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Tag Category: Early years: JK & K

Math Anxiety: An Important Component of Mathematical Success

Considerations for Next Steps

Resources to Support Well-Being

Identities and Well-Being

TRC and Well-Being

Reaching All

Positive Relationships

Positive Learning Environments

What Does Well-Being Mean to You?

Math For Young Children

Using Manipulatives to Represent Thinking – The Number Line

Understanding Formulas

The Value of Mistakes

The Role of Administrators

Proportional Reasoning Across the Grades

Connections between Concepts and Units

Making and Proving Conjectures

Attitudes about Mathematics

Overall Introduction

Insights Into Effective Practice



Aboriginal Education for all Students

Seven Stones

Deficit Model


Community Involvement

Diverse Ways of Knowing

Listen First

Valuable and Long-lasting Teaching

Indigenous Cultures

Champions of Aboriginal Education

Countering the Myths

Aboriginal Knowledge for all Students

Understanding Language

Cultural Identity

Promising Practices

Respect Diversity

Historical Similarities


Family Engagement

A Sense of Belonging

Identity and Culture

Building Content Knowledge

Beware of Assumptions

Noticing and Naming Learning

The Instructional Core

Seeing Children’s Working Theories in Action

The Power of Wait Time

Integrated Learning In Mathematics

Communicating Understanding

Constructing Theories about Quantity, Spatial Sense and Algebraic Thinking

Constructing, Testing and Re-constructing Theories

Deepening Our Understanding: Literacy and Mathematics Behaviours in Block Play

Deepening Our Understanding: Literacy and Mathematics Behaviours at the Water Table

Reflections on Learning: Vivian Vasquez and Jerome Harste

Re-imagining Assessing for Learning: Pedagogical Documentation

Re-imagining Literacy and Mathematics Behaviours

Re-imagining the Learning

Re-imagining Engagement

Revisiting Pedagogical Documentation

Negotiating Learning

Re-thinking Literacy Structures

Literacy and Mathematics Behaviours Throughout the Day

Giving Meaning to the World

Deepening Our Understanding: Co-inquiring at the Light Table

Deepening Our Understanding: Co-inquiring at the Water Table

Reflections on Learning: Lucy West

Re-imagining Learning Through an Inquiry Stance

Being in an Inquiry Stance

The Inquiry Process in Action

Provoking an Inquiry Stance in Mathematics

Co-constructed Negotiated Learning

Noticing and Naming the Learning

Communicating Understanding Through Writing

Making Connections to Build Working Theories

Provoking an Inquiry Stance

Co-constructed Inquiry

Deepening Our Understanding: Co-learning in Play

Deepening Our Understanding: Supporting Children’s Writing Using Technology

Deepening Our Understanding: Supporting Children’s Writing

Reflections on Learning: John Hattie

Re-imagining Children’s Thinking

Re-imagining Teaching and Learning

Re-imagining Learning Materials


Reading and Writing Connections

Small-Group Learning About Numbers

Explicit Learning About Concepts of Print

Inviting the Children Into New Learning

Planning for Small-Group Shared Reading

A Shift in Thinking and Action


About Learning Communities

Three Things that Matter For Learners

Working With Your School’s Assets

Authentic Problem-Solving

Documentation Panels

Shared Reading

Documenting the Learning

Does a Circle Have Sides?

Taking Up Work


Set Up for Measurement Activity

Opening Routines

Promoting Collective Responsibility

Actively Oversee the Instructional Program

Providing Teachers with the Opportunity to Observe Effectively

Providing Adequate Preparation Time for Teachers

Observing Instruction and Giving Feedback

Connect the School to the Wider Environment

Help Families Support Their Children

Involve Staff in Important School Decisions

Leadership Opportunities for Staff

Resources to Support Collaborative Work

Personal Professional Learning

Respond to Individual Staff Members’ Unique Needs and Expertise

Recognize Accomplishments of Staff

Staff Learn From Each Other

Introduction and Setting Directions

Indicator 6.4 – Grades K-6 (Part 1)

Indicator 6.4 – Grades K-6 (Part 2)

