Category: Resources

Indigenous Knowledge PD Session – June 7 & 8!

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. 

Learn more about the event on the FNMIEAO website!

Click HERE to register!

Computational Modelling & Ontario Tech University’s STEAM-3D Maker Lab PD Session – February 28!

We are excited to announce the third Professional Development session in a series from our Communities of Practice: Math Leadership, Critical Transitions, Indigenous Knowledge & Computational Modelling.

Members of the Computational Modelling CoP will present on Math+Making activities and Computational Participation (Kafai, 2016) activities. Moreover, you will have an opportunity to explore a new virtual tool, CoSpaces Edu, and a lesson plan which provides an idea of how to use patterns while creating a virtual garden in CoSpaces Edu.

Click HERE to register!

Critical Transitions PD Session – Early Mathematics – February 3!

We are excited to announce the first Professional Development session in a series from our Communities of Practice: Math Leadership, Critical Transitions, Indigenous Knowledge & Computational Modelling.

Members of the Critical Transitions in Early Math Group will share and provide access to resources for educators that support K-Grade 3 mathematics. Presenters will include Melanie Martin and Dr. Lynda Colgan (The Roots of Coding); Dr. Sandy Youmans (Early Math at Home and Early Math at School); Dr. Heather Douglas (Early Math Assessment Screening Tool); Hannah Wickstrom (Structured Play); and Angeline Hunter (Greater Essex County District Classroom Support Documents).

Click HERE to register!

MKN Quarterly Volume 2, Issue 2

Math Knowledge Network QUARTERLY Volume 2, Issue 2

Welcome to Volume 2 Issue 2 of the Math Knowledge Network Quarterly!

See links to all content below.

We are excited to share some of the recent work of our Communities of Practice: Math Leadership, Critical Transitions, Indigenous Knowledge & Computational Modelling.

Donna Kotsopoulos & Dragana Martinovic (MKN co-Directors)

PS – To stay up-to-date on upcoming events, activities, and resources, please visit the MKN website, join our mailing list (see subscription form bottom-right), and follow us on Twitter @mknrcm.

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In this issue

Indigenous Knowledge Update: Into the Everlasting Skies Community Event

 

 Canadian Early Mathematics Education (CEME) Conference
Coding Update: Wellington CDSB

 Mathematics Leadership: GECDSB Virtual School, Algoma Connect Program & Upcoming Events
Indigenous Knowledge Update: Elders Gathering and Knowledge Sharing

 Math + Making Professional Learning Project with Rainy River District School Board (RRDSB)
Critical Transitions: Secondary-University Update

 MKN & Fields Institute: Ask a Mathematician Program
Coding in the Ontario Mathematics Curriculum, 1-8: Might it be transformational?

 Critical Transitions: Interdisciplinary Lesson Plans

Coding in the Ontario Mathematics Curriculum, 1-8: Might it be transformational?

Coding in the Ontario Mathematics Curriculum, 1-8: Might it be transformational?

Read the March 2021 report here!

Might coding, in some ways and to some extent, fundamentally transform how we learn, teach and think about mathematics in grades 1-8 education?

To answer this question we turn to diSessa (2000, 2018), to view coding through a literacy lens, and map the Ontario situation to diSessa’s literacy principles.

The “evidence” we use comes from 3 sources: Ontario curriculum documents, teaching resources developed by team members, and data from mathematics + coding classroom research conducted by team members in Ontario and in Brazil.