Math Knowledge Network QUARTERLY 1(3)
Welcome to Volume 1 Issue 3 of the Math Knowledge Network Quarterly!
The first 3 years of the Math Knowledge Network: Impact Report!
We are excited to share the first 3 years of impact from Communities of Practice: Critical Transitions, Computational Modelling, Indigenous Knowledge & Math Leadership.
Thank you to our 36 partner organizations for their support!
George Gadanidis & Donna Kotsopoulos (MKN co-Directors)
PS – To stay up-to-date on upcoming events, activities, and resources, please visit the MKN website, join our mailing list (see subscription form bottom-right), and follow us on Twitter @mknrcm.
In this issue
It was a busy summer for the MKN and our CoPs! Read our latest updates here to find out what our CoPs have been up to, explore recently added resources, and learn how you can get involved.
To stay up-to-date on our latest news, activities, and resources, join our mailing list (right side of page) and follow us on Twitter @mknrcm.
In Spring 2017, members of our Critical Transitions CoP began a project in locally developed Grade 9 classrooms in partnership with Lakehead University and Lakehead Public Schools. In June 2017, in-depth semi-structured interviews of three teachers at the partner high school who had or were teaching the Grade 9 Locally Developed course were conducted. Throughout the project, a number of new classroom resources, lessons, and so on were designed, field tested and revised, and this work is on-going.
To learn about the project so far, check out their full report, “Revisioning the Three R’s from the Ground Up: Relationships, Resilience, and Resources.” A 1-page summary is also available here.
What happens when we use computational modelling as a tool to think-with and learn-with in elementary mathematics? Find out in our new MKN White Paper: Computational Modelling in Elementary Mathematics Education!
Math9-12 is a research-based study designed to bring new life to the high school mathematics curriculum! This study is lead by Dr. Peter Taylor (Queen’s University, Department of Mathematics and Statistics), is funded by the Fields Institute and SSHRC, and is part of our Critical Transitions Community of Practice.
Each project has three interacting phases:
- Curriculum development: work with students and teachers informally or in the classroom.
- Development of teacher resources and student workbooks.
- Classroom research: document the teaching activity and the student experience.
At the end of August 2017, workshops were held in Kingston, Ottawa, and Toronto to introduce the project to teachers. Teachers were (and are) highly encouraged to try the Math9-12 problems in their classrooms and provide feedback on their experiences.
You can find these great Math9-12 resources on their project website. Give them a try and let the Math9-12 team know about your experience!