Georgian College, Barrie www.oame2016.ca @oame2016

Transcription

Georgian College, Barrie
www.oame2016.ca
Robert J. Lang ⦿ Steven Strogatz ⦿ Sarah Greenwald
@oame2016
Leap into the Program Guide!
Table of Contents
Description
Page
Table of Contents
Leap into Mobile
Keynote and Featured Speakers
Themes
OECTA AQ Module 2 & OAME 2016
Conference Fees and eConference Fees
What to Do and Where to Stay
Social Events
Exhibitors and Sponsors
Organizing Committee
Build your Schedule
Session Descriptions
Sessions
2
3
4–8
9-11
12
13
14
15
16
17
18
19 - 112
Bookmark
Speakers
Themes
Fees
Events
My Schedule
See below
Time
Page
Bookmark
8:30-9:45
10:00-11:15
11:15-1145
11:45-1:00
1:15-2:30
2:45-4:00
19 - 26
27
T1-Thursday
T2-Thursday
28 - 36
37 - 46
47 - 56
T3-Thursday
T4-Thursday
T5-Thursday
8:30-9:45
10:00-11:15
11:15-11:45
11:45-1:00
1:15-2:30
2:45-4:00
57 - 66
67
F1-Friday
F2-Friday
68 - 77
78 - 88
89 - 97
F3-Friday
F4-Friday
F5-Friday
8:30-9:45
9:45-10:05
10:05-11:20
11:30-12:45
98
99 - 105
106 - 112
S1-Saturday
th
Thursday, May 5
T1
T2 - Keynote
Exhibitors
T3
T4
T5
Friday, May 6th
F1
F2 - Keynote
Exhibitors
F3
F4
F5
Saturday, May 7th
S1 - Keynote
Nutrition Break
S2
S3
About this PDF
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S2-Saturday
S3-Saturday
This PDF document will be
updated periodically. Refer to
the News section of the
http://oame2016.ca/ website to
find the most recent version.
Leap into Mobile !
Try out the OAME 2016 mobile app on GuideBook !
Want to stay up to date with the latest changes in the program for OAME
2016? Need to quickly search for sessions or speakers on your smartphone
or tablet? Then download the OAME 2016 guide and access the latest
conference info - once downloaded, the information is still accessible, even
when offline.
Visit guidebook.com/g/OAME2016 to download or view the mobile app
for the conference or scan the QR code on this page.
1. Choose the version that’s right for you
2. Download the GuideBook app from the App store
or Google Play store
3. Download the OAME 2016 guide to your device
(Open up the GuideBook app, then search for OAME)
KEYNOTE SPEAKERS
Robert J. Lang is recognized as one of the foremost origami artists in
the world as well as a pioneer in computational origami and the
development of formal design algorithms for folding. With a Ph.D. in
Applied Physics from Caltech, he has, during the course of work at
NASA/Jet Propulsion Laboratory, Spectra Diode Laboratories, and JDS
Uniphase, authored or co-authored over 100 papers and 50 patents in
lasers and optoelectronics as well as authoring, co-authoring, or
editing 14 books and a CD-ROM on origami.
Robert Lang
Flapping Birds to Space Telescopes: The Art and
Science of Origami
Steven Strogatz is the Jacob Gould Schurman Professor of
Applied Mathematics at Cornell University. He has numerous
awards including: a Presidential Young Investigator Award,
National Science Foundation (1990); MIT's highest teaching
prize, the E. M. Baker Award for Excellence in Undergraduate
Teaching (1991); the J.P. & Mary Barger '50 Teaching Award
(1997); the Robert '55 and Vanne '57 Cowie Teaching Award
(2001); the Tau Beta Pi Teaching Award (2006);
Communications Award from the Joint Policy Board for
Mathematics (2007), a lifetime achievement award. Along
with books, his work has been featured in Nature magazine,
the New York Times, U.S. News and World Report, Discover &
Newsweek, CBS News and BBC Radio.
Steven Strogatz
The Joy of X
Sarah J. Greenwald is Professor of Mathematics and a Women's
Studies core faculty member at Appalachian State University. Her
scholarship areas include Riemannian geometry, popular culture as it
pertains to mathematics, and women and minorities in mathematics,
and she is a 2005 Mathematical Association of America Alder Award
winner for distinguished teaching and the winner of the 2010
Appalachian State University Wayne D. Duncan Award for Excellence
in Teaching in General Education. In 2010 she was also inducted into
the Appalachian State University College of Arts and Sciences
Academy of Outstanding Teachers and in 2011 she was named the
College of Arts and Sciences Outstanding Teacher of the Year.
Sarah J. Greenwald
Good News Everyone! Mathematical Morsels from
The Simpsons + Futurama
FEATURED SPEAKERS
Marian Small
Ron Lancaster
Picture It!!
I'm Thinking of a Number:
Introducing your students to Micah Lexier
Marian Small, the former Dean of Education at the
University of New Brunswick, writes and speaks about K-12
math across the country. Her focus is on teacher
questioning to get at the important math, to include all
students, and to focus on critical thinking and creativity.
Ron Lancaster, Senior Lecturer with the Dep’t of Curriculum,
Teaching, and Learning, OISE, has research interests in
handheld technologies, dynamic geometry software,
computer algebra systems & the connections between math
and the world around us. He is an active lecturer/writer,
involved with math conferences around the world. He has
written extensively for The Mathematical Lens and The
Mathematics Teacher.
Cathy Bruce
Connie Quadrini
Fractions Teaching and Learning: What’s the big deal?
Supporting Students with Learning Disabilities in
Mathematics
Cathy Bruce is a founding faculty member of the Trent
University School of Education and Professional Learning.
An exciting area of her research relates to mathematics for
young children, involving teachers and other researchers as
well as young students from JK-Grade 2, to investigate
what children are capable of spatially and mathematically,
given rich tasks and adequate support in an atmosphere of
playful learning.
Connie Quadrini is a K-12 Provincial Mathematics Lead. She is
leading a collaborative inquiry with several school boards,
working with classroom and special education teachers, school
and system administrators, curriculum and special education
consultants, and psychologists to investigate the interactions
between mathematics content knowledge for teaching and the
learner profile, and their impact on instruction and student
FEATURED SPEAKERS
Lisa Lunney Borden
Joan Moss
Honouring Indigenous Knowledge in the Mathematics
Classroom: A Learning Together Approach
Expanding Horizons in K-3 Geometry and Spatial
Thinking: New approaches to support all learners
Lisa Lunney Borden, an Associate Professor of Mathematics
Education at St. Francis Xavier University, began her career
at We’koqma’q First Nation Secondary School, a Mi’kmaw
community-run school. She is most interested in examining
strategies to transform math education for Aboriginal
students with a focus on equity, diversity, and the inclusion
of multiple worldviews. Lisa also helps to coordinate a
project called “Show Me Your Math” that invites Aboriginal
children in Atlantic Canada to explore mathematics.
Joan Moss, is an Associate Professor in the Dep’t of Applied
Psychology and Human Development at OISE/UT and coPrincipal Investigator of the Math for Young Children (M4YC)
project. Recently, she has collaborated with the Robertson
Program for Inquiry-Based Teaching in Math and Science to
include four First Nations communities and the Rainy River
District school Board. Joan has won many honours/awards
including the award for Distinguished Contributions to
Teaching.
Chris Suurtamm
Ruth Beatty
Developing Algebraic Thinking
Indigenous and Western Ways of Knowing Mathematics:
Continuing to Build Connections
Dr. Suurtamm’s (Associate Professor of Mathematics
Education, University of Ottawa) research focuses on the
complexity of teaching mathematics with particular
attention to assessment that enhances teaching & learning.
She has been the Principal Investigator on a number of
large-scale research projects in Ontario. She has expertise
in both secondary and elementary mathematics teaching.
She was the Co-Chair of the Early Math Expert Panel in
Ontario and the Canadian representative on the National
Council of Teachers of Mathematics. She is the Co-Chair of
the Topic Study Group on Assessment for the upcoming
International Congress on Mathematics Education.
Dr. Beatty (Associate Professor, Lakehead University (Orillia
Campus) teaches the math methods course for preservice P/J
teacher candidates at Lakehead University. Ruth is working
with members of Anishinaabe & Cree communities and
educators from Ontario school boards to research the
connections between Indigenous ways of knowing
mathematics and the Western mathematics found in the
Ontario curriculum. The goal is to collaboratively design
culturally responsive math instruction for First Nations
students, to learn from and incorporate Indigenous
pedagogical perspectives in inclusive classroom settings.
FEATURED SPEAKERS
Nicholas Jackiw
Alex Lawson
Time's Arrow: Where School Geometry Comes
From and Where It's Going
Why Just Knowing the ‘Facts’
Is Not Enough
Nicholas Jackiw is a senior research scientist in SRI
International’s Center for Technology in Learning where
his interests focus on how digital technologies can
uniquely shape mathematical propositions and learners’
intellectual and material interactions with them.
Alex Lawson is an Associate Professor of Education with
Lakehead University. She has been the director of the
Multi-Data Convergence Lab for the last decade where
hundreds of hours of children's thinking have been
documented and analyzed to improve elementary
mathematical instruction and learning. She recently
authored What to Look for: Understanding and
Developing Student Thinking in Early Numeracy.
Nathalie Sinclair
Jill Gough
Moving geometry in the K-4 classroom: more than
just vocabulary
Deep Practice: Building Conceptual Understanding
in the Middle Grades (Intermediate)
Nathalie Sinclair is a Professor in the Faculty of Education
at Simon Fraser University and the Canada Research
Chair in Tangible Mathematics Learning. Her research
interests include the teaching and learning of geometry,
particularly through the use of dynamic geometry
environments. She is the lead author of the NCTM book
Developing Essential Understanding of Geometry.
Jill Gough learns, serves, and teaches as the Director of
Teaching and Learning at Trinity School in Atlanta,
Georgia. Jill is also a National T³ Instructor working in
collaboration with Texas Instruments and T³ to write,
plan, and deliver quality professional development for
teacher-learners interested in using technology to
facilitate learning and assessment that is interactive,
dynamic, and collaborative. Her blog can be read at:
https://jplgough.wordpress.com/
FEATURED SPEAKER
Don Fraser
Taking the ‘NUMB’ out of Numbers
Don began his career as a math teacher at Emery CI in
Toronto. After many years of teaching student teachers
at U of T, Don retired as a Professor Emeritus. While at
the U of T Don returned to the classroom for a full year
several times. This paradoxically “re-energized him and
wore him out”. Since ‘retiring’ Don has done many
workshops and keynotes across Canada, USA and New
Zealand. Publications have included Mathemagic and
Taking the Numb Out of Numbers – both available on
amazon.com for about 1 cent! For three successive
years, a highlight for Don was writing a different Blue
Jays’ Math Book which was given out to the first 20 000
spectators at a BJ’s game…. This was in an age before
bobble head dolls!
APPLIED LEVEL
- hear what others are doing.
- highlights strategies that
educators employ in Applied
Level classes.
FIRST
NATION,
METIS and
INUIT
SPECIAL
EDUCATION
- of interest to
educators who
work with students
who need extra
support in
mathematics.
THEMES
A theme involves related
sessions that allow you
the opportunity to study
a topic in depth. You will
still have the option to
attend the Keynotes and
to choose other sessions
to attend.
- explores
Indigenous
perspectives and
mathematics
learning.
ESL & ELL
LEADERSHIP
- learn how other educators
address the needs of
students where the English
language can be a barrier to
learning mathematics.
- for school or board level leaders
for mathematics.
- to help you support classroom
teachers to address student
needs.
OECTA
- requirements for the Primary/Junior AQ module, as
provided by OECTA, are: T1.01, T2.Key, T3.0, T4.01, T5.01,
F3.Key, F3.01, F4.01, F5.01, S1.01.
- you do not have to be an OECTA member to take this AQ
course.
THEMES
A theme involves related topics that allow you the opportunity to study a topic in depth. You will
still have the option to attend the Keynotes and to choose other sessions to attend.
APPLIED THEME
This set of sessions highlights strategies that educators employ in Applied Level classes. Choose
this thread to hear what others are doing in Applied Level classes.
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T1.31 - Dive into Applied
T3.33 - Math Strategies Using Technology for Applied Classes
T4.28 - Engaging At Risk Students in Applied Math
T5.26 - Identifying and Addressing the Critical Needs of Students in Grade 9 Applied
Math
F1.19 - Project Based Learning
F3.03 - Tour of Mathematics Blended Learning Units for Grade 9 Applied
F5.34 - Fostering Productive Dispositions in Grade 9 Applied Mathematics;
Why it matters and how to get started.
S2.18 - OAME/OMCA/Uof Ottawa/MoE Grade 9 Applied Collaborative Math Project
S3.21 - Enhancing Learning in Grade 9 Applied Mathematics: Research Findings from a
Province-wide Collaborative Study
Other sessions that also highlight the Applied Level
T1.06 - Halifax Explosion Math
T1.32 - Engaging 2C Learning: Collaboration and Critical Thinking In Math:
A TLLP Journey
T3.13 - OAME/OMCA/UofOttawa/MoE Grade 9 Applied Collaborative Math Project
T3.26 - Grade 7-10 Applied Mathematics Resources Documents
T5.20 - I CAN Survive
T5.32 - Blended Learning Units for Grade 9 Applied Mathematics
F1.29 - Effective Practices in Grade 9 Applied Mathematics
F3.06 – OAME/OMCA/Uof Ottawa/MoE Grade 9 Applied Collaborative Math Project
F3.26 - Making Grade 9 Math Tasks Contextual
F3.30A / F4.30B - Meeting the Needs of Grade 9 Applied Learners, Including Students
with Learning Disabilities
F4.35A / F5.35B - Implementing Assessment AS Learning in Applied Mathematics
ESL & ELL THEME
Participants in these workshops will learn how other educators address the needs of students
where the English language can be a barrier to learning mathematics.
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T3.27 - Strategies for encouraging participation and language for English Language
Learners
F1.09 - Supporting ELLs and Emergent Math Learners: A PRIME example
F3.33 - Leap into Math: Cycling with ELL Students
F4.09 - Supporting English Language Learners in your Math Class
S3.04 - Math & English Language Learners: Students and Educators as Co-researchers
FIRST NATIONS, METIS and INUIT THEME
This thread explores Indigenous perspectives and mathematics learning. Join two featured
speakers, Lisa Lunney Borden, St. Francis Xavier University and Ruth Beatty, Lakehead
University, and 3 other workshop sessions.
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T1.07 - When First Nation, Métis, and Inuit Students are at the Centre of Inquiry
T3.16A/ T4.16B - Connecting Indigenous Ways of Knowing and Western Mathematics
T5.01 - Honouring Indigenous Knowledge in the Mathematics Classroom:
A Learning Together Approach
F3.01 - Indigenous and Western Ways of Knowing Mathematics:
F4.18A/ F5.18.B - An Urban Context: Honouring Indigenous Approaches to Learning in
Mathematics
LEADERSHIP THEME
If you are a school or board level leader for mathematics, the sessions in the leadership thread
can help you support classroom teachers to address student needs. Ideas and strategies to support
your leadership include: developing a whole school culture for mathematics learning, structuring
teacher schedules to enable professional learning and facilitating inquiries to promote deeper
student learning. (Possible substitutions: T3.14 for T3/T4.08A/B and F4.26 for F4/F5.05A/B)
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T1.05 - Learn to Use the EQAO Online Reporting Application – What Does it Tell Me?
T3.08A - Transforming Planning Time In Elementary Schools : Numeracy & Technology
T4.08B - Transforming Planning Time In Elementary Schools : Numeracy & Technology
T5.22 - Establishing a Positive School-Wide Culture of Math
F1.35 - Mathematics Professional Learning Facilitator Efficacy
F3.35 - Using the Lesson Study Model to transform teacher practice in the math
classroom
F4.05A /F5.05B - Facilitating Mathematics Professional Learning – Our Journey
S2.25A / S3.25B - Facilitating Effective Discussions
SPECIAL EDUCATION THEME
Good, targeted instruction is beneficial for all students and crucial for some. This set of
workshops will be of particular interest to those educators who work with students who need
extra support in mathematics both in the classroom and in special education settings.
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T1.35 - Leveraging the Strengths and Supporting Needs in Mathematics
T3.06 - Building Mathematical Mindset and Number Sense with Students on IEPs
T4.01 - Supporting Students with Learning Disabilities in Mathematics
T5.20 - I CAN Survive
F1.26 - Leap into Workplace Activities
F3.30A / F4.30B - Meeting the Needs of Grade 9 Applied Learners, including Students
with Learning Disabilities
LEAP INTO MATH
THIS SPRING
with OAME & OECTA
Register for OECTA’s
Mathematics Primary/Junior Part 1 AQ
(enrolment deadline for the Spring session
is March 24, 2016)
Register for the OAME Conference
(registration deadline April 1, 2016)
One Module of OECTA’s AQ
course delivered
through live content
workshops at
the conference.
Register for the
OAME Conference
Register for OECTA AQ Module 2
of Mathematics Primary/Junior Part 1
(enrolment deadline for the Spring session
is March 24, 2016)
2 unique
mathematics
professional
learning
AQ opportunities
Module course content delivered
through live workshops
at the conference.
Take the remaining 3 math modules
within 2 years and receive your
Mathematics AQ.
www.oecta.on.ca for more details and to register
CONFERENCE FEES
CONFERENCE DELEGATES
(includes 1 year Digital Membership in OAME)
Early Bird Fee Conference Fee
On-site
(if paid in full (payable by April Conference Fee
by Feb 29th)
15th)
(space permitting)
RETIRED
STUDENT
OAME
DELEGATES
MEMBERS
Fee
Fee
Full
Conference
$330
$355
$375
$280
$210
Thursday
only
$205
$230
$240
$160
$100
Friday only
$225
$250
$260
$160
$100
Saturday only
$145
$155
$170
$120
$75
Thursday &
Saturday
$275
$300
$310
$240
$160
Friday &
Saturday
$295
$320
$325
$240
$160
NOTE: Delegates who select Thursday and Friday will pay the Full Conference fee, and are
encouraged to take the extra leap and select sessions on Saturday. We have many high caliber
speakers and unique sessions that are only available that day.
eConference Fees
The eConference is available for delegates for whom travel is an impediment. This year’s
eConference participants may choose to register for a single session (keynote or featured speaker),
or a combination of four or eight sessions. Details at http://annual.oame.on.ca/2016/econference/
The eConference is not available for groups inside the area from Hamilton to Kitchener to Owen
Sound to Peterborough to Oshawa.
One Session
Four Sessions
Eight Sessions
$75
$175
$275
What to Do and Where to Stay
Social Events
Wednesday
-
Thursday
Math Mystery
Tour
Georgian College
Fitness Centre
-
Friday
Leap into the Wine and Cheese Event
Leaping and Flying - Flying Monkeys
Brewery
Lucky Leapers? Casino Rama Trip!
