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Tag Category: mathematics

Vocabulary in a Mathematics Classroom

Mars Mission – Grade 6 Knowledge Building Experience

Sarah Greenwald – We All Have the Capability

Sarah Greenwald – Connecting Interests

Sarah Greenwald – Pop Culture in the Classroom

Sarah Greenwald – Bringing Humour to Math Learning

Steven Strogatz – The Math in Six Degrees of Separation

Steven Strogatz – Using Math to Explain Coincidence

Steven Strogatz – Teachers as Perpetual Learners

Steven Strogatz – Making Math Exciting for Everyone

Steven Strogatz – Math is Creativity

Steven Strogatz – Making Math Meaningful

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

Alex Lawson – Constructing a Math Environment

Alex Lawson – The Continuum of Instructional Strategies

Alex Lawson – Moving to Numerical Proficiency

Alex Lawson – Building Math Strategies

Cathy Bruce – Engagement in Mathematics

Cathy Bruce – Partners in Math Teaching

Cathy Bruce – Fractions Learning Pathway

Chris Suurtamm – Math Assessment

Chris Suurtamm – Algebraic Thinking

Chris Suurtamm – Enhancements in Learning

Chris Suurtamm – Math and the Media

Chris Suurtamm – Supporting Teachers

Connie Quadrini – Concrete and Digital Learning Tools

Connie Quadrini – Students with Learning Disabilities

Connie Quadrini – Math Knowledge for Teaching

Connie Quadrini – Embrace the Messiness

Jill Gough – Advice for Educators, Parents and Senior Leaders

Jill Gough – Building Conceptual Understanding through Visualization

Jill Gough – Benefits of Technology

Jill Gough – Classroom Culture

Math Anxiety: An Important Component of Mathematical Success

Young Mathematicians: Dan Meyer – Productive vs Unproductive Struggle

Mathematical Success: A Conceptual Approach

Learning Beliefs in Mathematics

Mindsets and the Learning of Math

Mindsets and Mistakes

Young Mathematicians: Spatial Reasoning in Number Sense

Young Mathematicians: Comparing Measurements

Young Mathematicians: Jo Boaler – Mindsets and Mistakes

Young Mathematicians: Technology Examples From the Classroom

Young Mathematicians: Cathy Fosnot – Adaptive Learning & Digital Environments

Young Mathematicians: Alex Lawson – Models with “Mathematical Legs”

Young Mathematicians: Cathy Fosnot – Models and Powerful Tools

Young Mathematicians: Gestures as Mathematical Thinking – A student explains mathematical thinking using gestures.

Young Mathematicians: Survey Says – A student interprets survey results and determines next steps.

Young Mathematicians: Ways to Make 40 Cents – A student explains his problem-solving strategies.

Young Mathematicians: Playdough Play – Students engaged in play demonstrate mathematical thinking.

Young Mathematicians: What Does It Mean to be a Mathematician?

Math Perceptions – Dispelling the Myth

Young Mathematicians: Persevering at Blocks

Young Mathematicians: Mistakes are Part of Mathematical Thinking – A Grade 3 student corrects her thinking as she problem-solves.

Young Mathematicians: The Mathematics Learning Environment

Case Study – San Francisco Math Camp

Gender and Change

Applying Math Outside the Classroom

Teachers are the Key

Applying the TRU Framework

Teaching for Robust Understanding of Mathematics

Developing a Mathematical Growth Mindset

We Are All Mathematicians

Shifts in Math Education

Growth Mindset in the Classroom

Growth Mindset and Well-being

Ability Grouping

What really counts in our classrooms?

Checking for Understanding After the Consolidation

Connecting: Planning and Doing the Consolidation

Selecting and Sequencing

Monitoring for Understanding of the Task

Monitoring to Understand Strategies

Using Classroom Structures to Monitor Student Learning

Monitoring Without Leading

Anticipating the Math by Doing the Math

The Math Congress

The Minds On: Introducing the Array through Quick Images – Class 2

The Minds On: Introducing the Array through Quick Images: Class 1

Understanding the Math: Moving Students from Additive to Multiplicative Thinking

Understanding the Math: The Big Idea of Place Value

Understanding the Math: The Big Idea of Unitizing

Understanding the Math: Regrouping Numbers When Adding

Understanding the Math: Partial Products

Understanding the Math: Doubling

Understanding the Math: Moving to Skip Counting and Repeated Addition

Math Content Knowledge for Teaching

Student Discourse

The Role of the Principal

Evidence of Mathematical Learning in the Environment

The Professional Learning Environment for Mathematics

Beginning to Create a Collaborative Learning Culture

What Algebraic Symbols Have Been and Might Become

Real World Math: The Garden Stone Problem

Critical and Creative Thinking in the Math Classroom

What makes math interesting anyway?

Making Kids Doers of Math Instead of Doing the Math

If Math is the Aspirin, Then How do you Create the Headache?

What’s Wrong with Mathematics Teaching?

