By Georgia Petinarelis | January 9, 2018 , 5:44 pm
When children make cross-curricular connections in Math they not only solidify their current understanding, they also build their confidence in learning Math. Recently, in my grade 1/2 French Immersion Math class, we were exploring the concept of “difference”...
By Jonathan So | December 13, 2017 , 11:41 am
With the endless humdrum of the ongoing Math Wars, it is easy to forget that what teachers really need is simple help to understand practical ways to improve or acknowledge their math program. We have heard both sides for decades. One side is about the context...
By Christine Suurtamm | November 20, 2017 , 11:12 am
Assessment does not merely occur at the end of a unit or course. Rather, it occurs constantly and is an integral part of daily classroom practice. Assessment is at the heart of teachers’ work as it focuses on paying attention to students’ mathematical...
By Erin Maloney, Jonathan Fugelsang & Daniel Ansari | November 17, 2017 , 3:22 pm
Mathematics education in Ontario is a hotly debated topic, a large emphasis lately being on whether we should focus on the newer “discovery math” (also known as “Inquiry-based learning”) or the older “learn-by-rote” approach. While both approaches...
By Edward Schroeter | July 17, 2017 , 10:58 am
Spatial skills are correlated with young children’s success in mathematics Like many experienced kindergarten educators, I eagerly immersed myself in the tide of instructional reform launched by the Ontario Ministry of Education’s 2004 Literacy and...
By Edward Schroeter | July 4, 2017 , 12:34 pm
Kindergarten students benefit from robust spatial skills and geometry education The simple act of documenting the mathematics learning in my kindergarten students’ block and puzzle play has led me to some revelations about my three-, four-, five- and...
By Mark Chubb | March 6, 2017 , 1:16 pm
Who Makes the Biggest Impact? A few years ago I had the opportunity to listen to Damian Cooper (expert on assessment and evaluation here in Ontario) give a talk at OAME. He shared an analogy with us that I found particularly interesting. He talked about...
The question is not, “how best to teach mathematics?” The question, educator, is “how best for YOU to teach mathematics?”
By Matthew Oldridge | September 12, 2016 , 3:31 pm
The debate over what constitutes “good” math instruction flares up over and over again. We are over 25 years into “reform” mathematics curricula, which started with the publication of the National Council of Teachers of Mathematics standards (1989),...
By David Landy | January 28, 2016 , 7:23 pm
The Paradox Formal notations present a basic conundrum for mathematics teaching and learning: We all know that algebraic notation is tremendously powerful in the hands of experts. On the other hand, the sad reality is that most students don’t get much...
By Tim Boudreau | October 6, 2015 , 7:00 am
I’m always on the lookout for ways to make Math seem “more real” for my students. I find one of the worst things that can happen in a child’s Math education is if they get the idea in their head that Math is an abstract concept, detached from everyday...
- Building Blocks and Building Confidence in the Math Classroom
- The Continuum of Teaching Mathematics
- Inquiry is more than an event; it is a way of thinking.
- Classroom Assessment in Mathematics: Paying Attention to Students’ Mathematical Thinking
- Math Anxiety: An Important Component of Mathematical Success
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