Leap Up the Wall - Rock Wall Climbing
Fold, Twist, and Leap – the Annual
OAME Banquet
-
KenKen Tournament
Leap Up the Wall (Again!) Rock Wall Climbing
Special Program Events
OAME eConference
The OAME e-Conference 2016 is being offered to groups of teachers for whom the distance to travel to
Barrie for the regular OAME 2016 Conference is a significant challenge.
The e-Conference will bring the Keynote and Featured Speakers to your board office or school virtually.
OAME Ignite
Highlighted speakers are invited to share their personal and professional passions, using 20 slides that autoadvance every 15 seconds for a total of just 5 minutes. Check Friday sessions for more information!
Accommodations
Location
Cost
Contact Information
Georgian College Residence
$69/night based on double
occupancy
1-705-730-5600
& Conference Centre
Holiday Inn
Hampton Inn and Suites
Special rate code OAME
$119.99 – single/double
occupancy
http://bit.ly/1jtsNdY
$139.99 – Tower Rooms
Special rate code OAM
$119 – single/double occupancy
http://bit.ly/1MnQWtH
$129 – triple or quadruple
occupancy
Or 1-705-719-9666
$129 – Suites: 2 Queen beds or 1
King with pullout
Or 1-800-HILTONS
Special rate code OAM
Follow us on Twitter @OAME2016 to stay in the know!
Visit http://OAME2016.ca for full information.
Social Events
Wednesday, May 4
Math Mystery Tour
Delegates who are arriving and registering on Wednesday night are invited to get to know the
Georgian College Campus while doing math. The tour can be completed in teams.
Georgian College Fitness Centre (Available May 4 - May 7)
Purchase a day pass to the Georgian fitness facility – available for attendees of OAME 2016 for
$5.00/day.
Thursday, May 5
Leap Into the Wine and Cheese Event
Georgian College, Building C, Cafeteria (second floor)
4:00 p.m. - 5:30 p.m.
Come one, come all to the OAME 2016 Wine and Cheese Event! The event has a cash bar and
complimentary food. The cheese and nibbles will be available wherever exhibitors are located.
Leaping and Flying - Flying Monkeys Brewery (Dinner and Tour)
Meet at the Hospitality Room at 4:45 p.m.
4:45 p.m. - 8:00 p.m.
Dinner guests will be transported from Georgian College to the brewery, enjoy a three course dinner
and a tour of the brewery, all for $50.
Lucky Leapers? Casino Rama Trip
Meet at the Hospitality Room at 5:15 p.m.
5:15 p.m. - 11:00 p.m.
Feeling lucky? Come to Casino Rama! You’ll get $15 to play the slots (when you join the free Players
Passport Club) and a choice of 8 amazing restaurants.
Leap Up the Wall - Rock Wall Climbing (Thursday and Friday)
Georgian College Fitness Centre
6:00 p.m. - 7:30 p.m.
Bring your gym shoes and get your climb on! Georgian College offers a 32 foot rock climbing wall. All
experience levels are welcome! Tickets are $18 for 90 minutes.
Fold, Twist and Leap - Annual OAME Banquet
Barrie Country Club
6:30 p.m. - ??
Join us as we recognize and honour this year’s Outstanding Math Educators and the Past Presidents
of OAME. World renowned physicist and master origami artist, Robert Lang, will be the guest
speaker at this year’s banquet. Tickets cost $55 and include a three-course meal and an opportunity
to do origami with Robert Lang. Purchase your ticket on MCIS, non-OAME members are welcome!
Friday, May 6
KenKen Tournament
Georgian College, Room K224
1:15 p.m. - 2:30 p.m.
We are excited to announce the first ever KenKen Tournament to be held during an OAME annual
conference. People of all ages and all abilities are invited to challenge each other for accuracy and speed.
New to KenKen? Don’t worry. You can find the basic rules of KenKen at www.kenkenpuzzle.com. Register
in session F4 to be part of this event.
Follow us on twitter @OAME2016 to find out about more exciting KenKen events!
Thank you to all of our exhibitors and sponsors
Exhibitor & Sponsor
Spectrum Educational Supplies
Exhibitors
3P Learning
McGraw Hill Ryerson
Autograph Canada
Nelson Education Ltd
Bound2Learn
Netmaths.net
Box Cars & One-Eyed Jacks
Pearson Canada
Brock University
Rubicon Publishing
Canadian Educational Warehouse
CCS Educational Inc
Scholastic Education
Centre for Education in Mathematics and Computing
Eqaoquizzer.com
Sharp Electronics of Canada Ltd
Explore Learning
Texas Instruments
GKP Global Solutions Inc
TVO
MathWiz
University of Guelph
Sponsors
Platinum Sponsors
Casino Rama
OECTA (Simcoe Muskoka Elementary)
OECTA (Simcoe Muskoka Secondary)
Microsoft
Silver Sponsors
OECTA
Noble Insurance Barrie
Other
Portage Promotionals
OAME 2016 Planning Committees
Committee
OAME2016
Conference
Co-Chairs
Facilities &
Equipment
Committee Chairs
Greg Clarke
Lyn Vause
Website / Social
Media
MCIS
Bill Morrison
Sterling Sonego
Jack LeSage
Jeff Irwin
Greg Rodrigo
Ursula Irwin
Ryan P Smith
Stephanie Rogers
Greg Clarke
Lyn Vause
Speakers
Program
Bruce McKay
Tracey Nastasiuk
Finances
Committee
Members
Kit Luce
Sandra Peirce
Lisa Boate
Paulyne Casselman
Amy Lin
Sheri Nicholls
Jeannette Schieck
Jay Speijer
Jodi Clarke
Andrew Foxcroft
Kyla McMullen-Dent
Jeff Laughton
Monica Park
Promotions
Victoria & Jim Baumgart
Registration
Ursula Irwin
Steve J
Kevin MacKay
Jonathan Rajalingam
Stephanie Rogers
Exhibits
Jodi Caverzan Wells
Alanna Milligan
Hospitality
Volunteers
eConference
Special Projects
Committee Chairs
Emeritus
Kathleen Corrigan
Darren Hand
Mary Day-Mauro
Lisa Peverill
Marianne Auger
Kate Cooper
Kelli Gates
Stephanie Rogers
Jack LeSage
Janis Foley
Kyla Kadlec
Siobhan McKee
Mallory Steele
Jo-Ann White
Bill Morrison
Jocelyn Lawrence
Jonathan Rajalingam
SESSION DESCRIPTIONS
The following pages contain session descriptions – Keynote Speakers, Featured
Speakers and Sessions.
Keynote speakers – are scheduled in the second time slot on Thursday and Friday,
and in the first time slot on Saturday.
Featured Speakers – are scheduled when there isn’t a Keynote Speaker
Ignite sessions – are scheduled in time slots 4 and 5 on Friday
Themes - A theme involves related topics that allow you the opportunity to study a topic
in depth. You will still have the option to attend the Keynotes and to choose other
sessions to attend. This year’s themes are:
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Applied Level Mathematics
First Nations Metis, and Inuit
ESL and ELL
Leadership
Special Education
Lunches – are scheduled Thursday and Friday in the 3rd and 4th time slots,
- Box lunch pickups are available if you choose sessions in both lunch spots
- There is a nutrition break at 9:45 on Saturday
Build Your Schedule Here
Session
Session #
Title
T1
T2
T2.KEY
From Flapping Birds to Space Telescopes:
The Art and Science of Origami
F2.KEY
The Joy of X
S1.KEY
Good News Everyone! Mathematical Morsels from The
Simpsons + Futurama
T3
T4
T5
F1
F2
F3
F4
F5
S1
S2
S3
FEATURED SPEAKER
THURSDAY May 5th 8:30 - 9:45
T1.01
PriJunInt
Marian Small
Picture It!!
So much of math makes more sense to students when it is presented or modelled visually.
We will talk about some of the more unexpected models you could consider introducing
or that your students might create to make sense of K – 8 math.
FEATURED SPEAKER
T1.02
IntSen
Ron Lancaster
T1.03
Int
Agnes Grafton
Ross Isenegger
Barb Seaton
I'm Thinking of a Number: introducing your students to Micah
Lexier
Micah Lexier is an artist who uses mathematics and measurement to visualize
information and data. Throughout his long career as an artist and curator, Micah Lexier
has created remarkable works of art that allow viewers to visualize information and data
connected to daily life and his personal life. His works of art are often mathematical in
nature and involve systems of measuring life spans and aging. Introducing students to
Lexier’s art and sculptures provides them with an opportunity to think mathematically in
an artistic manner and to pose powerful mathematical questions related to Lexier’s work.
Tour of Mathematics Digital Learning Tools, Games and Activities
for Grades 7 to 8
Join us for a look at digital mathematics learning tools, games, and activities that can be
accessed from mathies.ca. These resources are freely available and created for Ontario
students and classroom educators.
Stay and explore Ministry of Education Mathematics K-12 resources for students, teachers
and professional learning facilitators.
T1.04
All
Mary Bourassa
Which One Doesn't Belong?
Come explore the website dedicated to providing thought-provoking puzzles for math
teachers and students from K to 12. Each puzzle is made up of a set of 4 shapes, numbers
or graphs with a reason why each one doesn’t belong to the set. As we work through
problems together you will see how WODB? is excellent for getting students to construct
viable arguments and critique the reasoning of others. You will also learn strategies to
help you create your own puzzles.
T1.05
PriJunInt
Ann-Mari Maatta
Jamie Scott
T1.06
Int
Lee Bell
T1.07
KPriJunInt
Denise Baxter
Danielle Blair
T1.08
JunInt
Dennis Mulhearn
Learn to Use the EQAO Online Reporting Application – What Does
it Tell Me?
This session is ideal for Principals, Vice-Principals, secondary school mathematics
department heads, numeracy consultants or school leads who are responsible for looking
into their school results on the EQAO assessments of mathematics for Grade 9 students
and for the Primary and Junior divisions. Join us as we explore the EQAO online reporting
application and provide information on what it offers! The tool provides three different
sets of data: contextual, achievement and attitudes/behaviour. We will explore each type
including how to review data from previous years. We will look at subgroups of students
and how to create reports for these students.
Halifax Explosion Math
A look at the Halifax Explosion of Dec. 6, 1917 from an applied math point of view, with
the aid of computer graphics and digital artifacts from the National Archives and the
Archives of Nova Scotia. We will examine the explosive cargo of the SS Mont-Blanc,
calculate blast radii for damage to structures, locate points of interest on period maps,
investigate the story of Vince Coleman, plot the final location of the SS Mont-Blanc before
she exploded (all published locations are wrong), and calculate the height of the blast
cloud. Supporting software consists of Geogebra, Microsoft Visio, and Wolfram Alpha.
When First Nation, Métis, and Inuit Students are at the Centre of
Inquiry
The First Peoples of Canada have been “researched on” and inquired about since the start
of colonization. Yet, as the Truth and Reconciliation Report stipulates, First Nation, Métis
and Inuit peoples, have the right to self-determination, full-participation and informed
consent. As inquiry emerges as a common framework and model for professional
learning within Education and part of the daily work of teachers in the classroom, what
are the implications when these inquiries focus on First Nation, Métis and Inuit students?
In this session we will share key learnings from different Mathematics and First Nation,
Métis and Inuit inquiry projects from across the province. We will explore the concept of
worldview and how a Western worldview shapes our observations, thinking, and
interpretations of student work, as well as the knowledge and pedagogy valued and
prefaced in the classroom. We will then explore how an Indigenous worldview and
knowledge system can strengthen and transform inquiry, as well as support all students in
Mathematics.
Add Contest Problems to Your Repertoire to Teach Area (Gr 6-8)
Area concepts can be investigated and reinforced by solving authentic, non-routine
problems. Often the real problem is finding appropriate problem-solving gems. Math
contests can be such a source. Participants will work through at least a dozen contest
classics involving area and will leave with these and over 50 additional problems to take
back and use immediately.
T1.09
All
Jules BoninDucharme
T1.10
Jun
Kiran Pain
T1.11
JunInt
Vincent Allen
Roxanne Wright
Leap into French Math!
Vous enseignez en immersion! Vous enseignez les maths en français!
Vous cherchez des idées, des activités? Vous désirez en connaitre davantage sur le
vocabulaire conceptuel en français?
Venez découvrir l’Association francophone pour l’enseignement des mathématiques en
Ontario (l’AFEMO) : son site Web, son facebook, son fil twitter et son magazine
L’InforMATheur!
Ne manquer pas de venir vivre des activités intéressantes en français!
Community in the Elementary Mathematics Classroom - Face-toFace and Online Engagement
I have conducted a qualitative study that reveals how nineteen students in a grade five
classroom engaged in community interactions to solve meaningful mathematics
problems. In my experience, students often defer their sense of mathematical authority
and autonomy to teachers and textbooks. The motivation for my study was an interest in
investigating student membership in a mathematical community, both face-to-face and
online, as it could serve students to assert their own powers. Participants of this study
solved two mathematics problems, interacting in a face-to-face and online community of
peers. Analyses of teams’ audiotaped face-to-face negotiations, digital chat field
comments, and physical and virtual solutions were undertaken, as was a discussion of
students’ individual survey comments about their experiences in the two forms of
community. These presented implications around the negotiation of both social and
sociomathematical norms, particularly in the digital environment.
Note: An interactive whiteboard purchased from Scribblar.com will be demonstrated as it
was used in my study. However, this particular digital tool presented methodological
challenges which will be revealed as part of the presentation of my study.
Number lines for Middle school - Moving from procedures to
computational fluency
Drawing from resources like Pamela Harris’ Building Powerful Numeracy in Middle and
High School, we will share our experiences helping struggling middle school students
develop the flexibility they need to become more mathematically fluent. We will focus on
the use of the number line for adding and subtracting whole numbers, decimals, and
fractions. Number lines have invigorated students’ understanding of number
relationships and confidence. In the past we had not considered the need for using this
model in a middle school class. We hope to share our experiences and enthusiasm for
this model through student samples and using the number line in small groups to
represent and solve problems.
T1.12
JunInt
Ralph Connelly
T1.13
PriJunInt
Katie Sinclair
Laura Richards
T1.14
JunInt
Sandra Chow
Nicole Hoang
T1.15
PriJun
Margaret Allen
Jonathan So
T1.16
Pri
Rosanna Cristello
Elisa Aquino
Connie Quadrini
Sizzling School Starters
The first few minutes of a math class can set the attitudinal stage for students. This
session will provide teachers with a variety of problem solving and number sense ideas
that will grab students’ attention.
Games! Games! Games!
Join us for a practical, hands-on workshop designed to give teachers strategies and
activities to take right back to the classroom. Using tools as simple as a deck of cards or a
pair of dice, learn how you can help your students reinforce Math concepts and skills, all
while fostering Math Talk and cooperation. This workshop is ideal for all elementary
teachers as the games are easily modifiable so as to reach all learners.
Assess with Math!
Assessments are a necessary and important part of our teaching practice, but sometimes
designing meaningful assessments and feedback can be challenging. Technology can
facilitate assessments for learning that is timely and accessible. This session will look at
Google Apps for Education, Chrome extensions & Add-ons, Kahoot, Quizizz, Socrates,
Quizlet, Crowdmark and other web-based tools to help make assessments easy, fun and
effective in Mathematics. Bring your laptop and other mobile devices to experience
assessments in a new way as a student and a teacher.
Accountable Talk and Learning Trajectories: How are they
connected? The Key Components of Consolidation
Developing an accountable math community of learners equips students with the tools to
struggle through intentional questioning and participate in the social construction of
mathematical knowledge. Participants will work through a problem, analyze the
strategies using a learning trajectory and develop the consolidation phase of the lesson in
order to identify the Key Understandings. There will be an opportunity to observe
students on video.
Paying Attention to Spatial Reasoning in Number Sense and
Numeration: A Focus on Operations Involving Whole Numbers
(Primary)
Come and join us as we explore several aspects of spatial reasoning that support the
learning and teaching of operations involving whole numbers in the primary grades!
Engage in activities that focus on important concepts involving quantity and operations,
through the use of concrete and Mathies digital learning tools. Examine video of students
explaining their thinking to identify the impact of spatial reasoning on students’
understanding of quantity and operations. Learn about digital resources that will further
support you in your planning for instruction and assessment. Walk away with a new
appreciation of teaching operations involving whole numbers to primary students!
(Note: Please bring a laptop or mobile device if you wish to use Mathies digital learning
tools during this session.)
T1.17
JunInt
Jamila Monahan
Amy Szerminska
T1.18
KPriJunInt
Tyler Cave
Paulyne
Casselman
T1.19
KPri
Christine
Nicholson
Daria Dziuba
Catherine Norrie
Cheryl Teolis
T1.21
IntSen
Mylene Abi-Zeid
NumerARTSy: Integrating Numeracy and the Arts
This hands-on session will explore innovative and practical ways to integrate mathematics
and the arts. We will explore how the arts can act as the great “differentiator” for
students and allow them to access concepts through a different lens. We will also touch
upon using tech tools and coding in new ways to bring the arts and math alive in your
classroom. Bring a device, because we will be actively documenting our learning journeys,
as we look at ways to support the triangulation of data by collecting conversations and
observations as assessment tools. It’s all about the process!
Collaborative Spatial Reasoning and Measurement in Robotics for
All
This session explores the use of robotics in the math classroom in the development of
spatial reasoning and measurement. Until recently, Robotics have not been economically
or cognitively appropriate in most elementary classrooms. However, new learning
platforms and hardware are opening up the possibility of making robotics an effective
mainstay in elementary mathematics. This hands-on session, will encourage participants
to engage in spatial and measurement problems using robots, and to imagine the
possibilities.
Bringing the Learning Trajectories to Life
Our TLLP team has been working hard at bringing Douglas Clements’ math learning
trajectories to life. This has made our job of understanding the curriculum expectations
easier, because these trajectories are the foundational groundwork of our curriculum and
are the integral part of how children learn mathematics. We have developed a website
that can help educators ‘SEE’ video clips of students in action in each stage of each
trajectory, in the first 3 chapters of his book, ‘Learning and Teaching Early Math.’ We have
links to resources, games, tools, observation sheets and reflections to help teachers with
their goal of supporting their students as they move through the trajectories.
Go Paperless with Google Classroom!
Google Classroom helps keep students and teachers organized, promotes online
collaboration between students, and provides opportunities for timely feedback. These
are just a few benefits of using this platform. I will share my experience with Google
Classroom and describe how I’ve implemented its use in all of my courses this year. With
Google classroom, VNPS (vertical non-permanent surfaces) and VRG (visibly random
groupings), the learning environment has been transformed. In this session, teachers will
experience setting up a class, creating an assignment or an announcement, providing
online feedback, and more. Participants are encouraged to BYOD.
