematics involves developing the ability of students to demonstrate complex thinking.
Dr. Joan Moss - High-quality mathematics programming in the primary years builds the foundation for future success.
Dr. Daniel Ansari - The ability to represent and compare numerical magnitudes is an important foundation for the learning of mathematics.
Dr. Nathalie Sinclair - The purposeful use of technology can build both spatial reasoning and number sense, important skills in early math development.
Dr. Walter Whiteley - There is a diversity of ways to support the active learning of mathematics.
Dr. Douglas McDougall - Collaborative teacher inquiry makes a positive difference for both students and teachers.
Dr. Alex Lawson - Knowledge of mathematics and knowledge of mathematics for teaching are both key to teacher impact.
Dr. Christine Suurtamm - Both conceptual understanding and procedural fluency underpin student and teacher success.
Dr. Cathy Bruce - Teacher and student efficacy are predictive of and strongly correlated to student achievement.
Dr. Jamie Pyper - Teacher concerns and orientation contribute to teacher efficacy.
Dr. Serge Demers - Mathematics teaching and learning in French language schools affirms the importance of designing a responsive mathematics learning environment.

Leaders in Educational Thought: Special Edition on Mathematics

Based on their research and on their experiences, seven educators offer their thinking about different aspects of learning mathematics, doing mathematics and thinking mathematically.

Alex Lawson
Marian Small
Lucy West
Daniel Ansari
Cathy Bruce
Doug Clements
Dan Meyer

Planning for Mathematical Understanding: Fractions Across the Junior Grades

This resource documents the journey of junior teachers in Wellington Catholic District School Board who plan a unit on fractions as a division, implement it, and reflect on it at various points during its progression.

Collaborative Unit Planning
The Big Ideas of Fractions
Debrief and Reflections

Math Study Groups: Learning in a Collaborative Culture of Inquiry, Study, Action

In this webcast, viewers will have the opportunity to learn alongside with a Study Group that is grounded in inquiry, study and action. Their work is cyclical, iterative and sustained.

Activating Thinking (Before)
Developing Learning (During)
Consolidating Learning (After)

Creating the Conditions for Learning Mathematics

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. 

Classroom Learning
MathTalk, Conferencing and Professional Learning
Knowledgeable Others

Engaging Students in Mathematics

This resource explores a mathematics lesson taught within a three-part lesson framework. Throughout, the teacher…

Getting Started
Working On It
Teacher Debrief

Honouring Student Voice in Mathematics

This resource profiles a teacher and her Grade 5/6 as they work through a three-part mathematics lesson. The students reflect on how they have supported each other as a community of learners in developing their understanding of mathematics.

Plan for the Math by Doing the Math
Fostering a Community of Learners
Student Voice and the Three-Part Lesson

OFIP Resources

 Examines effective instructional leadership practices that support whole school improvements in literacy and numeracy learning.

Segments from Lucy West's Presentations

Differentiating Mathematics Instruction

What does differentiating mathematics instruction mean to you? What differentiated instructional strategies have you used in your classroom? What are some challenges to implementing such strategies?

Video Clips

Coaching for Student Success in Mathematics

What does it mean to coach for student success in mathematics? Coaching for student success isn’t just about having a numeracy coach. It is about including everyone in contributing to the improvement of numeracy instruction and student learning and achievement in mathematics.

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Making Mathematics Accessible for All Students

Do you believe that all students can learn and do significant mathematics? What key conditions can teachers and school leaders put into place to ensure that all students have access to learning significant mathematics? What key high-yield strategies enable students to understand mathematics deeply?
This webcast will explore some research and illustrate several effective teaching practices in elementary mathematics classrooms. It will demonstrate effective strategies that engage all students in learning mathematics.

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Mathematical Knowledge for Teaching with Dr. Deborah Loewenberg Ball

We were very pleased that Dr. Loewenberg Ball agreed to be a part of our webcasts for the 2005-2006 school year. This webcast provided an excellent opportunity for educators to get an overview of the mathematics knowledge necessary for teaching in the elementary classroom and ask questions via email.

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