As part of the RMS Virtual Learning Series, four sessions focused on Supporting Indigenous Learners, in Mathematics will be offered from 1-3 p.m. on October 5, November 9, December 7, 2017 & January 11, 2018.
Ruth Beatty (Lakehead University) and Danielle Blair (on assignment with Ministry of Education) created and are facilitating these sessions which are based on their six years of research and, more specifically, the last five with Pikwakanagan First Nation, The Algonquin Way Cultural Centre, Omamiwinini Pimadjwowin, and Eganville and District Public School. Ruth and Danielle are both Indigenous Knowledge CoP members, and are happy to share their work via link to these sessions on the RMS Learning Exchange, which those interested can register for.
You can register for these sessions here. Details on the Supporting Indigenous Learners, in Mathematics sessions can be found in this PDF.
Be sure to also check out the variety of other sessions taking place during the Fall RMS Virtual Learning Series! You can find all session descriptions, resources, and recordings here
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!
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.
See the new literature review and research study findings on Critical Transitions in Student Mathematical Development, Elementary to Secondary School by Daniel Jarvis and Tiberiu Veres (Nipissing University)!
Learn more about our Critical Transitions CoP on their page, and stay tuned for more resources!
Take a look at the two guides used by the GECDSB facilitators to lead the professional learning in their board!
The Moderating Mathematics Guide is a protocol for professional development in mathematics especially developed for the whole school inquiry or for work with teams of educators from across all grades. The goal of the Facilitator (e.g., Coach, Math Lead) is to support the school’s professional learning community until the group is confident enough to lead their own learning. Building educator efficacy and leadership is a central goal of this process and is what contributes to its sustainability over time.
The Professional Learning Facilitators’ Guide was used by the GECDSB Principals to support sessions on Number Sense, organized in their schools.
See more great resources from the Math Leadership Community of Practice on their page!
Content for this post was provided by Dragana Martinovic, Math Leadership CoP co-Lead.