T1.22
PriJunIntSen
Jackie Heron
T1.23
IntSen
Heather Lye
T1.24
IntSen
Mike Eden
T1.25
IntSen
Melinda Lula
T1.26
IntSenPostSec
Michael Lieff
Inspire and motivate students in Mathematics
Product Session:
Learn how you can inspire and motivate students to achieve better results in
Mathematics. Our workshop will introduce you to the Mathletics online learning
environment which was developed in Australia and is now aligned to Ontario
expectations. This web based program is used daily by over 5 million students and over
17,000 schools around the World. We will cover tools available for both students and
teachers including adaptive learning, problem solving, online support center for students,
automated markbooks, differentiated learning tools and teacher resources. Teachers are
encouraged to bring their laptops and will be provided a temporary user name and
password to access the website. All teachers will also receive a FREE 2 week trial to use in
their classroom following the workshop.
Map Your Way Through Assessment
Looking for a way to evaluate students without traditional numbers? Familiar with parts
of Growing Success but not sure how to take the next step? This session will guide you
through the steps outlined in “Rethinking Letter Grades” (a professional resource by
teachers for teachers) to create Overarching Learning Goals (OLGs - course goals that
marry the “know” and “do”) and a corresponding Learning Map (a “rubric” for your
course). I will share my experiences as we discuss the motivations behind these ideas and
the potential for further growth in assessment practice (i.e. impact on assessment
philosophy, triangulation of evidence, justifying grades). Attending with a colleague will
allow for a more meaningful collaboration, but all are welcome!
Inspire Your Students! Math is Being Used All Around Us
“When will we ever use this math?” Answer your students’ questions! Learn how Google
helps limit epidemics, how origami is used in surgery and in space, how tsunami detection
works, how Facebook knows who to suggest as a friend. Take away a classroom-ready
presentation that shows how math is being used to solve interesting real-world problems.
Students Take Risks, Receive Timely Feedback and Succeed with
Engaging, Digital Tools
For establishing and maintaining student centered math classrooms with a clear growth
mindset, we will look at multiple efficient, digital ways to provide feedback that promotes
risk taking and fosters a love of learning. Possible integrated tools include: GAFE,
peardeck, nearpod, padlet, quizlet, etc.
Desmos: dynamic graphs and data in the palm of your hand!
Are your students using desmos to dynamically plot functions and generate data tables? If
not, come learn how to use the next great math app (and web site) to put the power of
dynamic graphing software into the palm of your students’ hands! Download desmos
onto your Apple or Android device and bring it along!
T1.27
IntSen
Ian Macpherson
T1.28
Sen
Laura Tonin
T1.29
IntSen
Amy Klose
Shelley Yearley
T1.30
Sen
Stefano
Stradiotto
T1.31
Int
Todd Malarczuk
Stephanie Briggs
The First Days of School
The first minutes, hours and days of a semester can have a lasting impact on the months
to follow. With 25 years in the classroom, I have developed a number of first-day and
first-week routines that help to set the stage for a successful semester. Come and get
some practical tips for seating plans, activity transitions, attendance and classroom
management. This session will be helpful for pre-service teachers, NTIP teachers, and
experienced teachers who are looking for help in getting off to a good start.
Sorting, Spaghetti, and Springs: Rich Experiences for 3U/3M Trig
Do you find it difficult to incorporate rich, meaningful, and fun activities into your senior,
academic classes? Do you want to engage all of your learners and promote a growth
mindset about learning? Do you like the idea of breaking out of the traditional paper and
pencil type lesson, but are not sure where to start? At this session I will share a variety of
ready-to-use activities that can be incorporated into the trigonometry and sinusoidal
functions strands of both MCR 3U and MCF 3M. These relevant, problem based activities
can be used for either learning or assessment. Some of the activities that I will share also
incorporate the use of graphing calculators and CBRs.
Using and Extending the Fractions Learning Pathway in Grades 912 Mathematics Courses
Are you struggling to engage students in secondary mathematics content when they lack
understanding of basic fractions concepts? Learn what the critical fractions concepts are
for your students and how to develop these understandings alongside the course
curriculum. We will examine the Fractions Learning Pathways, an on-line resource
developed through a multi-year research project in Ontario classrooms, and explore
specific, easy to adapt instructional strategies to increase student understanding of
fractions. You will leave with a fresh perspective on fractions and of the possibilities in
your classroom.
Making the MDM4U Culminating Assignment Worthwhile
In this session I will explore the culminating assignment which I have developed for my
grade 12 data management class. For this assignment, I encourage my students to design
their own survey about a possible “cause and effect” relationship that is of interest to
them and frame it as an investigation/research study. They use their survey to collect data
from their classmates or friends, analyze the data and make conclusions about what they
have found and what it all means. This assignment not only engages the students with the
material they are learning in the MDM4U course but it prepares them for the type of
statistical research they may encounter at the post-secondary level. All of my resources
will be shared with attendees.
Dive into Applied
This session will focus on the Applied Level courses. Specifically it will dive into
Alternative Assessments/Evaluations; Spiraling the Curriculum and Activity-Based
Learning. Woven into the presentation, will be strategies for math departments to create
continuums between the 9 and 10 Applied Mathematics Pathway. Participants will be
given many hands-on activities to use within their own classroom.
T1.32
Int
Claudio Attanasio
Pasquale
D’Andrea
Rebecca Kitto
Gina Pullara
T1.33
Sen
Joanne Milligan
T1.34
JunInt
Cathy Chaput
T1.35
JunInt
Tracy Joyce
Sally Douglas
Heidi Ferguson
Engaging 2C Learning: Collaboration and Critical Thinking In Math:
A TLLP Journey
In this session, our team will guide you through our TLLP journey as we demonstrate
collaboration and critical thinking in the grade 9 classroom. Learn how to engage your
classroom through collaboration and critical thinking complemented by current web tools
and applications (iPad and HTML 5 apps). You will be given access to resources, videos
and websites that were used in our Project Based TLLP journey.
Using D2L for Formative Assessment In MCV4U0
Are you using D2L effectively with your classes? Would you like to learn how to upload
and offer quizzes to your students? What are the advantages and disadvantages of using
this type of formative assessment. Learn how to create and use random banks of quizzes
in D2L using Examview or how to build your own. Bring a laptop and examview banks and
your teacher login to D2L.
Mathematics: Can We Talk?
Math conversations not only help children learn, they make math more engaging and
support assessing through the principles of Growing Success. This fun and active session
will provide tried-and-true ideas to support student communication in the math
classroom, for students from grade 1 through to grade 12. Practical and easy strategies
for fostering a supportive classroom environment, and the use of conversations as a form
of assessment will be shared and discussed. Walk away with ideas to put into practice
right away! Let’s talk!
Leveraging the Strengths and Supporting Needs in Mathematics
In this session we will share ideas and resources that support students with LD in
mathematics. We anticipate that participants will deepen their understanding of
individual student learning profiles and be able to respond with precision and
personalization to student learning needs in mathematics. Effective instructional
strategies in mathematics emphasize the ability to think, to solve problems, and to build
one’s own understandings. Leveraging the strengths and supporting the needs identified
for a student will enhance their opportunities for success. Practical ideas and materials
that you will be able to take back to your own school will be the result of our thinking and
learning together.
.
KEYNOTE SPEAKER
T2.Key
All
Robert Lang
From Flapping Birds to Space Telescopes: The Art and Science of
Origami
In this talk, Robert Lang will describe how geometric concepts led to the solution of a
broad class of origami folding problems – specifically, the problem of efficiently folding a
shape with an arbitrary number and arrangement of flaps, and along the way, enabled
origami designs of mind-blowing complexity and realism, some of which you’ll see, too. As
often happens in mathematics, theory originally developed for its own sake has led to
some surprising practical applications. The algorithms and theorems of origami design
have shed light on long-standing mathematical questions and have solved practical
engineering problems. He will discuss examples of how origami has enabled safer airbags,
Brobdingnagian space telescopes, and more.
T3.00
All
LUNCH
Choose LUNCH during this timeslot or in the next one.
If instead you choose a session in each of T3 and T4, a box lunch will be available for
pickup immediately following the Keynote.
FEATURED SPEAKER
T3.01
KPriJun
Catherine Bruce
T3.03
KPriJun
Markus Wolski
Kathleen Corrigan
Fractions Teaching and Learning: What’s the big deal?
This presentation will identify challenges to understanding fractions, discuss promising
practices for teaching fraction concepts and share evidence of what seem to be the core
stepping stones to deep fractions understanding. The Fractions Learning Pathways
framework, developed through classroom-based research with Ontario students and
teachers, will be featured prominently in this interactive session.
Tour of Mathematics Digital Learning Tools and Games K-6
Join us for a look at digital mathematics learning tools, and games that can be accessed
from mathies.ca. These resources are freely available and created for Ontario students
and classroom educators.
T3.04
PriJun
Marc Husband
Sheila Delaney
John Goodyear
Tina Rapke
Ann Weir
Inquiring about inquiry-based mathematics teaching and learning
Are you wondering what inquiry looks like in the mathematics classroom? Collectively we
will examine what inquiry-based mathematics teaching means and looks like in our own
classrooms. In this interactive session we will be sharing how we transformed our
teaching practice in three junior math lessons about transformational geometry,
probability & number sense (multiplication). Using these 3 topics, we will unpack how we
can use an inquiry approach in our teaching by doing mathematics tasks in each strand
and sharing our journey of how we collaborated to revise lessons that promote inquirybased approaches in the learning of mathematics.
T3.05A
All
Shelley Yearley
Tara Flynn
T3.06
PriJunInt
Glynnis Fleming
Melanie BrownRobson
T3.07
PriJun
Premalatha
Pilanku
Shweta Gupta
T3.08A
KPriJun
Carrie Southwell
Angelo Cariati
Jennifer Shepley
Leanne Wylie
Unit Fractions Across K-12 Mathematics
** DOUBLE SESSION **
Join us and explore how precise instruction on unit fractions can support enhanced
student understanding of fractions at all grades. Often considered to be mainly a junior
concept, four years of research in Ontario classrooms has revealed how important this
concept is across the grades as well as led to the development of a variety of engaging,
thought provoking tasks. Through activities which span K-12, we will explore the student
learning and the research findings. We will share a wide range of classroom ready
resources.
** THIS IS THE FIRST HALF OF A DOUBLE SESSION - PLEASE ENSURE THAT YOU ARE ALSO
SIGNED UP FOR T4.05B**
Building Mathematical MIndset and Number Sense with Students
on IEPs
We are trying many different strategies to meet the mathematics learning needs of our
students with IEPs in mathematics. Our work has focused on building productive mindsets
through a variety of classroom-based strategies. Join us as we share what we have tried
and participate in our discussion of next steps.
Impact of Inquiry-Based Math on Student Achievement,
Engagement and Motivation
Inspire your students (including ESL and Special Needs) to leap into math processes in the
5 math strands through the following inquiries: Environmental inquiry, Eco-friendly
inquiry (Energy saving, garbage and recycling), “Leader in Me” Seven Habits inquiry,
Sinkhole inquiry, Natural and Man-made Structures inquiry, Analogue Clock inquiry,
Personal Finance and Budgeting inquiry and Fibonacci Pattern inquiry. Participants will
explore how Flipped Classroom, Collaborative Documenting, Blogs, Essential Questions,
and Knowledge Building Discussions help develop mathematical processes in an inquirybased math classroom.
Transforming Planning Time In Elementary Schools : Numeracy &
Technology
How can your school Library Learning Commons function as a “Math Tech Learning
Centre” to support 21st Century Numerate Learners? Ridgeview Public School, in the Peel
District School Board, transformed its approach to planning time to support teachers and
students develop critical numeracy skills. Through co-planning and co-teaching while
using technology (e.g., QR codes, Kahoot, Padlet, Pic Collage, Skitch, Explain Everything,
Tellagami, Popplet) in an inquiry-based setting, Ridgeview students explore, inquire,
create, communicate, connect, reason, and reflect. Join us and explore lessons, student
work samples, apps and new learning that you can take back to your classroom.
T3.09
IntSen
Darryl Marchand
T3.10
PriJun
John Felling
T3.11
PriJunInt
Jamie Scott
Ann-Mari Maatta
T3.12A
KPri
Mariela Carranza
Angela Sciortino
Formative Assessment Using Technology
“Check for Understanding” has been a phrase in education for decades. Come and see
how to engage students using TI technology. Let students explore, discover and use
inquiry skills all the while the teacher is assessing the class for understanding. Combine
this with electronic summative assessments and you greatly increase your ability to
evaluate learning. All participants will recieve free software.
Math Fun
Who knew regular dice could be used to teach so many areas of the curriculum? Come
play with this inexpensive, and easily found manipulative and learn games for the
following concepts: all operations and fact fluency, place value including rounding and
expanding numbers, decimals, fractions and more. The games are easy to differentiate to
meet the needs of all learners in your classroom and are great for daily journal writing,
math talk and assessment. Gameboards and student samples will be shared.
Revealed by EQAO’s Data
What do the student and teacher questionnaires reveal about student attitudes and
behaviours? Do these percentages stay the same as students move from Grade 3 to Grade
6 to Grade 9? What factors have been determined to affect student scores? These
questions will all be discussed and data will be analyzed during this session. Participants
will engage in discussions about statistics and review findings.
Pedagogical Documentation to Support student learning in
Number Sense in the Early and Primary Years: Two Teachers’
Journeys
Our inquiry journey will provide educators with an opportunity to gain insight into the
power of pedagogical documentation -“visible listening”. We will share how this tool can
be used to study students’ mathematical working theories, feelings, attachments and
interests, in order to make intentional instructional decisions and promote increased
engagement and achievement in number sense. One journey will focus on Math Talk in
the French Immersion classroom and the other will focus on learning trajectories.
T3.13
Int
Teachers from the
Grade 9 Project
T3.14
KPriJunInt
Christine Waler
Kelly Phillips
T3.15
KPri
Erin Wood
T3.16A
KPriJun
Anne George
Jody Alexander
Mike Fitzmaurice
Brian Gauthier
Heather Lett
Heather McEwen
Christina Ruddy
Tamara Whiteduck
OAME/OMCA/UofOttawa/MoE Grade 9 Applied Collaborative Math
Project
For the past two years, the OAME and the OMCA have collaborated on a research project
with the University of Ottawa to pilot and document the implementation of Grade 9
Applied Mathematics through school teams in nine different school boards. The school
teams are focused on enhancing their understanding of the Grade 9 Applied Mathematics
curriculum and implementing the curriculum in ways that best meet the needs of their
students. In 2015/2016, some schools extended their work to include grades 7 and 8 or
grade 10 Applied. Come to a session where the teachers involved in the project will share
their experiences and what they have learned. There will also be information about the
Summer Learning Institute on Grade 9 Applied Mathematics in August.
Leap into Mathematics Leadership
Kelly Phillips, instructional coach, and Christine Waler, elementary principal, will present a
workshop for system and school leaders on building capacity in mathematics. Starting
from a system vision of consistency in delivery (Scope & Sequence), with professional
learning coordinated throughout the year, with the math strands being taught, and
teachers offered free math AQ courses, to timetabling and collaborative inquiry,
encouraging growth mindsets, providing essential resources to teachers, investing in
technology (Dreambox), offering incentives for Dreambox completion at home, at the
school level, the focus of the presentation will be how leadership can make a difference in
math achievement.
Using the (free) Seesaw App to Document Student Achievement
Documentation is more than taking photos. In this BYOD session, participants will learn
how to link photos to the curriculum, engage students in documenting their learning, and
explore the option of sharing learning with parents. Using the free app Seesaw, in this
hands-on session, you will explore how to document learning in math and other subject
areas in a meaningful way. In order to get the most from this session, please download
the Seesaw app and bring a copy of your class list.
Connecting Indigenous Ways of Knowing and Western
Mathematics
For the past three years we have been exploring the connection between Algonquin
cultural practices and Ontario curriculum mathematics. What we have discovered is the
power of placing Indigenous culture at the heart of mathematics teaching and learning.
During this interactive session we will explore various Algonquin cultural practices that
support students’ mathematical thinking, and will engage in activities with a focus on
identifying and highlighting their mathematics potential. We will also view video
recordings of student thinking, and discuss how to meaningfully integrate Indigenous
perspectives in the mathematics classroom.
T3.17
KPriJunInt
Farah Slimati
Sylvia Moll
T3.18
JunInt
Alica Dart Shaw
T3.19
JunIntSen
Chad Harris
Rhonda Hergott
T3.20
KPriJunInt
Jill MacAlpine
Tyler Cave
Tina DeLaire
T3.21
JunInt
David Pellegrini
Promoting Communication in Mathematics Through Number Talks
The Number Talk approach develops students’ communication skills while using mental
math to solve problems. In a safe environment that promotes a growth mindset, students
have the opportunity to prove and justify their thinking as they build a menu of strategies.
In-Class Flipped Math
This dynamic session will give strategies to help reach diverse learners in Math using a
variety of digital and traditional tools. Learners will get strategies for diagnostic
assessment, giving ongoing feedback, evaluating student progress and developing tasks
for assessment of learning.
Using Peer Feedback in a Project Based Mathematics Classroom
This session will explore how peer feedback can be a driving tool in a project based
learning environment. It will include a brief overview of how project based learning in a
mathematics classroom brings authenticity and improved retention to students. The main
focus will examine how you develop a critical friend culture within your classroom and the
benefits for both teacher and students. Examples from successful projects will be shared.
The Evolution of School and Classroom Learning Cultures by
Making Math Thinking & Learning Visible
We will explore our collaborative inquiries in math, examining at both the school level, as
well as in individual classrooms how learning cultures shifted from compliance to
commitment. Making mathematical thinking and learning visible among students and
educators was a priority, and we will look at how the use of triangulation of data and
pedagogical documentation helped to build communities of learners and improve
teaching and learning.
Squeezing PYTHON in Math Classes
How many times have you heard your students say “Math is boring? When will I ever use
math in real life?” Let’s change up and teach math through coding. By using simple
computer programming such as PYTHON for junior/intermediate students, math learning
becomes fun. Python is a multi-paradigm language, meaning it is imperative (describes
how the program operates), procedural (a series of function calls), object-oriented (a class
based program with different objects), and more.
Computer coding will make the math concept tangible because the students can
manipulate the objects on the screen. The goal of this seminar is to show different ways
of including coding in daily lessons and connecting it to math to help engage students in a
meaningful way. Participants will need to download Python 3.5.1
https://www.python.org/downloads/ because they will be coding during the session
T3.22
JunInt
Najwa Chalabi
William Soraine
T3.23
IntSen
Lisa Uuldriks
Jennifer Jewiss
T3.24
IntSen
Tom Steinke
T3.25
Sen
David McCowan
Hearing the Silence behind Learning Goals and Success Criteria
Educators scramble to define learning goals to answer “What do I teach? “. Students
search for the answer to “How do I learn?” In response to this, the “Learning Goals” and
“Success Criteria” strategy has been created. This presentation’s intention is to
communicate an inquiry process which indicates that “Learning Criteria“ evolve out of
“Learning Goals” and that “Success Criteria” evolve out of “Success Goals.“ This process
will complement the present drive to advance the practice of the Four Parts Math Lesson,
which can be mapped into the Before -- During-- After-- Consolidation and Assessment
for, at, and of parts of a lesson plan.