Comparing Objects: Intermediate

Primary: Connecting Linear Measurement to Quantity

Primary: Anticipating Student Thinking

Comparing Objects: Overall Description

Intermediate: How Tools Can Support Students’ Transitional Understandings

Intermediate: Students Using Tools

Intermediate: Teachers Using Tools

Primary: How Tools Can Support Students’ Transitional Understandings

Primary: Students Using Tools

Primary: Anticipating Student Thinking with the Tools

Primary: Teachers Using Tools

Manipulating Objects: Overall Description

Observing Students’ Gestures and Actions with the Tools

Gestures in Math Class

Intermediate: Supporting Non-Verbal Reasoning

Primary: Linking Language to Non-Verbal Reasoning

Primary: Actions with the Tools

Non-Verbal Reasoning: Overall Description

Intermediate: Composing and Decomposing to Understand Operations

Intermediate: Composing and Decomposing to Understand Quantity

Primary: Composing and Decomposing to Understand Operations

Primary: Composing and Decomposing to Understand Quantity

Composing and Decomposing: Overall Description

Scaling Up or Down: Intermediate

Scaling Up or Down: Primary

Scaling Up or Down: Overall Description

Intermediate: Proportional Reasoning and the Ribbon Task

Intermediate: Using the Array in Probability

Intermediate: Proportional Reasoning and the Array

Primary: Developing Proportional Reasoning through Unitizing

Proportional Reasoning: Overall Description

A Matching Activity to Support Visualization

Visualizing: Intermediate

Visualizing: Primary

Visualizing: Overall Description

Supporting Students with Special Needs

Intermediate: ‘Spatializing’ the Consolidation

Intermediate: ‘Spatializing’ the “Minds On”

Intermediate: ‘Spatializing’ the Curriculum Expectations

Intermediate: ‘Spatializing’ the Curriculum

Primary: Reflection and Next Steps

Primary: ‘Spatializing’ The Consolidation

Primary: ‘Spatializing’ the “Minds On”

Primary: ‘Spatializing’ the Curriculum

What are Spatial Reasoning and Spatial Visualization?

What is this Resource About?

What about EQAO?

Games Support Understanding and Fluency

Conceptual Understandings and Procedural Fluency – We Need Both

Skills People Really Use

Inquiry: Learning from What Works and What Doesn’t

Using the Array to Model Multiplication Situations: The Apartment Problem

Using the Array to Model Multiplication and Division Situations: The Cookie Problem

Understanding the Multiplication Landscape

Inquiry: A Need and a Want to Know

Introduction: Revisiting Thinking about Representations and Models

Further Reflection on the Collaborative Inquiry

The Power of Manipulatives and Learning Tools

Digging Deeper into Student Profiles and Mathematical Thinking

Math Content Knowledge: The Caterpillar and Leaves Task

Some Observations from the Collaborative Inquiry

Math Content Knowledge: The Matchstick Task

Framework of the Collaborative Inquiry

Introduction: Questions Guiding the Collaborative Inquiry

More Math

Culturally Responsive Mathematics

Paying Attention to Spatial Reasoning

Conditions for Effective Teaching of Mathematics

Math Beyond Number

Math Knowledge for Teaching

A Strong Learning Environment

Pedagogy

In the Heart of the Practice

Math For Young Children

Math Questions about Building Design

Calculating the Height of a Building

Architecture and Mathematics

White Spaces in the Curriculum

What’s Wrong with Mathematics Teaching?

Teach and Assess for Transfer

Reliability and Validity

Individual Accountability

Feedback and Mindset

Feedback

Essential Questions About Assessment

Curriculum, Assessment and Instruction

Culminating Task

Backward Design

Authentic Assessment

A Dynamic Model for Assessment

Design with the End in Mind

What is the Point?

The Administrator’s Role

Technology and Mathematics

Substance not Structures

Parents: Be Intentional and Casual

It’s About Learning

Focus on Reasoning

Math Anxiety

Mental Math

Automaticity

Improving Spatial Reasoning

Gender

Spatial Language

Pedagogy

Spatial Thinking

What is Spatial Reasoning?

Purposes of Assessment

Learning the Content Knowledge

Planning Moves for Teachers

Success Criteria and Learning Goals in Math Learning

Parents as Partners – Math Messages

Getting Kids Motivated – Overcoming Math Anxiety

Assessment and Feedback

Inclusion Through Knowledge Forum

Promising Practices in Mathematics Learning and Teaching – Play all

Module 3: Leadership for Learning

Module 2: Engaging and Relevant Instruction

Module 1: Welcoming and Inclusive Environments

Introduction

Assessing Impact

Parents Agree, Inquiry Matters

Queen Alexandra graduates sharing their insights

Sharing the Learning

Inquiry Projects at the Junior Level

Presenting a Disaster

Preparing for a Disaster

An Authentic Inquiry

Discussing the Hot Topics

Knowledge Building Lets Them Discover

Promoting Voice through Engagement

Intermediate Students Share Their Thinking on Inquiry Projects

Academic Press Day

Consolidation: Math Circle

Aboriginal Education for all Students

Mathematics

Math Perceptions: Dispelling the Myth

Shifts in Math Education

A Growth Mindset in Math Class

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