Problem-Solving Through Robotics and Coding

Part 2: Spatial Reasoning as an Essential Building Block of Pre-K and Kindergarten Education

Primary Teacher’s Reflection on Knowledge Building

Beth Grosso On Effective Practice

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 – 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

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

The Importance of Spatial Reasoning

Student Clip – Developing Teacher and Student Efficacy

Moving from One to One Counting to Skip Counting

Introduction to Conversations in Primary

Student to Student Learning, Gr. 3

Inquiry and Student Engagement, Gr. 3

Discourse and Idea Improvement

Self-Organized Learning Environment

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

Adaptive Learning and Digital Environments

Doing Computations with Understanding

Big Ideas, Strategies and Modelling

Basic facts or conceptual understandings? A False Dichotomy

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

Creativity and Mathematically Interesting Problems

Representing: Purpose guides the way

Effective Professional Learning

Problem Solving: An Inquiry Approach

Productive vs Unproductive Struggle: Understanding Student Thinking

Curiosity, Content and the Correct Answer

Building Fluency with +/- Facts

Assessment “Good for All Students”

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

Math Perceptions: Dispelling the Myth

Mindsets and the Learning of Math

Timed Learning and Math Anxiety

The Numberline: Model And Equivalence

Models: Powerful Tools for Thinking

Improvable Ideas in the Classroom

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)

Social Justice Math: Doing the Math

Social Justice Math: Being in the Learner’s Role

Social Justice Math: Consolidation

Social Justice Math: Teacher Reflections

Social Justice Math: Shared Leadership

Social Justice Math: Collaborative Inquiry

Social Justice Math: Building a Culture of Learning

Social Justice Math: Setting the Context

Social Justice Math: Gallery Walk

Reading Conference: Text Structure

TLCP – Stage 1: Getting Started

TLCP – Stage 3: Reflection and Next Steps

Effective Instruction in Reading Comprehension – Conclusion

Gradual Release of Responsibility

Effective Instruction in Reading Comprehension – Language and Word Study

Reading Conference: Critical Thinking

Effective Instruction in Reading Comprehension – Reciprocal Teaching

Accountable Talk: Critical Literacy

Read Aloud: Critical Literacy/Questioning

Individual Conference: Assessment / Metacognition

Shared Reading: Text Structure

Literacy for the Twenty-First Century

Introduction – Effective Instruction in Reading Comprehension

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