Effective Assessment Strategies
Are you looking for practical assessment strategies which you could easily implement in a
secondary classroom? Supported through Growing Success, Learning in the Fast Lane and
Grading Smarter Not Harder, this session will provide actions to assist math teachers in
the ongoing process of gathering, analysing and reflecting on evidence to improve future
student learning. The strategies that will be presented are authentic classroom examples
that we have collected over the past 3 years in our work as Secondary Curriculum
Consultants.
An Nspiring 360 classroom
Students in random groups of three standing at white boards working together to solve
rich problems? In this session we will explore how VNPS (Vertical Non-Permanent
Surfaces) and VRG (Visibly Random Grouping) have helped our students become more
engaged, collaborative, risk-taking learners. Tom will share the successes and challenges
of our collaborative learning adventure as we journeyed to a more inquiry-based
approach to learning math. Tom will also share how we incorporated the TI-Nspire App
for iPad and handhelds into this exciting process. Finally, Tom will share how we helped
support our teachers, students, parents, and administrators make a smooth transition to
this Nspiring new approach to learning.
Algebra is a Balance: Extensions to the Law of the Lever
Algebra is much simpler to understand and use successfully if students keep the law of
the lever in mind. Appreciating that algebra is a balance – a very simple machine called a
“lever” -- can lead students to derive or “engineer” slightly more complex machines and
cognitive tools by progressively using critical and creative thinking skills. Analysis of a
simply supported truss will be given as one example of the critical thinking.
T3.26
Int
Carolyn Gallagher
Irene McEvoy
Barb Seaton
Dwight Stead
T3.27
IntSen
Braden Coles
Bill Aida
T3.28
IntSenPostSec
Varvara Nika
Elena Corina
Georgescu
Grade 7-10 Applied Mathematics Resources Documents
There are so many wonderful learning resources for grade 7-10 mathematics. The Grade
7, 8, 9 Applied and 10 Applied Mathematics Resources Documents identify key classroom
resources to support the learning and teaching of mathematics. Highlighted are the
brand new exciting Blended Learning materials as well as resources from TIPS4RM,
Homework Help, OERB activities, CLIPS Learning Tools, Gizmos, Sketchpad, Demos,
Geogebra and other interactive digital learning tools. Each document describes how to
integrate these digital resources into your grade or course of study to support students in
many different learning environments such as face-to-face, blended learning classrooms
and credit recovery.
Strategies for encouraging participation and language for English
Language Learners
Coming to Canada and learning math in a new language can be difficult. When you are the
only student in the class who doesn’t speak English, it is intimidating as well. Teaching at
an ESL school in St. Catharines, I found that the issues that my newcomers faced were
unique compared to those boards with large populations of ELLs, many of whom speak
the same language. This year we received a TLLP grant to explore strategies that would
support our ELLs language development and encourage their participation in our math
classes. In this session we will share some of these strategies, most of which we found not
only benefited our wide range of ELLs, but also the rest of the class.
Enhance Curiosity To Provoke Context Of Learning Mathematics
With Rich Topics And Various Problem Solving Techniques.
The York-Fields Math Circle provides opportunities for highly motivated and interested
students to work beyond the curriculum expectations and to discover the beauty and
captivation of mathematics, through exploration of advanced mathematics topics such as
number theory, real analysis, cryptography, graph theory, advanced counting techniques
and problem solving strategies. The purpose of our presentation is to provide
opportunities for the participants to gain insights into the teaching methods and
techniques that engage talented students to collaborate, to learn and to apply different
mathematical algorithms and models in order to solve challenging problems and to prove
math theory and content. They will benefit from experiencing rich mathematics topics,
various problem solving techniques and creative mathematics ideas that provide students
with a provocative context of learning, enhance curiosity and contribute to increase
understanding and high performance in mathematics.
T3.29
Panel on Spiraling Curriculum
IntSen
Alexander Overwijk
Mary Bourassa
Bruce McLaurin
Jon Orr
Sheri Walker
During this session educators from across Ontario will share their experiences with
spiraling curriculum - interleaving (studying related skills or concepts in parallel) versus
block (practicing one skill or concept at a time, before the next) teaching. After a short
introduction to spiraling panel members will answer a set of questions followed by a
question and answer.
T3.30
A Math YouTube channel & the Flipped classroom
Sen
Allan Richards
Learn how you can create digital math lessons or tutorials. Any digital content can be
screen captured and have audio added to the recording. You can create your own
YouTube channel and upload your videos. These can easily be shared with your students
or anyone on the planet with Internet access.
I use PowerPoint mainly to create the backbone of my lessons, but you also can screen
capture from a smart board or any application on a computer. I employ a screen capture
application called Camtasia, made by Techsmith.
The presenter will (with the workshop participants) co-create a short math lesson/tutorial
during the workshop, record the tutorial and then upload it to a YouTube channel.
I will explain how I run a flipped classroom using the videos from my YouTube channel for
the Advanced Functions (MHF4U) course. The flipped classroom is organized and shared
online using Google docs.
T3.31
IntSen
Mylene Abi-Zeid
T3.32
Sen
Michael Chan
**This session will be a live broadcast from Ignace, Ontario to OAME 2016 at Georgian
College.**
VNPS – It’s all that...and more!!!
VNPS (Vertical Non-Permanent Surfaces) have enhanced the teaching/learning process in
my classroom. With a hands-on activity, come explore how VNPS can lower student
anxiety in math class, engage more students with the task, facilitate descriptive feedback
(student to student and teacher to student), and build a growth mindset.
Maths in Artificial Intelligence, Augmented Reality and Virtual
Reality
Artificial Intelligence Virtual Reality and Augmented Reality technologies are now
common parts of our daily life. Media and equipment use them in all scales. It is the
intent of this presentation to motivate students to realize that mathematics has
everything to do with growing technology, from Grades 9 to 12. Practical examples of
mathematical applications are given: Bar & QR codings, Objects & Color recognition, 3-D
modeling, GPS locations.
T3.33
Int
Jude Miranda
T3.34A
Int
Tara Cook
Jung ChoiI-Perkins
T3.35
IntSen
Nouha ObagiFakhouri
T3.36
Sen
Glen McMillan
Math Strategies Using Technology for Applied Classes
This session explores hands-on strategies that increase engagement for students in
applied classes. Learn about puzzle worksheets, integer and ratio computer games, the
“Mullet Ratio”, and graphing-along-the-gym-wall, to name a few. Have your students use
D2L to submit photos of their work, for assessment. Participants will take away some fun
new additions to their student engagement toolkit.
Why would you use that?
We often pick tasks that are fun and engaging but do they meet the intermediate math
expectations?
In this double working session, we will explore and dissect tasks, examining the
correlations to the curriculum content and mathematical processes. Through these tasks
we will bring out the risk taker, problem solver and mathematician in all of us.
SIGNED UP FOR T4.34B **
Group Work Everyday: Creating Curiosity and Encouraging Problem
Solving and Collaboration
Group work can promote learning , engagement and self-confidence in mathematics. I
have created an atmosphere whereby students are responsible for their learning and
accountable to each other. I will explain the different roles that I give to the students on a
rotational basis. I will share several teaching strategies on how to get every student
engaged - even those who are convinced that they can’t do math. I have several activities
to share for grades 9 to 11. I will show how using the document camera allows students
to participate more in class and share their ideas with others. I don’t teach but rather I
direct learning and sometimes there is no direction needed as students take on
challenges on their own and lead the class.
Kaboom! A New Trajectory for Quadratics in MBF 3C
The expectations related to quadratic relationships in the MBF 3C course are abstract and
challenging for many students. In this session, Glen will share his ideas on implementing
this unit with a maximum level of understanding and a minimum level of frustration for
students and teachers. Some time will be left at the end of the session for teachers to
share their own best practices.
T4.00
All
LUNCH
Choose LUNCH during this timeslot or in the previous one.
If instead you choose a session in each of T3 and T4, a box lunch will be available for
pickup immediately following the Keynote
FEATURED SPEAKER
T4.01
JunInt
Connie Quadrini
T4.03
JunInt
Sharon Korpan
Barb Seaton
Supporting Students with Learning Disabilities in Mathematics
Students identified with a learning disability have average to above average cognitive
ability, yet why do so many of these students struggle when learning mathematics? Over
the past several years, special education and mathematics educators have engaged in
collaborative inquiry with a focus on unpacking mathematics content and learner profiles.
The interactions between these two important areas of study have provided great insight
into the struggles that students with learning disabilities face when learning mathematics,
and prompted new ways of thinking about how to enable these students to reach their
full potential. Come hear about the learning journey of educators involved in this
collaborative inquiry, which includes some of the instructional, assessment, and
remediation strategies that are making a difference for students with learning disabilities.
Tour of the Mathematics Blended Learning Units for Grades 4 to 8
Join us for a look at the refreshed and expanded version of TIPS4RM mathematics units to
support blended learning in your classroom. This resource is ready-made and includes
teacher notes and links to digital learning materials.
Stay and explore Ministry of Education Mathematics K-12 resources for students,
classroom educators, professional learning facilitators, and school leaders.
T4.04
PriJun
Sandra Huehn
How to Engage Parents in Math
Frontier College is a national non-profit organization that has extensive experience with
engaging parents in their child’s education. Our parent engagement activities focus on
families that have less access to educational resources. This workshop will train educators
on how they can deliver effective workshops that help parents to better support their
child in math. We will discuss workshop best practices, diverse presentation methods and
key messages. As well, sample agendas, parent resources, and workshop activities will be
shared during this session.
T4.05B
All
Tara Flynn
Shelley Yearley
T4.06
PriJunInt
Melanie BrownRobson
Glynnis Fleming
T4.07
IntSen
Kim Oattes
Jill Lazarus
T4.08B
KPriJun
Angelo Cariati
Carrie Southwell
Leanne Wylie
Unit Fractions Across K-12 Mathematics
Join us and explore how precise instruction on unit fractions can support enhanced
student understanding of fractions at all grades. Often considered to be mainly a junior
concept, four years of research in Ontario classrooms has revealed how important this
concept is across the grades as well as led to the development of a variety of engaging,
thought provoking tasks. Through activities which span K-12, we will explore the student
learning and the research findings. We will share a wide range of classroom ready
resources.
** THIS IS THE SECOND HALF OF A DOUBLE SESSION - PLEASE ENSURE THAT YOU ARE
ALSO SIGNED UP FOR T3.05A**
Building Computational Fluency with Mini-Lessons, Strings, and/or
Number of the Day
Bothered by persistent achievement gaps in computational fluency among her students,
Melanie undertook to really do something about it! With her friend and colleague’s
support, along with her new learning following a Fosnot Institute, Melanie has
transformed her own practice and dramatically improved her students’ computational
fluency and “can do” attitude toward math. You can do it with your students, too! Please
come and join us as we share all of the practical, classroom-ready highlights of our
journey.
Technology in Mathematics Classroom Assessment
Technology can pose various challenges and important opportunities in mathematics
classroom assessment. During this session we will share findings from a collaborative
teacher inquiry project in which we focused on mathematics assessment through the use
of technology. We will share and invite participants to discuss different strategies,
challenges, and possible solutions for using technology to support assessment as, for, and
of learning in mathematics.
Transforming Planning Time In Elementary Schools : Numeracy &
Technology
How can your school Library Learning Commons function as a “Math Tech Learning
Centre” to support 21st Century Numerate Learners? Ridgeview Public School, in the Peel
District School Board, transformed its approach to planning time to support teachers and
students develop critical numeracy skills. Through co-planning and co-teaching while
using technology (e.g., QR codes, Kahoot, Padlet, Pic Collage, Skitch, Explain Everything,
Tellagami, Popplet) in an inquiry-based setting, Ridgeview students explore, inquire,
create, communicate, connect, reason, and reflect. Join us and explore lessons, student
work samples, apps and new learning that you can take back to your classroom.
T4.09
JunInt
Jane Rutledge
Melissa Peddie
T4.10
KPriJunInt
Linda Grant
T4.11
All
Elisabeth
Heathfield
George Hart
T4.12B
KPri
Angela Sciortino
Mariela Carranza
Empowering Student Learning in the First X Days
Creating a climate for deep thinking and learning in mathematics is the goal of every math
educator. Empowering students’ mathematical thinking within the first days of school is
crucial for shaping students’ “mathitudes” and habits of mind. How can we create these
conditions so ALL students can be successful in mathematics? Participants will experience
a day-by-day plan, which will inspire your students through fun, open and creative
mathematical experiences. This hands-on workshop will also include growth mindset and
spatial reasoning activities, as well as, effective practices such as Number Talks,
developing a Math Talk Community and using worthwhile tasks. Educators will leave with
many ideas and materials that will send students on the journey to living and loving math.
Math in the Garden
I have been researching the effects of using inquiry based mathematics contextualized by
a school garden in a small First Nation community. The results of this research have
shown that the garden engages students and helps to create a rich learning environment.
Differentiation happens naturally and students benefit from a deep understanding of
mathematical concepts making this project fun and worthwhile for both teacher and
students. In this session I will give examples of inquiry math problems connected to the
Ontario Elementary Mathematics Curriculum K-8. Participants will have a hands on
experience and take away inquiry math problem ideas to use with gardening and other
classroom projects for implementation in their own classrooms.
STEAMing Hot Math
Come join Elisabeth and George for a variety of exciting and original hands-on math
activities that can be used in your own classroom (from primary to high school). These
workshop activities range from geometric balloon twisting to chopstick hyperboloids to
giant polyhedral constructions. You will learn how to use recreational math in the
classroom to inspire and challenge your students and to enrich the curriculum. Let’s work
together to put the M back into STEAM by showing your students that math is creative
and fun!
Pedagogical Documentation to Support student learning in
Number Sense in the Early and Primary Years: Two Teachers’
Journeys
Our inquiry journey will provide educators with an opportunity to gain insight into the
power of pedagogical documentation - “visible listening”. We will share how this tool can
be used to study students’ mathematical working theories, feelings, attachments and
interests, in order to make intentional instructional decisions and promote increased
engagement and achievement in number sense. One journey will focus on Math Talk in
the French Immersion classroom and the other will focus on learning trajectories.
ALSO SIGNED UP FOR F4.12A**
T4.13A
KPriJun
Dwight Stead
John Rodger
David Zimmer
T4.14
KPriJunInt
Christine Corso
Samantha
Anderson
Mike Jacobs
Natalie Reid
T4.15A
PriJunIntSen
Sharon Ulett-Smith
Craig Featherstone
T4.16B
KPriJun
Christina Ruddy
Jody Alexander
Mike Fitzmaurice
Anne George
Heather Lett
Heather McEwen
Tamara Whiteduck
Measurement May be the Key
We believe focusing on measurement might be the the most effective way to develop
robust understanding of essential concepts in the Number Sense, Geometry and
Patterning strands. Measurement learning activities tend to be more hands-on, more
engaging, and cross strand boundaries more naturally than activities designed for other
strands. Participants are invited to experience several, hands-on measurement activities
which will be shared.
** THIS IS THE FIRST HALF OF A DOUBLE SESSION - PLEASE ENSURE THAT YOU ARE
ALSO SIGNED UP FOR T5.13B **
Problem Solving Continuum
Q: What happens when teachers participate in a collaborative inquiry to investigate how
students use concrete, pictorial and abstract thinking when problem solving?
A: A continuum is created that describes for teachers and students key markers for
expected student achievement. The continuum provides next steps for students to
develop their conceptual and procedural understanding of mathematics. Join us in a
conversation that examines the process of how we created a continuum and how it
changed both teacher and student understanding of problem solving. This session will
provide a hands-on opportunity for participants to use our continuum with actual student
work.
K-12 Make-up session
Did you miss the K-12 Fall 2015 sessions? Come and engage in hands-on activities
focused on the learning and teaching of fractions with an emphasis on unit fractions,
comparing fractions, and operations with fractions (addition and subtraction). Designed
for Mathematics Professional Learning Facilitators, the session will focus on building
efficacy and agency by focusing on mathematics content. Leave with materials ready-foruse in your professional learning sessions.
Connecting Indigenous Ways of Knowing and Western
Mathematics
For the past three years we have been exploring the connection between Algonquin
cultural practices and Ontario curriculum mathematics. What we have discovered is the
power of placing Indigenous culture at the heart of mathematics teaching and learning.
During this interactive session we will explore various Algonquin cultural practices that
support students’ mathematical thinking, and will engage in activities with a focus on
identifying and highlighting their mathematics potential. We will also view video
recordings of student thinking, and discuss how to meaningfully integrate Indigenous
perspectives in the mathematics classroom.
T4.17
JunInt
Kate Sienna
Sara Presswood
T4.18A
PriJunInt
Alicia Gunn
Jonathan So
T4.19
KPriJun
Mandy Mabee &
TVO Team
T4.20
PriJun
Britney Coleman
Promoting Student Accountability in the Junior/Intermediate Math
Classroom
From group work to individual reflection, this session will explore strategies and tools
teachers can use to promote student accountability in the junior/intermediate math
classroom. Participants will leave with a toolkit of resources that will help them
implement these strategies in their classroom.
Using Social Justice Math to Develop Student Voice, Mindset and
Character
Social justice math happens when students solve problems using numbers in a context
that really matters. Students become passionate and empowered as they use math to
read and write the world. Teaching mathematics for a better world helps students
develop voice and see themselves as capable learners and change-makers. Participating
teachers will discuss how teaching mathematics through a social justice lens improves
students’ attitudes and feelings about math, as well as their effort and critical thinking
skills. Participants will work through social justice math problems, hear from students
about their experiences and look at current resources. They will also plan a relevant and
engaging social justice math lesson to take back to their classrooms.
Welcome to mPower K-6: Gamified Learning for Students, a
Powerful Tool for Teachers
mPower, TVO’s new, FREE, digital, math resource, is designed for teachers by teachers.
Set in an engaging, real-life world, mPower K-6 offers students opportunities to practice
and apply mathematical problem-solving skills in a game-based learning experience.
Teachers can track and monitor student progress in the expectations found in the Ontario
Mathematics Curriculum through a comprehensive dashboard. Join us to learn how
teachers are using mPower to support student learning of the big ideas in math and find
out how you can access this new resource.
