Check out our latest updates featured in the KNAERative Issue 2! See updates from our CoPs, learn about upcoming events, and find out how you can get involved.
You can find the full KNAERative newsletter here.
by Dragana Martinovic
In the first year of the Mathematics Leadership Community of Practice existence, our member networks encompassed North East (MLN), North West (NWML2N), and Central Ontario (ML2N). In this blog, we report from some meetings organized from April to October 2017.
MLN April 2017 meeting
This meeting presented the start of the Phase 2 of the MLN work. The learning goals for this three-day face-to-face session held in Sudbury were:
The sessions included Connie Quadrini, Student Achievement Officer, who talked about: (a) specialized and horizon content knowledge (using Deborah Ball’s framework for Mathematics Knowledge for Teaching) and (b) supporting curriculum connections for students (see a depiction of multiplication across the grades). Connie provided a focus on students with learning disabilities, a topic of particular interest for the MLN educators.
The MLN participants reflected on the question: “How might your learning from today further support students with learning disabilities, in mathematics within your board/school?” and also worked on connecting student thinking to the Lawson Continuum.
The educators worked on the balance of surface, deep, and transfer learning, emphasizing the need to attend to all three, where (surface – how) –may require direct instruction, thinking (deep – why) – requires talk, and constructing (transfer – apply) – requires reflection. Surface may have negative connotation; most teaching is surface. “Too often learning ends at the surface level. But the challenge is this: we can’t over-correct in the other direction, bypassing the foundational knowledge in favour of critical and analytic thinking” (Hattie, 2012, p.131). The MLN facilitators’ team also introduced aspects of the whole school inquiry, which will be a main monitoring tool in the next two Phases.
Timeline for MLN’s Phase 2 Activities
MLN’s Not a Book Study: Open Online Professional Learning
The MLN team also spearheaded this open online professional learning opportunity focused on Dr. Cathy Fosnot’s work specific to multiplication and division. More than 500 educators across Ontario registered. .Beginning on April 10, they were able to interact, network and share thinking with other educators on various open online platforms. Through VoicED Radio, Dr. Fosnot has weekly guided this learning.
432 Tweets were posted on the #notabookstudy Twitter account. 105,707 accounts were reached, which presents an admirable size for audience involved in a Not a Book Study conversation. A total of 266,873 views of a Not a Book Study conversation were recorded. The MLN team conducted a survey asking educators who participated in the Not a Book Study professional learning to provide their feedback. This is what they responded:
Scaling it up! Cathy Fosnot in North Bay
In continuation with previous work, in October, Cathy Fosnot visited the North Ontario region. First, for several days, she worked with individual boards, then she ran a 2-day Leadership Institute in North Bay, and concluded this working visit, with a NOMA event. The Leadership Institute was supported by the Mathematics Leadership Community of Practice. It was attended by 100 educators in leadership positions, including 20 Ministry staff. Three educators from the GECDSB (one Consultant and two Principals) also attended the Institute. Cathy said: “What is happening in Ontario is incredible!”
When talking about ways to support teachers in learning, how to assess the learning in the moment, and how to craft an assessment, she said: “We found that teachers focus on pedagogy, not on mathematics.” The NOMA event had 85 participants. This professional learning for teachers was organized in support of efficient computation, sense-making, and a strong understanding of number and operation.
The MLN has just started its Third Phase. More reports to follow!
The ML2N supports all educators in the Barrie region to:
First day of the July meeting was dedicated to mathematics knowledge for teaching and leading, and monitoring for impact. On the second day, Moses Velasco (Education Officer), gave a session on the professional inquiry. Moses touched the following themes:
Moses said: “Professional learning demands that teachers think critically about their practices and figure out what needs to change to benefit their students’ learning. Professional development always hoped and strived for instructional change but professional learning ensures and plans for change.” He used an example from a three-level inquiry at HPEDSB, where one person’s “if” became another person’s “then.” See how Debbie Donsky visualized this session and one of the slides from Moses’ session:
Scaling it up! Marian Small in Thunder Bay
On October 18 2017, the two leadership networks connected through Skype to share learning. Dr. Marian Small spent two days with NWML2N in Thunder Bay and during the first day session, the ML2N educators participated online (see pictures below). Marian Small talked about leadership in elementary mathematics. She said about leadership: “You cannot delegate this if you are a principal or school leader. You must get in there….You must make a math change a singular focus and a very visible focus.”
