We are excited to announce the fifth Professional Development session in a series from our Communities of Practice: Math Leadership, Critical Transitions, Indigenous Knowledge & Computational Modelling.
This is a TWO-DAY PD Session, and requires registration and attendance for June 7 & 8 from 9:30am to 12pm.
Members of the Indigenous Knowledge CoP will explore how…
Mathematics, along with other subjects, are not exempt from colonial bias and harmful practices that lead to inequities in student achievement.
Exploring the impacts of colonialism will help to understand the importance of destreaming.
Indigenous knowledge systems, pedagogies and methodologies can enhance and support the teaching and learning of mathematical concepts.
Colonialism, through the education system has dismissed, devalued and erased Indigenous knowledge systems.
We are excited to announce the third Professional Development session in a series from our Communities of Practice: Math Leadership, Critical Transitions, Indigenous Knowledge & Computational Modelling.
Members of the Computational Modelling CoP will present on Math+Making activities and Computational Participation (Kafai, 2016) activities. Moreover, you will have an opportunity to explore a new virtual tool, CoSpaces Edu, and a lesson plan which provides an idea of how to use patterns while creating a virtual garden in CoSpaces Edu.
We are excited to announce the first Professional Development session in a series from our Communities of Practice: Math Leadership, Critical Transitions, Indigenous Knowledge & Computational Modelling.
Members of the Critical Transitions in Early Math Group will share and provide access to resources for educators that support K-Grade 3 mathematics. Presenters will include Melanie Martin and Dr. Lynda Colgan (The Roots of Coding); Dr. Sandy Youmans (Early Math at Home and Early Math at School); Dr. Heather Douglas (Early Math Assessment Screening Tool); Hannah Wickstrom (Structured Play); and Angeline Hunter (Greater Essex County District Classroom Support Documents).
Might coding, in some ways and to some extent, fundamentally transform how we learn, teach and think about mathematics in grades 1-8 education?
To answer this question we turn to diSessa (2000, 2018), to view coding through a literacy lens, and map the Ontario situation to diSessa’s literacy principles.
The “evidence” we use comes from 3 sources: Ontario curriculum documents, teaching resources developed by team members, and data from mathematics + coding classroom research conducted by team members in Ontario and in Brazil.