Developing A Positive Math Mindset for Girls
The odds are stacked against girls as math learners. Media bias and gender discrepancy in
math and science careers are just two of the many issues. As teachers, we can help to
make a change. Through a multi-tiered approach, participants will experience how a girl’s
mindset can be positively shifted in order to think flexibly, embrace challenges and truly
love math. Rooted in research by Carol Dweck and Jo Boaler, attendees will be introduced
to a journey of empowering girls as math learners through monthly mindset themes, a
daily Number Talk and math problems worth tackling. Participants will gain applicable
strategies and ideas to use in their classrooms.
T4.21
PriJun
Michele Cooper
T4.22
All
Jhonel Morvan
T4.23
IntSen
Paul Alves
T4.24
Sen
Michael Campbell
T4.25
IntSen
Judy Mendaglio
Success is Failure Inside Out: Making the Most of Math Mistakes
Incorrect responses can be a wonderful starting place for discussion and analysis of
important and challenging mathematical ideas. Help students investigate their own
mathematical misconceptions while improving students’ abilities to evaluate the
effectiveness of a mathematical argument and to identify and correct flawed reasoning.
By viewing mistakes and student errors as indications of partial understanding or correct
answers to slightly different questions, teachers can use student thinking as a resource to
help students to deepen and refine their thinking. Building on the knowledge that
students draw upon as they make sense of mathematics is an essential aspect of
supporting their learning.
School Leadership and Equity in Mathematics
This presentation aims at examining the role of school leadership, as practised by
principals and vice-principals, in affecting school conditions that have direct impact on
student mathematics performance, in particular that of racialized students.
Coding on the 83/84
We know about literacy and numeracy but coding may be the new literacy. If you have a
set of TI 83/84 in your department, they can do a lot more than graphing and calculating.
They can also give you an opportunity to explore coding with your students. You can
create a program after exploring a concept that allows them to consolidate their
understanding of that concept. This session will give you an introduction to the coding
capabilities of the TI 83/84. We will learn some of the basics of programming on the
83/84 and work toward making a simple program. It is intended more for beginners but
all are welcome. Devices will be available for use during the session.
Activities in MDM4U to Engage Students
Facing a lack of computer access for MDM4U, we were forced to create interesting
activities that did not require lab time. From those efforts emerged a more engaging
course for my students and a more enjoyable course for me. I continue to develop new
activities to enhance student learning. Having students work problems collaboratively on
whiteboards has also increased engagement. I will share my favourite ideas and
resources for MDM4U and I hope that all participants will take away one new activity they
will use.
Math Fuzion
Students too often experience mathematics as a series of discrete topics. Often those
topics are remembered as random “rules” and “tricks”. In this session, I will share ways to
‘in-fuze’ instruction with meaningful connections between concepts from different
strands and units, ‘fuz-ing’ seemingly disconnected mathematical pieces together,
providing students with a deeper understanding of the content they are learning as well
as a greater desire to continue to explore this amazing subject.
T4.26
Int
Charlotte Cutajar
Jason To
T4.27
JunInt
Paulyne Casselman
Neil Finney
T4.28
Int
Sam Garrison
Annissa Hosein
Can a Map be Racist? TDSB’s Journey towards Africentric and
Social Justice Mathematics
How can we engage students with meaningful mathematics to understand real-world
issues of social justice, power and privilege? Last year a group of TDSB secondary math
teachers formed a PLC in response to the underachievement of our Black student
population. During this session we will share highlights of our learning journey as we
continue to collaboratively better understand how we might embed critical pedagogy,
Africentric curriculum, and social justice themes in our grade 9 math classes. You will also
have an opportunity to engage in some of the lessons we co-planned.
Leaping into the Effective Use of Manipulatives in the
Junior/Intermediate Math Class
Leap into Manipulative Use! How do we engage our Junior and Intermediate students in
Math? Can the use of manipulatives reinforce student understanding of abstract
concepts? THEY CAN! Students can use snap cubes to develop algebraic thinking. They
can use pattern blocks to support understanding of operations with fractions. This session
will provide opportunities to explore hands-on activities and approaches to support
student mathematical thinking. Participants will walk away with practical uses and
examples of how manipulatives can be effectively embedded into their math programs.
Let’s get our learn on...with math manipulatives!
Engaging At Risk Students in Applied Math
Ask any Mathematics teacher what course they find the most challenging to teach, and
you will almost certainly hear them talk about their experiences in grade 9 Applied Math.
In this hands-on session, two curriculum leaders from the Toronto District School Board
will be sharing their strategies, resources and philosophies of teaching what they believe
is the most challenging and rewarding course in secondary mathematics.
In this session, we will be sharing real examples of ways you can engage even your most
disengaged students in mathematics, including strategies for integrating games, journals,
group discussions, math trails, blended learning, learning goals, open questions, and other
techniques in ways that actually work with students.
T4.29
Int
Connie Gray
Jay Speijer
T4.30A
Int
Mary Bourassa
T4.31
IntSen
Lynn Pacarynuk
Mathematics and Special Education, Two Teachers in One
Classroom
Leap into Co-Teaching! Picture a typical Grade 9 or 10 Applied Mathematics classroom.
The challenges facing the Regular Classroom Teacher (RCT) are many: student
disengagement, large learning gaps, students with Individual Education Plans with unique
strength and needs profiles, just to name a few. Now imagine that same mathematics
classroom with immediate support from a Special Education Resource Teacher (SERT)
available in the mathematics class. A primary aim of this project was to leverage the
complementary instructional strengths of the RCT and the SERT completely within the
classroom context. How did we do it? What did we learn? What models of sustainability
are we exploring in our next steps? This session will be a combination of our
implementation experience, hands-on learning, and sharing of practical strategies related
to co-teaching models and student/class profiles.
Rethinking Your Grade 10 Math Class
What should a grade 10 math class look like? How do we foster student engagement?
What warm up activities will improve number sense, develop a growth mindset and get
students thinking about math? What are the advantages of spiralling a curriculum? What
does spiralling look like? What does good feedback look like? How can you provide
formative assessment that isn’t a quiz? What activities hook students and make them
want to do the math? What is the role of technologies like Desmos and GeoGebra? Do
our evaluations match how we teach? In this session, you will have the opportunity to try
out some activities, share your favourites and engage in meaningful discussions intended
to help us all be better teachers.
Designing tests in a math class: using rubrics, defining criteria
and measuring levels of quality
For the last several years teachers have been working to change assessment practices
based on secondary school reform: implementing a new curriculum that emphasizes a
diverse range of skills and a broader definition of mathematics beyond mere
computational efficiency; using an achievement chart that describes criteria and levels of
quality; incorporating assessment for, as, and of learning; and using teacher collaboration
and moderation to improve assessment practices. How do we account for all of these
dimensions on our math evaluations? How do we design evaluations to address overall
expectations and provide criteria to make the process more transparent and useful for all
students? How do we design questions that allow for entry points for struggling learners
yet appropriate challenges for students aiming for level 4? Working with participants, this
session will use samples of evaluations, rubrics, and students work to collaborate on
responses to these questions and to create criteria for a “good” math evaluation.
T4.32
PriJunInt
Marian Small
T4.33A
IntSen
Alexander Overwijk
Bruce McLaurin
T4.34B
Int
Jung ChoiI-Perkins
Tara Cook
T4.35A
JunIntSenAll
Jerry Scherer
That’s Too Hard!
We often hear about or read about a possible task for our students and our first response
is, “That’s too hard!”. But often it turns out not to be too hard, if we just set the right
conditions.
Why do we react that way in the first place?
Why might our students react that way in the first place?
What are the conditions we should set so that it really is not too hard and we don’t think
it is.
Creating a Thinking Classroom
In our classes we strive for emotional, physical and mental engagement. Based on the
research by Peter Liljedahl we have embraced the ideas of vertical non-permanent
surfaces (VNPS) and visibly random groupings (VRG) to create thinking classrooms. Our
rooms have turned into spaces that are conducive to students thinking individually and
collectively. Students and teachers learn together by constructing knowledge and
understanding through activity and discussion. By using engaging activities we have
learned to create flow. During this session you will experience flow while you engage with
VNPS and VRG.
ALSO SIGNED UP FOR T5.33B**
Why would you use that?
We often pick tasks that are fun and engaging but do they meet the intermediate math
expectations?
In this double working session, we will explore and dissect tasks, examining the
correlations to the curriculum content and mathematical processes. Through these tasks
we will bring out the risk taker, problem solver and mathematician in all of us.
Getting Started for the TI-Nspire CAS App for iPad and More
**THIS IS A DOUBLE SESSION**
In this hands-on session, participants will be introduced to the basic features of the six
applications of the TI-Nspire App for iPad® utilizing the latest OS. These interactive
tutorial documents are ideal for classroom use. All instructions and keystroke sequences
are provided on the iPad. Participants will also receive Getting Started documents for the
TI-Nspire handhelds and on authoring professional looking TI-Nspire documents.
T4.36
PriJun
David Costello
Self-Monitoring Mathematical Comprehension
What is more important: the how, or the why? Too often, students memorize processes
with little understanding of mathematical concepts, and have difficulty in recognizing
misconceptions. It is imperative that instruction consist of strategies that deepen student
mathematical comprehension. This presentation will focus on instructional strategies that
help students strengthen their abilities to self-monitor mathematical comprehension.
FEATURED SPEAKER
T5.01
All
Lisa Lunney Borden
Honouring Indigenous Knowledge in the Mathematics Classroom:
A Learning Together Approach
With the mandate in many provinces to include Indigenous perspectives in all content
areas, I am often asked what this might look like in a mathematics classroom. In this
presentation I will share a model for considering ways in which Indigenous languages,
community values, ways of knowing, and cultural connections can impact mathematics
learning for Indigenous learners. I will describe the pedagogical implications of this model
and share approaches that can be used to support Indigenous learners in the
mathematics classroom. Furthermore, I will share examples of how community based
inquiry, that honours Indigenous knowledge, can provide a space for rich mathematics
learning that also promotes greater cross cultural understanding.
T5.03
PriJunIntSen
Alison Macaulay
Tour of Financial Literacy Resources
Join us for a look at videos and lesson plans of Ontario teachers implementing financial
literacy education across a broad range of grades, subjects, courses, and pathways.
T5.04
SenPostSec
Tim Sibbald
T5.05
KPriJunInt
Melissa Poremba
Mathematics through the Ebola epidemic.
The Ebola virus disease crises began unfolding in early 2014 and continued into the fall of
2015. This presentation will follow the timeline using materials collected from WHO and
CBC. How the supplied materials can be used to infuse your math class with data
management, current events, and human details will be discussed. The orientation of the
presentation will be toward grade 12 data management, but it can be used in many other
courses and the approach demonstrates many skills suited to preparing students for
project-oriented mathematics.
Add a Trip to Your Library and Your Skills Will Multiply
The school library is the perfect springboard for “leaping” into mathematics! While
libraries have are usually seen as supporting the traditional literacies of reading and
writing, they also have great potential to support numeracy skills development—often at
the same time! Come to this session to learn how to use the library’s fiction and
nonfiction collections as well as its organizational structure to combine mathematics
content with cross-curricular programs such as STEAM initiatives. The school library is the
perfect place to create the “culture of numeracy” which is essential to help students
connect math concepts to their real world in meaningful ways. Teachers and students
alike will discover that by adding a trip to their library, their skills will multiply!
T5.06
PriJun
Michelle Swyers
Beth Edwards
T5.07
Jun
Judy Cathcart
T5.08
PriJunInt
Ross Isenegger
Agnes Grafton
Markus Wolski
T5.09
Sen
Darryl Marchand
T5.10
KPriJunInt
Marian Small
Making the Leap from Additive to Multiplicative Thinking
This session will explore strategies that support students as they make the shift from
additive to multiplicative thinking through the primary and junior grades. Emphasis will
be placed on planning for tasks and assessments that uncover and address
misconceptions that occur as students make this transition.
Promoting Number Talks in the Junior Grade
Are your junior students stuck in procedures for mathematical operations, without
actually understanding the concepts? Do your students have difficulty articulating their
thinking in math? Then this session is for you. Based on the book “Making Number Talks
Matter” by Cathy Humphreys & Ruth Parker, this session will explore the implementation
of the strategies suggested in junior classrooms and how they have impacted our
students throughout the year.
Marvelous Mobile Math Manipulatives
Meet the developers of the Rekenrek, Notepad and Money by mathies.ca apps. These
mobile math learning tools are a mere moneyless download away at the Apple App Store,
at the Google Play Store and at mathies.ca as a desktop computer version. Each app
includes an annotation tool that can be used to share and explain mathematical thinking.
Participants will have the opportunity to explore mathematical concepts with the apps
using practical examples.
Tips and Tricks for the TI-84+CE
Come and see some of the basic features of the TI-84+ Math Print Operating System and
some of the new features of the TI-84+CE. Easy to use showing shortcuts and tips for one
of the most used graphing devices worldwide. See how easy it is to get students to code
on the device. Access to ready made free activities.
Becoming a Confident Math Teacher
Teaching math without following a textbook can be very rewarding, but also very
daunting. You want to be sure you are doing the best for your students, but perhaps your
own expertise in math is limited and you felt more secure with the “textpert” to help you.
Having had the privilege of working with thousands of Ontario teachers, I think I have a
sense of where their comfort and discomfort in teaching math lies. In this session, we will
discuss what I think is critical for teachers to think about when they create meaningful
math lessons for 2016 and beyond and the kind of support teachers can and should
receive.
T5.11
PriJunInt
Marci Duncan
T5.12
IntSen
Ron Lancaster
Minecraft: Crafting Learning
Leap into the creative and imaginative world of Minecraft! Why do students of all ages
love it so much? Minecraft players apply the combined principles of STEAM, to dig (mine)
and craft (build) with natural resources (blocks) in a variety of different landscapes.
Players can create anything and are limited in the complexity of their design only by their
imagination. While applying the mathematical processes of selecting tools and strategies,
connecting and problem solving, crafters also develop and extend content knowledge
involving location and movement, transformations and 3-dimensional spatial reasoning.
Participants in this session will learn how classrooms in the Simcoe County District School
Board have used MinecraftEdu and Minecraft PE to make their thinking visible,
collaborate and engage in deep learning.
Warning: Minecraft is highly educational, immensely addictive, and extraordinarily fun!
Math Trails: Seeing, doing and talking about math outside of the
classroom
Join us for a mathematical walk on the campus of Georgian College North and experience
for yourself the benefits of viewing the world through a mathematical lens; collaborating
with others to pose and answer questions related to the world around us; talking about
mathematics and getting some physical exercise. Your students will not be able to join us
at the conference, but they will be able to join you in the future on a trail that you will be
inspired to create with them on the campus of your school or almost anywhere. Your
Math Trail will help your students value mathematics for its relevancy, applicability,
beauty, and universality. You and your students will never see the world the same way
again.
T5.13B
KPriJun
David Zimmer
John Rodger
Dwight Stead
Measurement May be the Key
We believe focusing on measurement might be the the most effective way to develop
robust understanding of essential concepts in the Number Sense, Geometry and
Patterning strands. Measurement learning activities tend to be more hands-on, more
engaging, and cross strand boundaries more naturally than activities designed for other
strands. Participants are invited to experience several, hands-on measurement activities
which will be shared.
T5.14
KPriJunInt
Gina Betts
Dave Parsons
Patricia Josephson
T5.15B
PriJunIntSen
Craig Featherstone
Sharon Ulett-Smith
T5.16
Pri
Laurie Moher
Tara Flynn
Making Learning Visible via Math Maps
Are you tired of posting mathematical terms and concepts that students don’t use? What
are math maps and how are they different from math walls? In this workshop, we will
learn about the importance of visual documentation of student thinking and how to
engage and inspire students by giving them a voice as well as an interactive resource to
refer to. Come and learn about how to get started on this journey and discover the many
exciting adventures that await, both for you and your students!
Dans cet atelier, nous allons apprendre l’importance de la documentation visuelle pour
engager et inspirer nos élèves dans la classe de mathématique. Venez et découvrez
comment utiliser cet outil pour l’évaluation, pour stimuler la discussion orale et pour faire
des liens avec les différents domains curriculaires.
K-12 Make-up session
Did you miss the K-12 Fall 2015 sessions? Come and engage in hands-on activities
focused on the learning and teaching of fractions with an emphasis on unit fractions,
comparing fractions, and operations with fractions (addition and subtraction). Designed
for Mathematics Professional Learning Facilitators, the session will focus on building
efficacy and agency by focusing on mathematics content. Leave with materials ready-foruse in your professional learning sessions.
What Every K-3 Teacher Needs to Know about Building a Strong
Foundation for Fractions
Do fractions make you feel anxious? Learn how much you really do understand about
fractions concepts through fractions tasks which you can use in your classroom to support
your students’ learning. We will examine the Fractions Learning Pathways, an on-line
resource developed through a multi-year research project in Ontario classrooms, and
explore specific, easy to adapt instructional strategies to increase student understanding
of fractions. You will leave with a fresh perspective on fractions and of the possibilities in
your classroom.
T5.17
Pri
Ken Pettigrew
Justin Hui
INSTALL - UPDATE - DELETE Installing Fun, Updating Practice,
Deleting Inhibitions: Adapting Schema and Making Math Less
Daunting for Both the Teacher and the Student
Nostalgic teaching seemed to be working just fine…you know, teaching the way we
learned when we were in school. But a chance opportunity to learn together in a
sustained and meaningful way changed everything. New learning and opportunities for
collaboration helped us to install a new schema for mathematics instruction that has
transformed the way we teach. In this highly interactive workshop, you will be invited to
join us on the learning journey that continues to take us deeper into the realm of inquirybased learning. What began as experimenting with new approaches, led to collaborative
and reflective team-teaching that honoured explicit teaching, while embracing the
wonder of inquiry. Engaging students has shifted from simply presenting students with
problems, to truly challenging them with deeply authentic and personally relevant tasks,
which are rooted in a clear understanding of our students. Workshop participants will
explore the role of “math talk”, and engage in a variety of math games, challenges, and
conversations that will help them to push their students’ thinking and to transform their
students’ appreciation of themselves as mathematicians. Feel free to bring your own
devices, as we will give you opportunities to offer instant feedback, ask questions, and to
join in on a network of educators looking to build a new schema for teaching and learning
in mathematics!
T5.18B
PriJunInt
Jonathan So
Alicia Gunn
Using Social Justice Math to Develop Student Voice, Mindset, and
Character
Social justice math happens when students solve problems using numbers in a context
that really matters. Students become passionate and empowered as they use math to
read and write the world. Teaching mathematics for a better world helps students
develop voice and see themselves as capable learners and change-makers. Participating
teachers will discuss how teaching mathematics through a social justice lens improves
students’ attitudes and feelings about math, as well as their effort and critical thinking
skills. Participants will work through social justice math problems, hear from students
about their experiences, and look at current resources. They will also plan a relevant and
engaging social justice math lesson to take back to their classrooms.