Scaling it up! Alex Lawson in Toronto
In September and October, Dr. Lawson facilitated sessions for the leadership networks’ teams. She talked about learning trajectories in relation to mathematical operations. The educators participated in discussions, solved mathematics problems, and watched videos that demonstrated mathematical development of Gr. 1 – 5 children. See what strategies different groups of educators suggested for children to solve 5+7 = ?, if they do not know it as a fact:
The image on the right presents different strategies from the continuum when solving 6+8=?. What can teachers do to help children move along the continuum? “A lot!” says Lawson, “We can introduce mathematical models that help children to construct mathematical understanding.” The premise of her talks was that “Just memorizing the [mathematical] facts is no longer enough and it never was.”
This blog post was written by Dr. Dragana Martinovic, co-Lead of the Mathematics Leadership CoP and Professor of Mathematics Education at the University of Windsor.
Want to know what we’ve been up to? Read the updates below to learn about network growth, resources, upcoming sharing, and our Communities of Practice in Year 2!
We have grown to include over 14 school districts, 15 universities, and 16 organizations!
MKN Website & TeachOntario
Find more details on our events page.
Communities of Practice
Our four CoPs completed their Year 1 activities and have created and shared various resources such as research minis, documentaries, lesson plans, literature reviews, and more.
CoP leads met on October 24, 2017 to share their work from Year 1, discuss future plans, and find cross-CoP connections. Attendees represented all 4 CoPs, the MKN Executive, TVO, KNAER, and the Ministry of Education. CoP leads will meet again in January 2018 to report on progress, share artifacts, and discuss next steps.
CoPs in Year 2 (Sept 2017 – Aug 2018)
Computational Thinking in Mathematics Education
Critical Transitions in Student Mathematical Development
Indigenous Knowledge & Mathematics Education
See mathnetwork.ca/indigenousknowledge for more information.
See mathnetwork.ca/math-leadership for more information.
View this post as a 2-page summary!
Several opportunities for learning and sharing are coming up this month! Learn more about these opportunities and how you can get involved below.
Computational Thinking in Mathematics Education Symposium, October 13-15
The Math Pod, October 11, 18, 25, & November 1
The Math Pod is an OPEN learning opportunity organized in collaboration between three regions in the Province of Ontario:
The Math Pod is a collaborative learning space for educators who want to learn more about mathematics. They will be engaging with researchers through podcasts, blogging and Twitter chats.
Join them for their Fall series of podcasts on October 11, 18, 25, and November 1 at 8 p.m. with Cathy Fosnot and Stephen Hurley. Learn more at themathpod.ca and follow them on twitter @TheMathPod for regular updates!
NOMA Mini Conference with Cathy Fosnot: The Development of Numeracy, K-8, October 21
FNMIEAO Educator Conference, October 28-29
Registration and all other conference details can be found on their guidebook.
OAME 2018 Session Proposals: Due November 1st
The OAME 2018 conference will take place on May 3-4, 2018. Be sure to submit your session proposal here before November 1, 2017!
Our Mathematics Leadership CoP member organizations (pictured below) have been busy collecting data and monitoring their professional development activities.
To learn about their research findings so far, check out this Research Report on Mathematics Educator Leadership in Ontario by Dragana Martinovic, co-Lead of our Mathematics Leadership CoP.
This report will be revised annually to address their recent activities and new data, and relate those to the findings of others. This living document will detail their work and inform further research-practice-policy conversations about mathematics educator leadership in Ontario.
See more from our Mathematics Leadership CoP here.