- improved student engagement, and equity of outcomes and well-being for marginalized students by enhancing learning and participation opportunities;
- increased awareness, understanding, use and sharing of evidence-informed practices for mathematics by engaging teachers in co-designing mathematical learning experiences for students that offer surprise and conceptual insight, and opportunities to share their learning with family, peers, and the wider community, changing mindsets around professional learning and attitudes towards mathematics;
- enhanced capacity of school districts, organizations and universities in Ontario to collaborate, to access existing, as well as generate new, evidence-based knowledge that can positively impact the teaching and learning of mathematics, and efficiently meet the goals and directions of Ontario curriculum and policy;
- increased collaboration, partnerships, and networking between and among the Ministry, organizations, communities, networks and associated communities of practice across the education sector;
- advanced mathematics learning for First Nations, Métis and Inuit students, built on ways that have been identified through traditional technologies and design, as well as expanding the lens of educators to deepen their understanding of the benefits of integrating Indigenous “ways of knowing” into their practice; and
- sustained growth, in breadth and depth, of networks that provide evidence-based knowledge sharing to inform mathematics program, policy, and practice, based on existing and other sources of funding.