T5.19
JunInt
Shari Kingston
Ann-Mari Maatta
T5.20
Int
Richard Gallant
Stephanie Rogers
T5.21
JunInt
Blake Enzel
Lianne Goldsmith
Karen Lidor
Amy Platt
Shoshana Taitz
T5.22
PriJunInt
Michele Cooper
Using EQAO Questions to Explore the Curriculum from Grade 6 to
Grade 9
Have you ever wondered about what students learn in grade 6 and how it is related to
what they learn in grade 9? This exploration will provide you with the opportunity to
compare and contrast grade 6 and grade 9 EQAO assessment questions. Through this
exploration, participants can begin to make connections between specific EQAO questions
at these levels and can discuss the links to the curriculum expectations. Participants will
also be prompted to collaborate as a group to share their insights, observations, and
suggestions as to how to address the trend in achievement on the EQAO assessment for
the Junior Division to achievement on the Grade 9 assessments.
I CAN Survive
I CAN (Improving Confidence and Achievement in Numeracy) is a program targeted at
students entering grade 9 that have gaps in their elementary math knowledge and
understanding. This session will explain how we are helping these students gain
confidence and achieve success with the grade 9 math curriculum. The program focuses
on developing a growth mindset with students, improving learning skills and work habits,
and using technology to support learning. Simcoe Muskoka Catholic District School Board
is promoting this program at all of its secondary schools. This session would be of interest
to classroom teachers, administrators, student success teachers, and superintendents.
Idiot’s Guide to Blending Your Math Class - Learning from the
mistakes of an ambitious, but green teaching team
Often times one may learn more from their mistakes than their successes. Come learn
from one team, who as an inexperienced, grade 7 and 8 math teaching team, made a
whole bunch of mistakes flipping their class, implementing technology, and changing
intermediate level math culture. Bring your own technology - tablet or laptop preferred to interact with a variety of tools and teaching practices. Be prepared to dive into the
classroom of an ever-changing math culture and leave with some tips, tricks, or even a
brand new way of thinking.
Establishing a Positive School-Wide Culture of Math
Michele will show you how to engage both teachers and students, and create a culture of
math excitement school-wide by giving math a greater presence and prominence during
the school day. Start by implementing weekly “Math Monday” open response tasks to
promote problem-solving strategies and the use of the mathematical processes. These
ready-to-use activities allow students to activate their prior knowledge and also allow
students to demonstrate their understanding of math concepts such as proportional
reasoning. Student responses are, in turn, used by teachers to teach students how to
“bump up their answers” and/or to recognize errors made by other students.
T5.23
Sen
Mishaal Surti
T5.24
JunIntSen
Saarah Broadbent
Getting Students Talking... Effective Questioning in 3U and 4U
Math.
In this session, teachers will explore questioning strategies that can be used to provoke
student thinking and math talk in the senior mathematics classroom. In particular, we will
explore how to develop math communication and discourse by integrating open
questions and open middles in MCR3U, MHF4U, and MCV4U.
Differentiate Your Lessons For All Learners With ExploreLearning
Gizmos
With Gizmos, teachers can take advantage of research-proven instructional strategies to
help students of all ability levels develop conceptual understanding in math and science.
Investigate how teachers can supplement and enhance instruction with powerful
interactive visualizations of concepts while adapting and modifying lesson materials for all
learners. Participants will also discover how gifted, multiple intelligences,
accommodations, modifications, and individual education plan requirements can be
supported by Gizmos lessons.
Access to Gizmos is provided by the Ministry of Education through OSAPAC.
T5.25
Introducing and Implementing a Mathematics Lab
IntSen
Janet Juby
Mike Szarka
Imagine a mathematics lesson where the ONLY instruction is a single inquiry question and
students direct their own learning. Welcome to the concept of a math lab.
T5.26
Int
Elena Corina
Georgescu
Stefano Stradiotto
A mathematics laboratory is a space where students are engaged in authentic, meaningful
mathematics thinking. Students investigate a concept by moving freely at their lab
station, thinking mathematically, talking, hypothesizing, and proving the mathematics.
Students draw and design as they see fit to aid their mathematics thinking; they
collaborate and communicate mathematically; they reason and represent their ideas. In
a lab, student thinking drives the mathematics. Join this session to learn how we created
an interactive and collaborative lab where students investigate concepts with their peers
and manipulatives are not projectiles (unless, of course, they are investigating
quadratics). Leave this session with a clear understanding of what a math lab is, how to
build one, why schools will want to build one, and how to implement lab lessons across
the grades.
Identifying and Addressing the Critical Needs of Students in Grade
9 Applied Math
In this session, we will discuss some of the methods that we use at our school to identify
the critical needs of the students in grade 9 applied math, including meeting with the
elementary teachers, assessing previous EQAO results (Grade 3 and 6), and providing
diagnostic testing. Furthermore, we will also discuss some of the interventions we are
using to address these critical needs including after school numeracy classes, math EQAO
boot camp, and peer tutoring.
T5.27
Sen
Patricia Clark
Dianne Dreef
Fiona Smith
T5.28
IntSenPostSec
Graham Orpwood
Emily Brown
T5.29
PriJun
Donna Knoell
Departmental Collaboration: Let’s take the leap together!
In this workshop we will discuss strategies to promote a departmental culture of
collaboration by focusing on our 3 year journey to implement a cycling approach to the
curriculum in MPM1D, MPM2D, MFM2P, and MCR3U. Working with others can present
many challenges including: time constraints, differing teaching methodologies, curriculum
emphasis, and personalities. We think it is worth it to overcome these challenges and take
the leap as students can benefit from a blend of many teachers’ approaches, experiences,
and knowledge. The collaborative environment leads to improved practices in our
classroom which we believe leads to an increase in student learning. We will share ideas
that we hope you can use to implement a team approach in your department too!
CSAP Online Diagnostic Assessment & Remediation
At OAME 2014, the College Student Achievement Project (CSAP) team described a new
diagnostic assessment for basic mathematics topics that was then in development. Now,
following field trials involving 10,000 students (at Ontario secondary schools and colleges)
the CSAP assessment and remediation system is complete and operating in both English
and French. Teachers attending this session can obtain a free trial of the online program
for their students.
Employing Effective Questioning Strategies and Mathematical
Discourse to Increase Achievement
The speaker will engage attendees using effective questioning strategies applied to
complex, real-world problems. She will model how to design instruction where every
student’s instructional needs are addressed, thinking is visible, student feedback informs
instruction, and standards-based learning results from thinking - not memorization.
Conceptual development, critical thinking and reasoning, and application of processes to
real world problems will be stressed.
T5.30B
Int
Mary Bourassa
Rethinking Your Grade 10 Math Class
What should a grade 10 math class look like? How do we foster student engagement?
What warm up activities will improve number sense, develop a growth mindset, and get
students thinking about math? What are the advantages of spiralling a curriculum? What
does spiralling look like? What does good feedback look like? How can you provide
formative assessment that isn’t a quiz? What activities hook students and make them
want to do the math? What is the role of technologies like Desmos and GeoGebra? Do
our evaluations match how we teach? In this session, you will have the opportunity to try
out some activities, share your favourites, and engage in meaningful discussions intended
to help us all be better teachers.
ALSO SIGNED UP FOR T4.30A **
T5.31
KPriJunIntSen
PostSecAll
Hillary Rogers
Coding, Robotics, & Student Voice
This interactive session will focus on how coding and robotics can be integrated in the
classroom and utilized to engage and empower students. Particularly for students who
struggle with traditional paper and pen tasks, robotics can be utilized to differentiate
instruction and provide greater ownership.
In the session I hope to provide participants with the opportunity to try out EV3 and We
Do robotics as well as various apps and websites for coding. In addition to providing
lesson ideas, I will share my personal experiences with teaching coding and robotics. This
including taking an elementary robotics team to a high school and university tournament.
My robotics team was the youngest team and first elementary team to ever participate in
the UOIT Engineering Robotics Competition in the event’s 10 year history. Despite some
of the students having behavioural and academic challenges, the students did extremely
well in the competition placing first in many rounds and making it to the semi finals. After
winning a trophy and being interviewed by City TV, the students found a new sense of
confidence and pride in themselves. This led to improvements in their academic
performance at school. These students, who before never felt like they had any voice in
the school, now have a huge voice not only in the school but also in our board as they are
now helping to develop training videos for the EV3 robotics. These videos will be used to
help to train all teachers receiving robotics kits in our board.
T5.32
Int
Irene McEvoy
Barb Seaton
Blended Learning Units for Grade 9 Applied Mathematics
Come and experience the refreshed and expanded version of TIPS4RM mathematics units
to support blended learning in your classroom.
This ready-made resource includes three part lesson plans, engaging and interactive
digital learning materials,and practice and assessment questions with feedback. Teacher
Notes suggest how the activities can be adapted to suit your classroom and individual
student needs.
T5.33B
IntSen
Bruce McLaurin
Alexander Overwijk
T5.34
Int
Emidio DiAntonio
T5.35B
JunIntSenAll
Jerry Scherer
Creating a Thinking Classroom
In our classes we strive for emotional, physical, and mental engagement. Based on the
research by Peter Liljedahl we have embraced the ideas of vertical non-permanent
surfaces (VNPS) and visibly random groupings (VRG) to create thinking classrooms. Our
rooms have turned into spaces that are conducive to students thinking individually and
collectively. Students and teachers learn together by constructing knowledge and
understanding through activity and discussion. By using engaging activities we have
learned to create flow. During this session you will experience flow while you engage with
VNPS and VRG.
Concrete Manipulatives - A Blast from The Past
Using technology in the mathematics classroom is all the rage these days, but what about
those of us who don’t readily have access to technology in our classrooms? No doubt
there is a closet somewhere in your school that is jam-packed full of learning tools that
have been long forgotten. Participants will be led through the use of some of the most
popular manipulatives from days past, in hands-on activities that they can use in their
classrooms.
Getting Started for the TI-Nspire CAS App for iPad and More
**THIS IS A DOUBLE SESSION**
In this hands-on session, participants will be introduced to the basic features of the six
applications of the TI-Nspire App for iPad® utilizing the latest OS. These interactive
tutorial documents are ideal for classroom use. All instructions and keystroke sequences
are provided on the iPad. Participants will also receive Getting Started documents for the
TI-Nspire handhelds and on authoring professional looking TI-Nspire documents.
FEATURED SPEAKER
FRIDAY May 6th 8:30 - 9:45
F1.01
KPri
Joan Moss
Expanding horizons in K-3 Geometry and Spatial Thinking: New
approaches to support all learners
Geometry is inherently spatial, involving perceiving, visualizing, manipulating,
transforming and reasoning about spatial relationships—abilities known to underpin
success in mathematics and the other STEM disciplines. Yet, despite growing awareness
of the crucial importance of spatial thinking, the focus of geometry teaching in early years
is not on visual and transformational reasoning, but rather on the more traditional
approach of naming and sorting shapes. In this talk I present examples of playful lessons,
tasks and quick image activities, all with a spatial focus, that have proven to be effective
in significantly improving students’ geometric and spatial thinking, as well as their basic
number skills. The examples cover five areas of geometry: composing and de-composing
in 2- and 3-dimensions, symmetry, perspective taking, navigation, and coding skills.
FEATURED SPEAKER
F1.02
JunIntSen
Chris Suurtamm
F1.03
IntSen
Ross Isenegger
Dwight Stead
Developing Algebraic Thinking
This presentation will focus on developing algebraic thinking across all grades. Major
concepts in algebraic thinking will be highlighted and activities and ideas that focus on
those concepts will be presented as a continuum from Grades 1 – 12. The talk will engage
your own thinking and will provide you with materials and ideas to take to the classroom.
Tour of Mathematics Digital Learning Tools, Games and Activities
for Grades 9 to 12
Join us for a look at digital mathematics learning tools, games, and activities that can be
accessed from mathies.ca. These resources are freely available and created for Ontario
students and classroom educators.
F1.04
KPriJunInt
Andrew Morrison
Incorporating STEAM into Elementary Schools
STEAM educators look to provide an environment where students may make relevant
connections between interests and subject areas. The emphasis of STEAM programming
is on the process of learning and the inquiry mindsets that set the stage for deep
understanding. The OAME STEAM room provides a sampling of objects, activities and
inquiries taken directly from Simcoe County schools. Supporting these activities are
classroom teachers, teacher librarians, and resource teachers who can answer questions
about STEAM activities and their relationship to the mathematics curriculum. Facilitators
are also ready to answer questions related to running STEAM activities and environments
in a variety of school settings.
In an environment where budget is usually one of the first considerations, it is important
to have interesting, relevant, and low cost investigations available. Within the OAME
STEAM room, we will discuss a variety of activities that may be used to support inquiry
learning in mathematics. The remaining session time will allow participants to explore
STEAM stations and to discuss the resources within the elementary learning environment.
F1.05
IntSen
Darryl Marchand
F1.06
K
Maria Bodiam
F1.07
PriJunInt
Marc Nead
Lisa Aarssen
Leslie Forbes
Integrating TI Technology in Math Every Day
This session will show how to integrate some specific activities into the regular everyday
practices for secondary math. Using TI technology students will be able to share work,
explore and investigate math concepts and communicate with the teacher electronically.
Free resources embedded into the ON standards allows teachers to enhance learning with
technology. See how easy it is to start right away with the free software that all
participants will receive.
Engage young learners with Zorbit’s Math Adventures
Engage young learners with Zorbit’s Math Adventures—a curriculum-based math game
using storytelling, animation, and characters to introduce math skills and concepts.
Designed to improve outcomes in early childhood math education, the Zorbit’s resource is
ideal for your Kindergarten classroom. The games pack together fun gameplay with best
practices in discovery-based learning to create a comprehensive math program. Learning
math has never been this much fun!
Reasoning in the elementary mathematics classroom
Students make sense of mathematics through reasoning. How do we help students build
an organized, analytical approach to learning content that supports deeper understanding
in learning mathematics? This session will demonstrate ways to develop strong reasoning
skills in students through effective mathematical instruction.
F1.08
All
Amy Lin
Staying in Touch: Multimodal Learning of Mathematics
The fastest growing movement in mathematics education is the increase in digital
learning both inside and outside of the classroom. In our schools, there is a desire to be
“paperless” and provide technology-rich and media-rich learning environments for our
students. This comes with positive changes that may engage students in more visual
representations, lead to deeper understanding, and make learning intrinsically rewarding.
On the other hand, it can also be a thin veneer of gaming on top of tedious digital
versions of worksheets promoting competitive drill and practice games for students. This
presentation will share how math applications were reviewed using a framework that
converges the SAMR and the TPACK models. Future design directions will be discussed
when considering the use of touchscreens for supporting embodied cognition and the
impact it may have on teaching and learning mathematics.
F1.09
Supporting ELLs and Emergent Math Learners: A PRIME example
KPriJun
Carlene Powell
Christine Alexander
Melanie Choukour
Professional Resources and Instruction for Mathematics Educators (PRIME) is an
assessment for/as/ of tool for all strands.
Participants will have an opportunity to hear how we used PRIME Number and Operations
Kit as our initial assessment tool to create student profiles. Participants will be given a
completed assessment and will be asked to identify instructional strategies they would
use to meet the strengths and needs of the learner. They will also hear the learning
journey of the collaborative partnership between the Numeracy Planning Time teacher
and Classroom teacher as they move students forward.
F1.10
JunInt
Beth Alexander
F1.11
Pri
Jamie Fraser
The Beauty of Math and Code: Python for Beginners
Even if you’ve never written a computer program before, introducing code to your math
classes is fun and easy to do. The Python language is user-friendly, and can generate
beautiful patterns that illustrate math concepts. In this session, participants will learn how
to use Python to teach aspects of algebra, geometry, exponents, and integer operations.
This workshop is appropriate for absolute beginners, as well as those with some coding
experience. If possible, participants should download Python (which is free) onto their
laptops ahead of time.
StrADDegy
A balanced mathematics classroom recognizes the need for children to have automatic
fact recall and computational proficiency. The purpose for this mastery, however, is to
provide children with the tools necessary to be fluent mathematically: to solve problems,
think critically and to develop reasoning skills. Join Jamie Fraser as he explores fact
acquisition through the use of story contexts, visual tools (ten-frames, rekenreks),
number strings, games and investigations. All participants will be provided with a
comprehensive handout, including teaching notes and activity mats for the games
introduced. This session is sponsored by Bound2Learn.
F1.12
Jun
Natalie Wilson
F1.13
Jun
Mike Jacobs
Christine Corso
F1.14
PriJunInt
Jonathan So
F1.15
PriJunInt
Daniel Peter
F1.16
KPriJunInt
Brian Harrison
Jennifer Burrows
Math Clubs - a Fun Way to Engage Students
Frontier College is a national non-profit organization that delivers out-of-school tutoring
programs. We have developed a Math Club program model that we would like to share
with other educators. The purpose of the Math Club is to engage children in math games
and activities in a fun but structured environment. The Math Club model uses five themes
which are based on the Ontario Math Curriculum. Each theme includes 10 to 12 games
and activities to be explored over 3 to 4 sessions. This program can be run during
nutrition breaks or after school. Participants in this session will learn about how to set up
a Math Club, participate in sample activities and gain access to free resources.
Great Ideas for Teaching Junior Geometry
This hands-on session will look at how we can get kids to truly learn about Geometry. We
will use polydrons to construct nets, geoboards to create impossible shapes, see how we
can use the work of M.C. Escher to explore transformations and create the world’s
cheapest manipulative.
Making our Students Doers of Math instead of Doing
Rote versus conceptual learning is a hot topic in today’s math sphere; however, does it
need to be so bipolar? As many of us know it is about a balance between the two. The
problem is how do we achieve this? In this presentation we will discuss practical ways to
make our students Doers instead of just doing mathematics. We will look at the power of
number talks and how they can create purposeful discussion about facts and strategies,
as well as how they create great observations about your students. This hands-on
presentation will have you creating, doing and assessing these valuable talks.
Lies and Partial Truths We Tell Children in Math Class
This interactive workshop will examine the lies and partial truths that are often taught in
math class both by direct statement and by implication through teaching/assessment
methods. This workshop will examine why these are incorrect and the long term
misconceptions they create by comparing them to the Big Ideas which are the essential
long term learning. By examining the misconceptions and the Big Ideas that they conflict
with, teachers will become more aware of the long term negative implications of shortcuts and non-contextualized learning for students’ long term success in mathematics.
Out of the Box
Enacting change in mathematics practice requires school leaders who are willing to invest
in disruptive technologies and tools and support those teachers who are willing to take
the leap. This session will explore how one school uses social media and online learning
tools (including DreamBox) to accomplish this goal.
