A NEW Video Series is now available from our Indigenous Knowledge Community of Practice! The videos highlight the significance of Indigenous Knowledge in mathematics, provide several examples of Anishinaabe educators, and demonstrate how land-based learning and language help develop spatial reasoning skills. Please share the flyer below widely, and check out the videos at bit.ly/IKMATHvideos!
For an overview of the IK CoP, check out their new Flyer below! For more information, visit their page at mathnetwork.ca/indigenousknowledge.
The results of our Critical Transitions CoP‘s Kindergarten Educator survey are now available. Please share our summary infographic widely! Stay tuned for the full paper, available in December 2018.
The GECDSB’s Mathematics Leadership Learning Project (MLLP) was designed to build capacity of mathematics lead-learners and mobilize them within schools in order to build expertise of all educators. This project supported Math Leadership Learning Teams in 6 schools to lead math learning through Professional Learning Communities (PLCs).
- Building mathematics content, pedagogy and leadership knowledge and skills of school-based math leaders
- Better understanding the supports needed for math leaders
- Improving student achievement in mathematics
- Informing system planning and supports
Data were gathered in the 6 MLLP schools from MLLP teams (surveys and interviews) and students (PRIME mathematics assessment).
Further details, results, and implications for future learning can be found in the NEW report by our Mathematics Leadership CoP & GECDSB.
Our latest updates are featured in the KNAERative Issue 4! See news from our Communities of Practice, learn about upcoming events, and find out how you can get involved.
For updates from KNAER and other KNAER networks, see the full newsletter here.
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.