We are excited to announce the eighth Professional Development session in a series from our Communities of Practice: Math Leadership, Critical Transitions, Indigenous Knowledge & Computational Modelling.
Marina Milner-Bolotin and Dragana Martinovic will present research on modelling and its pedagogical potential in K-12 education and discuss ideas for teaching modelling at various levels of schooling. They will also introduce their educational framework that includes steps for incorporating modelling in STEM subjects. By the end of this webinar, participants will be ready to teach and facilitate modelling during their mathematics and science classes.
Changes in mathematics curriculum
Research on modelling in STEM context
How is modelling different from problem solving? How is modelling in science different from modelling in mathematics?
We are excited to announce the seventh Professional Development session in a series from our Communities of Practice: Math Leadership, Critical Transitions, Indigenous Knowledge & Computational Modelling.
A Collaborative Approach involving pre- and in-service teachers, numeracy consultants, and university faculty.
This past winter, 25 Niagara Catholic District School Board in-service teachers and 36 Brock University pre-service teachers worked together to prepare and implement coding and mathematics activities in Gr. 5-9 classrooms. The outcomes were richer than anticipated!
In this presentation, we describe the collaborative approach as a way of supporting the enactment of the new coding expectations in the revised Gr. 1-9 mathematics curricula. We provide a window into how the collaboration worked, including concrete examples from specific pre-service and in-service teacher teams. Key insights about implementation, grounded in their experiences, will be discussed.
To end the presentation, potential benefits of the collaboration, as well as difficulties, for all involved, will be outlined and used in presenting concrete recommendations to other numeracy consultants who may want to try a similar approach in their context.
We are excited to announce the sixth Professional Development session in a series from our Communities of Practice: Math Leadership, Critical Transitions, Indigenous Knowledge & Computational Modelling.
In this presentation on numeracy screeners for Kindergarten to grade 3, Heather Douglas will provide a brief review of early numeracy and the critical foundations for number learning. Using lessons learned from literacy, Heather will review what is involved in a numeracy screening program. Core considerations for selecting a screener and how to find a suitable screener will be part of the conversation.
The EMA@School is a research-based numeracy screener that has been tested with over 30 000 students. Douglas will describe this new assessment tool and, using the list of core considerations as a rubric, will assign it a grade. Spoiler alert – it’s good but needs some tweaking to earn an A+.
Facilitated, small group discussions will allow you to share your experiences and to learn from your peers. The session will close with a discussion of future plans and opportunities for you to get involved in research with the EMA@School.
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.