F1.17
KPriJunInt
Tracy White
F1.18
JunInt
Elizabeth
Mulholland
Cristina Corbett
Daily Conceptual Development of Fractions
Fractions should NOT be a unit of study that we ‘cover’ for a few weeks throughout the
year; rather, it should be a continuous use of number and magnitude that we discuss,
explore and model in different ways on a daily basis. This workshop will examine practical
ways that we can incorporate fractional concepts throughout elementary mathematics
starting at Kindergarten and working up to Grade 8. It will help you discover fractional
connections in numerical, linear, area, and 3D applications across mathematical strands.
By approaching fractions in this way, the result is hopefully a deep understanding of not
only fractional, but also decimal and percent benchmarks and an earlier start to the
development of proportional reasoning.
Leaping Forward: Fostering Growth Mindset and Establishing
Mathematics Routine Leaping Vertically: the Use of Vertical NonPermanent Work Spaces when Problem Solving
This session is designed to support grade 4-8 teachers in to developing an engaging
mathematics environment for students . We will share practical, hands-on ideas such as
fostering a growth mindset in mathematics, implementing the first 20 days in math to
establish routine as well as our success with the use of vertical non-permanent
workspaces to help students succeed in problem solving. Based on the innovative work of
the Two Sisters, Peter Liljedahl, Jo Boaler and Marian Small, we will be putting it all
together to Leap forward in fostering math learning.
We will share how the first 20 days of math class unfold in our classroom so that students
are well versed in the routines necessary to support a rich mathematics learning
environment. The implementation of routines allows for teacher to work with small
groups to review concepts studied, give more practice, help students decrease gaps in
learning or extend student thinking while the other students are meaningfully engaged in
mathematics thinking. Students are allotted time to work in pairs or individually develop
their mathematics thinking.
Activities will be shared for promoting a growth mindset in students. We have worked
with kids to show them how mistakes are necessary to help the brain grow and to be
open to taking risks and making mistakes in service of learning. We will also share rich
mathematical tasks that allow students to grow their brain!
Since attending the OECTA math conference last year, we have been having students use
vertical non permanent work spaces when problem solving. The research of Dr. Lilejhdal
and his team has shown this to be an extremely effective way to have students show their
math thinking. As always in problem solving, it is necessary to have a rich task for the
students to work on. Research shows that students need to move and stand and this
platform allows them to stand and work and risk take because the non permanent nature
of the space frees them to show their math thinking. Standing while problem solving
allows for ease of monitoring for the teacher because everyone is at eye level. It is easy to
determine who is on task and who needs redirection or support.
F1.19
Project Based Learning
JunInt
Maddison
Molyneux
Velisa Anusic
Engy Boutros
Jeffrey Hebert
Outlining the process of Project Based Learning, going through approach, design and
assessment. The team will present PBL units they have implemented in the grade 9
applied math classroom along with discussions around successes and challenges they
have faced in implementation.
F1.20
Using iPads in Primary Classrooms
Pri
Kristen Wideen
F1.21
Sen
Douglas Henrich
F1.22
KPri
Crystal Carbino
Heather Ma
Kristen MuscatFennell
With the influx of iPads into primary classrooms many teachers are wondering how to go
beyond the “drill and kill” math app. This workshop is designed to show how iPads can be
used in purposeful and authentic ways by exploring open-ended creative math
applications. You will explore a variety of apps that support best practice and help to
create a classroom that is innovative, collaborative, creation and choice driven. After
examples are shared and “how to” demonstrations are given, participants will then have
some hands on learning with various content creation apps. Participants will experience
the transformation that occurs in a math program when technology is used in a
purposeful and authentic way. Participants will leave with a variety of math lesson ideas
that can be used immediately that will meet the unique and individual learning styles of
their students. Please have the following apps downloaded on your iPad for full
participation: Pic Collage, Explain Everything and Geoboard.
Mathematical Paradoxes
Is it possible to take a car apart completely and then put the parts back together making
two cars exactly identical to the original car? In a town with one barber where everyone
gets a haircut who cuts the barber’s hair? Can I truthfully say that this sentence is false?
Do mathematical paradoxes actually exist? To find out the answers to these questions
and learn how you can use mathematical paradoxes to fully engage your students at a
deeper level do not not attend the Mathematical Paradoxes session.
Capturing Mathematical Thinking in the Early Years
This session will explore how educators have made use of technology to capture thinking
and promote pedagogical documentation practices by students and educators in
kindergarten and grade one classrooms. Discussions will include how educators have
successfully utilized apps such as Easy Blogger Jr, Explain Everything and Google Apps For
Education (e.g., Drive, Classroom and Forms) in the early years to support mathematical
thinking and learning. Highlights of how learning was shared by and between educators
through various social media (e.g,. Twitter) will also be included.
F1.23
JunInt
Steve Rubacha
Kimberley Blanchet
Carla Grossi
Bart Vanslack
F1.24
IntSen
Wayne Erdman
F1.25
Sen
Laura Froom
Stephanie Girvan
Jamie Mitchell
F1.26
IntSen
Candida Thompson
Student success within an Inquiry Based math classroom
Presenters looked at inquiry based math teaching at different levels within a regular
school setting to test the effectiveness of student success. The presenters also used a
control group to compare and contrast student success. The purpose of the project was to
obtain meaningful data on the effects of student achievement when the teacher used an
inquiry based teaching style. Participants will gain insight into the stages of teaching
through inquiry - strategies to build inquiry based teaching - (ie . cards that students use
in the early stages) and participants will participate in a mini inquiry based lesson - to gain
a deeper understanding of its impact on potential student learning.
Hands-On Summative Evaluations
Evaluation doesn’t need to be only paper-and-pencil assignments and tests. A rich
problem uses open questions and parallel tasks, which allow the students to explore the
problem, to choose the appropriate mathematical tools, and to communicate their
understanding. Let’s look at some hands-on summative activities that can be used to
evaluate student achievement and broaden your base of assessment and evaluation
techniques. Participants will have the opportunity to try different activities from a variety
of math courses from grades 7 to 12.
Spiraling the Advanced Functions Curriculum
A discussion on how the teachers at Dr Frank J. Hayden SS abandoned units and utilized
free technology to deliver the MHF4U curriculum in a different way. Teachers utilized
graphing technology, one on one interviewing, inquiry and the concept of Spiraling
Curriculum to restructure the flow of the course.
Leap into Workplace Activities
Making math come alive in locally developed and workplace classrooms. The purpose of
this session to provide teachers with easy to use activities that they can in their
classrooms. The focus will be for locally developed and workplace classes, but the
activities can be used in Applied and Academic classes. We will explore activities that
include graphing, fractions, proportions, patterning, finace, literacy, and many more.
F1.27
Int
John Bissylas
Geoff Taylor
MathWiz - an online Grade 9 and 10 math resource to use with
your students
**Product Session**
Take the leap and turn your students on to MathWiz, our online math program for
Ontario’s Grade 9 and 10 math courses.
The presentation will give an overview of the animated lessons in our courses and take
you through the student Learning tools and teacher Assessment and Reporting tools that
come with enrolling a class. Ways to use MathWiz in a blended or flipped learning
environment will be shared and strategies for differentiated learning discussed.
Try MathWiz at www.mathwiz.ca and bring your thoughts and questions to the
presentation.
The resource has limited free access during school hours. A subscription is needed for
24/7 access to the entire resource.
F1.28
Int
Elina Man
Carolyn Gallagher
F1.29
Int
Alison Macaulay
F1.30
Int
Linda Macris
Connie Quadrini
Homework Help: Mobile-Friendly and on the Go!
FREE one-on-one tutoring for students, lesson plans and resources: All conducted and
created by Ontario Certified Math Teachers!
Funded by the Ministry of Education and administered by TVO, Homework Help is a free
online math help resource for Grades 7 – 10 students and educators.
In this session, you will explore and get hands-on experience with Homework Help’s NEW
mobile-friendly resources such as the Ask A Tutor Chat, Interactive Tutorials and Best
Sessions.
Effective Practices in Grade 9 Applied Mathematics
In this session, I will share lessons learned from my case study research of four schools
with better than average success on Grade 9 Applied Mathematics, as measured by EQAO
scores. We will explore the things that principals, math heads, teachers, and other leaders
can do to support student success in the applied classroom.
Paying Attention to Spatial Reasoning in Number Sense and
Numeration: A Focus on Fractions (Intermediate)
Come join us as we explore several aspects of spatial reasoning that support the learning
and teaching of fractions in intermediate! Engage in activities that focus on important
fractions concepts through the use of concrete and mathies digital learning tools.
Examine video of student thinking to identify the impact of spatial reasoning on students’
understanding of fractions. Learn about digital resources that will further support you in
your planning for instruction and assessment. Walk away with a new appreciation of
teaching fractions to intermediate students!
(Note: Please bring a laptop if you wish to use mathies.ca digital learning tools during this
session.)
F1.31
Sen
Joe Sisco
Strategies for Successful Secondary e-Learning Classes
This session features strategies and tips for creating successful e-learning secondary math
classes.
Find out about Ministry provided e-Learning math content within the provincially licensed
Virtual Learning Environment.
Topics will include strategies for assessment; meeting the needs of identified learners;
creating safe, collaborative, reflective communities of learning for secondary math
students, all in an online environment.
F1.32
Still spiralling upwards in MHF4U
Sen
Janice Bernstein
Lynn Pacarynuk
Spiraling through a course allows students to see the same course expectations several
times during the semester and have multiple opportunities to show their understanding.
Join us on our journey! For the past three years we have been collaborating intensively
on the MHF4U course. We have made many changes: our classrooms are now vertical
with students solving problems at a whiteboard, students no longer take notes from the
teacher, we maintain a blog for students to refer to class notes in the form of pictures of
their work at the whiteboards, we have developed daily activities which are student
centred and our evaluations are multi-strand.
This session is a continuation of our presentation from last year “Spiraling through
MHF4U”. We will discuss how our assessments have been organized into cycles to better
reflect the spiral. Our daily practice assignments now involve lagged homework which
spreads the topics over several days.
Depending on the audience size and interests we will differentiate the presentation to
accommodate the needs of beginning spirallers, mid-spirallers and super-spirallers.
Join us on our journey!
F1.33
Int
Katy Funston
Paul Hogue
Developing Grade 9 EQAO Mathematics Open-Response Question
Scoring Materials
Have you ever wondered what materials are provided to scorers when they score EQAO
questions? Have you wondered what anchors, training papers and qualifying tests are?
Come to this session to experience how scoring materials are created by EQAO. You will
be trained as a member of EQAO’s Range-Finding committee and then have the
opportunity to work with other educators to review student work for a Grade 9
mathematics question. You will spend time scoring student work by assigning a code and
discussing assigned codes in groups. To conclude, we will reveal the scoring package
selected by the Range-Finding committee and discuss the examples they selected.
F1.34
Int
David Tran
Marlene Gaulton
F1.35
All
Tracy Vanslyke
Shelley Yearley
Framework for developing a growth mindset in mathematics
Over the past year, we conducted an action research on growth mindset and
mathematics. The TCI consisted of developing a framework to foster a growth mindset
through adding an element of math games and well-connected three part lessons. Also
we combined various strands and used the spiraling curriculum to make math
connections explicit for students. The objective of this session is to share our learning and
provide other teachers with activities, games, lessons and assessments to develop a
growth mindset in math.
Mathematics Professional Learning Facilitator Efficacy
Are you a board leader facilitating professional learning in mathematics? Learn what
specific skills and knowledge you bring to your job and understand how you can further
refine your skill set. As well, consider how you can build the capacity and knowledge of
your board team through consideration of the facilitation research process used within a
board. Appreciate (and leverage) your assets and become empowered to continue the
learning journey.
KEYNOTE SPEAKER
FRIDAY May 6th 10:00 - 11:15
F2.Key
All
Steven Strogatz
The Joy of X
Hailed as “a gifted and inspiring communicator” and “a first-rate storyteller and an even
better teacher,” Strogatz shows how synchrony occurs spontaneously in nature, from
atoms to solar systems – almost as if the universe had an overwhelming desire for order.
He answers the questions that we find ourselves asking over and over:
Why do traffic jams seem to occur without any apparent cause?
How do millions of neurons fire together to control our breathing?
How can a movie theater full of strangers begin to applaud in rhythm?
And are we really all separated from one another by just six degrees – even Kevin Bacon?
F3.00
All
LUNCH
Choose LUNCH during this timeslot or in the next one.
If instead you choose a session in each of F3 and F4, a box lunch will be available for
FEATURED SPEAKER
F3.01
PriJun
Ruth Beatty
Indigenous and Western Ways of Knowing Mathematics:
This presentation will focus on the third year of a multi-year study in which we have
brought together First Nations artist-educators, non-Native educators, and First Nations
and non-Native students to explore the mathematics inherent in First Nations cultural
practices. We have found that grounding mathematics instruction in culturally-based
activities has powerful potential for both First Nations and non-Native students. As this
journey has progressed, all of us – researchers, teachers, artists, and students – have
broadened our understanding of what it means to “do math.” In this presentation, we will
examine how incorporating cultural activities provides students with engaging
opportunities to develop multiplicative, spatial, proportional and algebraic reasoning as
well as an appreciation of Indigenous pedagogy, culture and language.
FEATURED SPEAKER
F3.02
IntSen
Nicholas Jackiw
Time’s Arrow: Where School Geometry Comes From and Where It’s
Going
Most histories of school geometry--and even school algebra---point back to Euclid’s
Elements, which 2300 years ago first collected the theorems and proofs that shape
today’s curricula. But considering Euclid’s work reveals not only geometry’s starting point
but also a glimpse into a well-established, fertile, and imaginative mathematical culture
filled with creative personalities and creative problems, many of which are freshly
relevant to our present era of dynamic geometry technologies and discovery approaches.
In this talk, I’ll survey the geometric setting in which Euclid created the Elements, and
project forward some of its central preoccupations---particularly dynamic ones---to
today’s and tomorrow’s classrooms.
F3.03
Int
Bea Meglio
Irene McEvoy
F3.04
KPriJunInt
Andrew Morrison
F3.05
IntSen
Darryl Marchand
F3.06
Int
Teachers from the
Grade 9 Project
Tour of Mathematics Blended Learning Units for Grade 9 Applied
Join us for a look at the refreshed and expanded version of TIPS4RM mathematics units to
support blended learning in your classroom. This resource includes teacher notes and
links to digital learning materials.
Stay and explore Ministry of Education Mathematics K-12 resources for students,
classroom educators, professional learning facilitators, and school leaders.
Incorporating STEAM into Elementary Schools
In an environment where budget is usually one of the first considerations, it is important
to have interesting, relevant, and low cost investigations available. Within the OAME
STEAM room, we will discuss a variety of activities that may be used to support inquiry
learning in mathematics. The remaining session time will allow participants to explore
STEAM stations and to discuss the resources within the elementary learning environment.
Feel free to drop in during your lunch break to explore and ask questions.
Technology in Math: Creating an Effective Framework for Learning
Come and see how easy it is to use TI technology in math as a learning tool rather than
just a calculator. You will see what advances TI has for 21st Century instruction that
allows students to discover, explore, and demonstrate learning in a variety of ways. This
session will be an overview of the products, resources, and services that are available
from TI to let students understand the math visually while keeping students engaged. All
participants will receive a 1 year licensed copy of TI software.
Project
F3.07A
IntSen
Anne Holness
Robin McAteer
F3.08
KPri
Bart Vanslack
Miranda Kus
Margaret Quinn
Wilma Simmons
F3.09
KPri
Jane Felling
Cross-Panel Fractions - Adventures in Blended Professional
Learning
Through examples from our Cross Panel Math Network involving over 60 teachers from
20 schools, we will share our adventures about responsive, differentiated, blended
professional learning. Drawing on current research around Fractions, Proportional
Reasoning, Mindset and Responsive Teaching, we endeavored to provide meaningful and
flexible learning experiences for teachers from grades 7 to 10 by blending face-to-face
and virtual learning environments through large group sessions, school embedded lesson
studies in both panels, and online learning activities and discussion with colleagues in
Desire2Learn.
Participants will leave with ideas of how they can offer professional learning that is
responsive to teachers as learners. Teacher leaders are encouraged to attend with
learning partners as time will be given for brainstorming as to how this framework /
model might look in their own district.
SIGNED UP FOR F4.07B**
Building Application, Thinking, and Communication skills in
Primary Students
In this session, participants will engage in identifying the different types of questions from
sample EQAO released questions and link them to the mathematical processes.
Our team is seeing a strong link between the areas of weakness on EQAO and those
processes. How can we use these question types to help build primary students’
communication, reasoning and proving, and problem solving skills? Participants will have
an opportunity to use shared information to develop some similar questions that link the
mathematical processes of thinking, communication and application.
Oh The Math that They’ll Know
F3.10
An exclusive workshop for Kindergarten and Early Primary teachers from author Jane
Felling. Come prepared to play games that incorporate the use of cards and dice to teach
the following concepts: counting, comparing number’s, odd/even, greater than/less than,
early fact fluency concepts including counting on and back, doubles, making 10’s, learning
numbers to 20, 100. Over the past year many new games, journal writing ideas and
student samples have been made and gathered and will be shared throughout the
workshop. Participants will learn how to create math stations, start journals, use student
work for assessment and how to extend the games to the home. Come prepared to play!
Handouts with gameboards provided.
A Difference That is Making a Difference
KPriJun
Heather Cordukes
Laurie Moher
Andrea HuntSchmoll
Alison Stokes
Over the last three years our team (Principal and Special Education Resource Teacher,
Consultant) has changed our School Improvement Planning and Implementation process
to include a mathematics content focus. Come and try some of our mathematics tasks,
and hear about the amazing learning our team, our teachers and our students have had in
the areas of proportional reasoning, fractions and equality.
F3.11
KPri
Tara Flynn
F3.12A
JunInt
Daniel Pitre
Darryl Henhoeffer
F3.13A
JunInt
Dwight Stead
John Rodger
David Zimmer
“Spatializing” the Mathematics Curriculum
Math for Young Children is an Ontario research project in which researchers and
educators (JK-Grade 2) work together to investigate young childrens’ mathematics and
spatial reasoning. We know that spatial reasoning is an important aspect of mathematical
thinking and yet it continues to be “locked in a curious educational twilight zone” with a
lack of explicit attention in the mathematics classroom (National Research Council, 2006).
What happens when we “spatialize” the mathematics curriculum – what does that look
like and how does it benefit children’s mathematical learning? Math for Young Children
teams have worked to explore spatial reasoning – and to design and test playful tasks –
across a variety of content areas. In this session we will share research on the connections
between spatial reasoning and mathematics learning, along with findings from the Math
for Young Children research. The session will focus on hands-on activities so that
participants have opportunities to experience a spatial approach to tasks in number,
geometry and measurement.
Visualising Your Thinking: Moving from Concrete to Diagrammatic
to Abstract
In this hands-on session, we will show how students should develop their thinking: how
initially, they will need to work with hands-on materials, then represent this with
diagrams before being able to use symbols to show their thinking. We will investigate bar
models, arrays, empty number lines, division spokes, the Pythagorean Rule, and circles.
