critical transitions

CRITICAL TRANSITIONS IN STUDENT MATHEMATICAL DEVELOPMENT

The objectives of this CoP focus on transitions proven to be challenging for students. The theoretical framework underpinning this CoP is critical praxis. Drawn from Tilleczek (2012), critical praxis “denotes critique and interrogation of the theory and practice surrounding childhood transitions”(p. 13). The objective of the critical praxis, and of this CoP, is to enhance the experiences of young children by inspiring “schools and people to function as communities which build bridges between students, parents, teachers, and communities” (Tilleczek, 2012, p. 17). Critical transitions include grade transitions (into formal schooling, kindergarten to grade one, grade eight to grade nine, etc.), transitions into learning environments (i.e., for new Canadians, language learners), and transitions into learning contexts that enhance opportunities for special needs learners. The CoP will identify best practices that align with the Renewed Math Strategy in Ontario. The outcomes of this CoP will include ways to engage with “family support programs, child care and other early inquiry-based-programs” (KNAER, p. 16). We envision that this CoP may have subgroups with different foci. Supporting diverse learners and simultaneously developing teachers’ mathematical content knowledge are the primary objectives of this CoP.

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