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Tag Category: early years

Daniel Ansari – Learning Challenges and Early Intervention

Nathalie Sinclair – Mathematics and Infinity

Nathalie Sinclair – Geometric Problem-Solving

Nathalie Sinclair – Dynamic Geometry

Nathalie Sinclair – Visual Learning

Nathalie Sinclair – Student Engagement

Nathalie Sinclair – Resources for Teachers

Nathalie Sinclair – Improving Media Messaging

Ruth Beatty – Moving Forward

Ruth Beatty – Thinking About Math and Culture

Ruth Beatty – Uncovering Opportunities for Math Learning

Lisa Lunney Borden – Authentic Learning

Lisa Lunney Borden – Honouring and Embracing Indigenous Knowledge

Lisa Lunney Borden – Conceptual Understanding of Mathematics

Lisa Lunney Borden – Creating a Sense of Belonging

Lisa Lunney Borden – The Importance of Language

Lisa Lunney Borden – Integration of Culture in the Classroom

Lisa Lunney Borden – Building Better Relationships

Lisa Lunney Borden – Connecting Mathematical Learning in the Classroom

Marian Small – Visual Representations

Marian Small – Math Anxiety

Marian Small – Big Ideas

Chris Suurtamm – Math and the Media

Connie Quadrini – Embrace the Messiness

Daniel Ansari – Understanding Math Learning Strategies

Daniel Ansari – Brain Activity Research and Learning

Daniel Ansari – Number Symbols and Representations

Daniel Ansari – Addressing Math Anxiety with Evidence-based Research

Daniel Ansari – The Importance of Early Math

Medium Ideas

Self-Organized Learning

Self-Organized Learning Environment

The Power of Math Inquiry

What is achievement?

Math Curriculum: What teachers need to know

The Need for Powerful Tools: Formal and Informal Understanding in Math

The Power of Collaborative Learning

Pushing Our Own Thinking: Teaching and Learning Math

Responding to Students

Adaptive Learning and Digital Environments

Doing Computations with Understanding

The Multiplication Landscape

Big Ideas, Strategies and Modelling

Basic facts or conceptual understandings? A False Dichotomy

What is numeracy?

Studying Co-Constructed Negotiated Learning: Spiral Story

Assessment For, As and Of Learning through Pedagogical Documentation

Living with Questions in an Inquiry Stance

Building Relationships Between Contexts and Perspectives

Deepening Our Understanding: Constructing Working Theories About Measurement

Deepening our Understanding: Constructing Working Theories About Patterning

Reflections on Learning: Karyn Callaghan

Re-imagining the Learning Environment

Skills in a Technological Society

A Tool, Not a Rule

The Art of Mathematics

Creativity and Mathematically Interesting Problems

Representing: Purpose guides the way

Leadership Matters

Self-Organizing Systems

Is knowing obsolete?

Changing Classrooms

Effective Professional Learning

Computational Fluency

Problem Solving: An Inquiry Approach

Productive vs Unproductive Struggle: Understanding Student Thinking

Curiosity, Content and the Correct Answer

The Impact of Assessment

Multimodal Learning

Hands on Mathematics

The Art of Math

Think about Why

Building Fluency with +/- Facts

Assessment “Good for All Students”

Another Look at Triangulation

Rethinking Reporting in a Technical Age

Culture of Engagement and Curiosity

Rethinking Quantitative and Qualitative Assessment

Beyond “Do You Know It?”: The Achievement Chart

Mental Math: Thinking Flexibly with Numbers

Mathematical Success: A Conceptual Approach

Learning Beliefs in Mathematics

STEM Implications

Math Perceptions: Dispelling the Myth

Mindsets and the Learning of Math

Mindsets and Mistakes

Shifts in Math Education

Timed Learning and Math Anxiety

Why is numeracy important?

The Numberline: Model And Equivalence

Indicator 1.6 – Grades K-3 (Part 2)

Indicator 1.6 – Grades K-3 (Part 1)

Indicator 1.5 – Grades K-3 (Part 3)

Indicator 1.5 – Grades K-3 (Part 2)

Indicator 1.5 – Grades K-3 (Part 1)

Indicator 1.4 – Grades K-3

Indicator 1.3 – Grades K-3

Indicator 1.2 – Grades K-3

Inquiry in Kindergarten

Play-based Learning in Authentic Real-Life Contexts – Kindergarten

Authentic Real-Life Inquiry in Kindergarten

Teaching with an Inquiry Stance – Grade 1/2 Teacher

A Child’s Perspective on Reading

Early Reading Insights

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