Indicator 6.3 – Grades K-6

Indicator 6.2 – Grades K-12 (Part 3)

Indicator 6.2 – Grades K-12 (Part 2)

Indicator 5.4 – Grades K-3

Indicator 5.3 – Grades K-6

Indicator 5.2 – Grades K-3

Indicator 5.1 – Grades K-3

Indicator 4.7 – Grades K-3

Indicator 4.6 – Grades K-3 (Part 2)

Indicator 4.6 – Grades K-3 (Part 1)

Indicator 4.5 – Grades K-3 (Part 2)

Indicator 4.5 – Grades K-3 (Part 1)

Indicator 4.4 – Grades K-3

Indicator 4.3 – Grades K-3 (Part 3)

Indicator 4.3 – Grades K-3 (Part 2)

Indicator 4.3 – Grades K-3 (Part 1)

Indicator 4.2 – Grades K-3

Indicator 4.1 – Grades K-3

Indicator 3.4 – Grades K-3

Indicator 3.3 – Grades K-3

Indicator 3.2 – Grades K-3

Indicator 3.1 – Grades K-3

Indicator 2.5 – Grades K-3

Indicator 2.4 – Grades K-3

Indicator 2.3 – Grades K-3 (Part 3)

Indicator 2.3 – Grades K-3 (Part 2)

Indicator 2.3 – Grades K-3 (Part 1)

Indicator 2.2 – Grades K-3 (Part 2)

Indicator 2.2 – Grades K-3 (Part 1)

Indicator 2.1 – Grades K-3 (Part 2)

Indicator 2.1 – Grades K-3 (Part 1)

Indicator 1.7 – Grades K-3 (Part 2)

Indicator 1.7 – Grades K-3 (Part 1)

Indicator 1.1 – Grades K-3

It’s About Thinking: Concluding Thoughts

Re-Thinking Teacher Practice

Teacher’s Use of Intentional Language

Self-Regulation: The Teacher’s Role

It’s About Thinking: Introduction

It’s About Inquiry: Planning for Inquiry

The Teacher’s Role in Play-Based Inquiry

Play-Based Inquiry

Types of Inquiry

It’s About Inquiry: Introduction

Developing Self-Regulation in the Classroom

What Can Educators Do to Support Students in Developing Self-Regulation?

How Does Play-Based Learning Support the Development of Self-Regulation?

What is the Difference Between Compliance and Self-Regulation?

What is Self-Regulation?

It’s About Self-Regulating: Introduction

It’s About Documenting: Concluding Thoughts

Assessment: Running Record

It’s About Re-Thinking: Concluding Thoughts

Co-Constructing Learning

Intentionality in Play-Based Learning

Rethinking Play-Based Learning

It’s About Re-Thinking: Introduction

Growth Mindsets

Early Years: Challenges

Early Years: Interventions

Early Years: Learning Through Task Based Interviews

Indicator 6.2 – Grades K-12 (Part 1)

Early Reading Insights

Doug Clements: Early Math Learning





Intentional Play-based Learning

Allan Luke – Social Class Phonics and the Early Years

Summary Remarks

Changing Practice

Playful Talk: Practising Focused Conversations at Centres

Playful Talk: Demonstrating Focused Conversations at Centres

Planned Talk: Teaching Think-Pair-Share

Analyzing Talk

Network Forming and Norming

Networked Learning Communities

The Importance of Oral Language


Sharon List

Denese Belchetz

Parkview Public School-YRDSB

Joyce Public School

Parenting Centres-TDSB

Holy Name School Pembroke-RCCDSB

Charles H. Hulse PS-OCDSB

Our Lady of Sorrows School-NPSCDSB

Queen Elizabeth PS

Sacred Heart School-CDSB

Terezia Zoric

Kathleen Gallagher

Abdi Yousuf

Peter Dorfman

George Dei

Elizabeth Coelho

Coaching for Student Success in Mathematics

The New Literacies

Effective Instruction


Teacher Moderation

Critical Literacies

New Eduscape

Historical Perspectives


Canada and the World

Making Mathematics Accessible for All Students

Rethinking Classroom Assessment with Purpose in Mind

Successful Practices in the Education of Black Students

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