Mathematicss

Students in this Grade 2/3 classroom see math happening everywhere. They have embraced problem solving…

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.

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

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

Current mathematical thinkers, including Marian Small, Cathy Bruce and Ruth Beatty, share their ideas during…

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.

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

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.

This resource highlights the current thinking of 7 presenters filmed during OAME 2015. The goal of this resource is to deepen the conversation around the effective teaching and learning of mathematics K-12.

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…

This resource features the importance of math conversations in classrooms grades 1 to 12, and…

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

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.

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.

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).

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:

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

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.

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.

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. 

All those who work in education understand that effective instruction in mathematics is essential because…

This webcast explores the study of 2-D geometry in the junior mathematics classroom. It offers…

This resource shares one school’s approach to improving student learning in mathematics – an approach…

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

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.

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

A grade 6 three-part lesson on fractions – co-planned, co-taught and observed by a team…

Witness educators from a primary and  a middle school who formed a learning team to…

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?

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.

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.

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.