We will also see how Spatial Reasoning is crucial in developing Number Sense.
Throw Away Your EQAO Formula Sheets!!
This session will focus on the concepts that underpin the development of the area,
volume, and surface area formulas in grades 6-10. Participants will experience two “light
bulb” moments:
1. All area formulas can be derived from the area of a rectangle, including the area of a
circle and the surface area of spheres.
2. Volumes of spheres, cylinders, cones and pyramids can be derived from the volume of
a rectangular prism.
If measurement concepts are presented in the right way, students will not need the EQAO
formula sheet and measurement will make sense. Several hands-on measurement
activities will be demonstrated and shared.
F3.14
Pri
Tracy Windover
Carole Burke
Shannon Lafrance
F3.15
KPriJunInt
Ann Pigeon
F3.16
PriJunInt
Lisa Boate
Louise Owen
F3.17A
JunInt
Sheila Delaney
Marc Husband
Parinaz Nikfarjam
Tina Rapke
Developing Meaningful Spatial Awareness Experiences K-2
This session will explain the importance of providing meaningful opportunities for
students to exercise their spatial reasoning abilities through games and math
manipulatives. Students will work collaboratively and independently in problem-based
situations. Teachers will gain insight into students’ thinking and explore opportunities to
push all students further and increase achievement. This workshop will provide examples
of classroom experiences as well as valuable resources.
Develop Deeper Understanding with the Power of Part-Part-Whole
The ability to conceptualize a number as being made up of two or more parts is often
thought of as the most important number relationship that primary students can develop.
But what about junior and intermediate students? Participants will explore hands-on
activities to develop part-whole relationships, giving children access to a variety of
addition and subtraction problem solving situations. These same activities were used as a
targeted intervention with struggling junior and intermediate students giving them access
to a variety of problem solving situations and computational strategies. The use of
manipulatives and technology make part-whole relationships accessible to all students.
Part-whole relationships...an important part of mathematics!
Braiding the Strands for Real Mathematical Learning
Feeling overwhelmed by the enormousness that is the Ontario Mathematics Curriculum?
In this session we will begin to explore the interconnectedness of our math strands. We
will pull out the big ideas and develop ways to teach multiple strands at the same time!
Examining the core concepts allows students to have greater flexibility which allows them
to see the interconnectedness of concepts and ideas. We will facilitate hands-on
opportunities to build cross-strand questions that get at the heart of conceptual
understanding. We will then discuss and build assessment strategies to inform our
teaching and improve student learning.
Probability to proportional reasoning: Teaching hard topics and
learning together
We (classroom teachers and researchers) have been involved in an innovative practice of
co-planning and co-teaching hard topics (e.g., probability) together. It’s time to expand
upon and really explore the processes of co-planning. Participants will be anticipating
students’ solutions and viewing videos of students’ thinking that we collected in an actual
Ontario elementary classroom. Collectively, we will examine what lesson planning really
means and make sense of students’ thinking about probability. You will be doing research
with us, discussing best teaching practices and will take away lesson plans that you can
use in your own classrooms to address Ontario mathematics curriculum expectations.
*Upon arrival to the sessions, you will be asked to consider consenting to be part of
academic research, that occurs within the session, that is with and for teachers and
researchers, i.e., we will be engaged in active research in the sessions together that could
lead to research publications.
F3.18
KPriJun
Ira Metani
Leaping into Teacher Inquiry
How could leaping into teacher inquiry in a grade 2 mathematics class lead to improved
student learning as a result of teacher involvement in research and reflection?
This presentation will share the insights and understandings gained during an Action
Research journey designed to help identify teacher questions that encourage higher-level
student communication in mathematics. We will unfold how participating in Action
Research, exposing our mathematics teaching and learning practice to the rigours of
research techniques and sharing our learnings with Critical Friends leads to finding
answers to important questions that puzzle us on a daily basis
F3.19
KPriJun
Graham Fletcher
F3.20
IntSenPostSec
Emily Brown
Graham Orpwood
Using 3-Act Tasks in the Elementary Grades
The term “model” is frequently misinterpreted as simply the use of manipulatives in
math. In this session, participants will leap into 3-act tasks at the elementary level and
begin to explore what modeling with mathematics looks like in a K-5 classroom.
Participants will leave with a thorough understanding of what 3-act tasks are and be
ready to start implementing them in their class next week.
The Numeracy Gap: an urgent assignment for Ontario
THE NUMERACY GAP
We live in a technological world. Understanding and using numbers with confidence is
fundamental to participating in today’s economy. While literacy levels are improving,
numeracy levels are declining. This places Ontarians at a disadvantage socially and
economically. It puts our economy at deep risk on the global stage and undermines the
social equality that is a hallmark of our society. The Numeracy Gap is preventing our
students from succeeding in their careers. It is creating a “math phobic” culture, which is
holding back businesses from employing people to innovate and create wealth. We need
an Ontario Roundtable on Numeracy to urgently address this decline. The Numeracy Gap
explores how to make numeracy for all a reality in Ontario.
F3.21
Parent Engagement in Math
PriJunInt
Angelina Barden
Jaclyn Priest-Brown
Helping schools and boards provide parent engagement sessions and tips to support math
at home.
F3.22
Financial literacy in the math classroom-all grades!
JunIntSen
Peter Wright
Discover how to take advantage of the many excellent Financial Literacy resources that
are freely available to all Ontario teachers. Resources include complete lesson plans,
videos, interactive games and quizzes, and much more! The presentation focuses on
where and how to begin to build your financial toolkit, and on creating lesson plans that
include Financial Literacy in a meaningful way that our students can relate to.
F3.23
Jun
Cassie
McCorquodale
Sheila Milne
F3.24
IntSen
Amanda Belanger
Classroom Math Journey- Ordinary to Extraordinary !
A classroom math journey from ordinary to extraordinary with an emphasis on
communication (oral, visual and in writing using mathematical vocabulary) using math
tools and technology especially chrome books for Google Classroom/Docs. Practical and
useful!
Willing to jump in and explore ways to really improve the use of math manipulatives
meaningfully and increase students’ ability to communicate through math terminology
has been exciting and challenging. Join us to see our successes and tips to work through
those frustrating math moments for math students.
Flipping the Mathematics Classroom
Have you ever complained that there is not enough time for fun activities, cooperative
learning, or differentiated instruction in your class? Do your students have access to
technology at home? If so, flipping your classroom may be the solution.
In this workshop, I will share how I have flipped my Grade 10 Academic Math class,
including: the pros and cons I have experienced with flipping, student feedback on how
they feel about flipping, and the tools/software I use to make it all happen.
F3.25
JunIntSen
Don Fraser
F3.26
Int
Kyle Pearce
Jon Orr
GO JAYS GO!
Hit a home run with your students in this session. Don will provide some ‘ready to go’
Blue Jays’ MATH activities as well as ideas to generate many more. Whether you’re a
teacher with rookie or veteran baseball knowledge, step up to the plate with a growth
mindset and enjoy this informative, entertaining, real world workshop involving whole
numbers, fractions, decimals, data management and stats!
Making Grade 9 Math Tasks Contextual
Embark on a journey to experience lessons that are digital in nature, but promote
collaboration instead of isolation, and curiosity instead of acceptance. Break away from
direct instruction and empower students with resources that “uncover” curriculum
instead of “cover” curriculum. This session will focus on making grade 9 math tasks
contextual, visual and concrete to leverage the natural curiosity of our students through
the use of iPads, iBooks and iTunes U
F3.27
Sen
Peter Taylor
Ami Mamolo
F3.28
PriJun
Krista Sarmatiuk
Denise Filipovic
F3.29
JunIntSen
Robert Millard
When the problem is the solution
How can we navigate a curriculum which is crowded and challenging? Our solution is in
the imaginative use of good, structurally rich problems. Through paper-folding, geometric
inquiry, and algebraic expression, participants will be invited to examine ways in which a
rich problem can reveal important mathematical ideas, connections, and structures found
in the secondary school curriculum. We focus primarily on material covered in grades 11
and 12, highlighting connections to earlier grades. Participants will be challenged to
rethink conventional expectations of what it means to be “ready” to tackle a problem.
Learning Stations in Primary/Junior Mathematics
Bringing inquiry into the math classroom is a current hot topic. Encouraging students to
explore new concepts, to engage actively in practice, and to represent their thinking with
a variety of tools can be achieved using Learning Stations which provide students with a
cluster of activities all centered around a common concept. In my classroom, we use 4
learning stations and rotate through them, exploring a single concept from a variety of
perspectives. Afterwards, we consolidate our thinking together, and construct another
entry into our interactive math notebooks. If you’re interested in seeing samples, having
some time to work in a small group to create a set of stations for your classroom, and
then benefiting from the collective creations of the group, please join this session, geared
to Primary/Junior classrooms.
Teaching Math with Exploration Rock Drill Core
A core sample is a cylindrical section of a substance usually obtained by drilling with a
special drill, into the substance. Explore the applications of using real and simulated rock
drill core in your math class.
F3.30A
Int
Jody Tirone
Jeff Bragg
Ashley Knight
Meeting the Needs of Grade 9 Applied Learners, Including
Students with Learning Disabilities
Leap into differentiated instruction! Participants in this hands-on session will learn how to
leverage a Strengths and Needs Class Profile to provide a balanced and diverse
instructional program to meet a broad range of learning styles and needs. While the focus
is on Grade 9 Applied, many of the strategies, both with and without technology, can be
transferred to other courses.
In this session you will:
•
deconstruct a Class Strengths and Needs Class Profile;
•
engage in simulated role play involving students having learning disabilities
•
identify and explore strategies that link to specific learning strengths and needs,
such as the Educreations whiteboard App, graphing with Desmos, area model for
algebraic expanding, Google Conversion Calculator and more.
Bring your own device if you have one, but some will also be provided. Participants will
receive ready-to-use classroom activities.
SIGNED UP FOR F4.30B **
F3.31
Playing with Purpose
IntSen
Jamie Mitchell
Michael Skeoch
Join us for a discussion on how to tap into students’ interest in board games, card games
and simulations. in order to increase student engagement.
Specifically, we will discuss the evolution of the game Humans vs Zombies (link below)
into a high school setting and how playing this simulation allows us to bring board game
based learning, connected directly to curriculum, into senior math courses.
By playing with purpose, students experience how mathematics can be dynamic and
engaging and how playing games becomes the vehicle for learning complicated topics.
(Humans vs Zombies available at https://www.humansvszombies.org/)
F3.32
JunIntSen
Christopher
Stewart
Andrew Pratt
Jennifer Strickland
F3.33
Sen
Gabriela Papaz
Barry Needham
F3.34
PriJunInt
Karen Doupe
F3.345
KPriJunIntSen
France Thibault
Flipping the Focus: Creating Dynamic, Collaborative Learning
Environments in Mathematics
How might we create classroom communities where we “...work collaboratively to learn
and value mathematics” (OAME)? Join us, as educators from Junior, Intermediate, and
Senior Divisions share and discuss their innovations to creating and sustaining responsive
learning environments with their students. Through the combined use of whiteboards,
technology, and inquiry, vibrant communities are growing and meaningful mathematical
experiences are being co-constructed. The session will also showcase how different
learning styles are being accommodated through the use of various teaching strategies-flipped classroom instruction, project-based learning, and learning centres. Come and
see, first-hand, how student websites and blogs are not only engaging students in their
own learning but are also providing a ‘doorway’ to co-creating and using success criteria
to deepen student learning.
Leap into Math: Cycling with ELL Students
We will suggest a possible course outline that works for us, share differentiated academic
activities, and reflect on our philosophy towards assessment and evaluation.
We have found students discover long lasting connections by working together through
the activities and through experiential learning.
Don’t give them the Sine Law, but have them arrive at it on their own!
We will work through at least one activity from start to finish, and show you several
different ones we have tried.
At the end of this workshop, teachers will get a variety of activities and samples of open
ended test questions.
In addition to this, we will share some strategies that work and are tested with our ELL
students.
Engage Students with Math in the Real World
Use images, videos and topics of interest to engage students in a week of real life math.
Launch this math inquiry by asking students, “What is the math question?” Use Google
Apps for Education to brainstorm questions and let the fun begin!
Using the Lesson Study Model to transform teacher practice in the
math classroom
In this workshop, participants will be exposed to the nature and benefits of a crosscurricular Lesson Study involving 1P and 2P Mathematics. Through an emphasis on John
Hattie's 'High Yield Strategies' and "putting faces to the data", our story reviews the
challenges, discoveries, and successes that our school, and schools who have learned
alongside us, have experienced through the co-creation of math lessons. As a SSSSI
school, the effect of the Lesson Study on student achievement and teacher practice is
extraordinary.
F4.00
All
LUNCH
Choose LUNCH during this timeslot or in the previous one
If instead you choose a session in each of F3 and F4, a box lunch will be available for
FEATURED SPEAKER
F4.01
KPri
Alex Lawson
Why Just Knowing the ‘Facts’ Is Not Enough: The Mathematical
Territory Between Direct Modelling and Numerical Proficiency at
the Primary Level
Over the past decade there has been a shift in emphasis in the elementary years to having
children use a variety of strategies to calculate and solve word problems. The purpose
and intention of this shift has at times been garbled. We will look at Ontario videos of
how children move from direct modelling to numerical proficiency in the primary years,
and most importantly, the foundations of later more complex mathematics that should be
built as they do so. I will argue that children who move from direct modelling to
memorization of ‘facts’ or algorithms without working through the mathematical territory
of varied strategies in between may be at a significant disadvantage. Finally, I will
highlight some of the instructional methods teachers used to promote this mathematical
development, lay the foundations for later mathematics, and become mathematically
proficient.
IGNITE
F4.02
All
Presenters To Be
Announced
IGNITE!
What is Ignite? Ignite is a unique event that has been hosted in over 100 countries
worldwide. At these events, Ignite presenters share their personal and professional
passions, using 20 slides that auto-advance every 15 seconds for a total of just five
minutes. At OAME 2016 you will have the opportunity to listen to leading mathematics
educators and researchers speak in this unique and dynamic format.
Your lineup of speakers will include many of the featured speakers as well as others. Join
us for the continuation of a tradition at your favourite mathematics conference: OAME
2016 Ignite!
This is the first of two Ignite sessions, each of which will have different speakers.
F4.03
KPriJunIntSen
Patricia Steele
Shelley Yearley
F4.04
IntSen
Andrew Morrison
F4.05A
JunInt
Connie Quadrini
MaryLou Kestell
F4.06
Sen
Douglas Henrich
Tour of EduGAINS Mathematics K-12
EduGAINS.ca is a treasure trove of resources to support teaching, learning, professional
development and leadership. Join us as we give you the pirate map tour for teachers and
school or system leaders.
Incorporating Steam into the Secondary Math Classroom
The secondary school mathematics curriculum is rigorous, and may be intimidating and
challenging for some students. STEAM activities provide context based, hands-on
learning that can help support students’ understanding of mathematics concepts. Please
join us for a discussion about how these activities can support the secondary school
mathematics curriculum. The remaining time will allow participants to explore STEAM
stations and to discuss the resources and learning models that suit a secondary learning
environment. Feel free to drop in during your lunch break to explore and ask questions.
Facilitating Mathematics Professional Learning – Our Journey
During this session, participants will unpack the journey of two mathematics professional
learning facilitators as they planned, facilitated, and reflected upon the collaborative
inquiry they led during the 2013-14 school year. The annotated journey includes the
framework for the collaborative inquiry, digital artefacts, and facilitator reflections.
Participants will make explicit connections to the roles of a mathematics professional
learning facilitator and the non-visible actions and interactions documented in the
Ministry of Education’s Facilitating Mathematics Professional Learning Brochure.
Consolidation of the session will invite participants to consider next steps for their
personal journey in facilitation of collaborative inquiry in mathematics.
ALSO SIGNED UP FOR F5.05B**
Mathematical Ethics
Is mathematics “value free” or does it have an embedded valence? Is there a distinction
between “mathematical ethics” and “ethical mathematics”. How can social responsibility
be embedded within mathematical problems to help students not only “read the world”
but “transform the world”?
F4.07B
IntSen
Robin McAteer
Anne Holness
F4.08
Jun
Miranda Kus
Margaret Quinn
Wilma Simmons
Bart Vanslack
F4.09
PriJunIntSen
JoAnne Kim
Robin Bethke
Sharman Howes
F4.10
PriJun
John Felling
Cross-Panel Fractions - Adventures in Blended Professional
Learning
Through examples from our Cross Panel Math Network involving over 60 teachers from
20 schools, we will share our adventures about responsive, differentiated, blended
professional learning. Drawing on current research around Fractions, Proportional
Reasoning, Mindset and Responsive Teaching, we endeavored to provide meaningful and
flexible learning experiences for teachers from grades 7 to 10 by blending face-to-face
and virtual learning environments through large group sessions, school embedded lesson
studies in both panels, and online learning activities and discussion with colleagues in
Desire2Learn.
Participants will leave with ideas of how they can offer professional learning that is
responsive to teachers as learners. Teacher leaders are encouraged to attend with
learning partners as time will be given for brainstorming as to how this framework /
model might look in their own district.
Building Application, Thinking and Communication skills in Junior
Students
In this session, participants will engage in identifying the different types of questions from
sample EQAO released questions and link them to the mathematical processes. Our team
is seeing a strong link between the areas of weakness on EQAO and those processes. How
can we use these question types to help build junior students’ communication, reasoning
and proving, and problem solving skills? Participants will have an opportunity to use
shared information to develop some similar questions that link the mathematical
processes of thinking, communication and application.
Supporting English Language Learners in your Math Class
How do you support English language learners in learning math concepts while
developing their English language proficiency? Join us in a hands-on and interactive
exploration of digital math tools and the Steps to English Proficiency (STEP) resource that
support this group of learners in making their thinking and language learning visible.
Engaging Parents by Hosting A Family Math Games Night
Engaging parents is critical to the success of students. This workshop will focus on
planning, organizing and executing a family math games night. Ideas for advertising and
organizational formats will be shared. Then participants will learn a sequence of card and
dice games that are easy to differentiate primary/junior and have the opportunity to play
them. You will come away with a fully planned family games night that will ensure
success.
F4.11
KPriJun
Shannon Gunn
Alicia Gunn
F4.12B
JunInt
Darryl Henhoeffer
Daniel Pitre
F4.13B
JunInt
John Rodger
Dwight Stead
David Zimmer
Building Mathematical Skills With Active Games
During this workshop participants will have the opportunity to play math games that will
help their students develop specific mathematical skills and get them moving at the same
time. The games can be used as part of DPA (Daily Physical Activity) and math chats. A
variety of games will be modeled and variations shown so that they can be played across
various grade levels. Get ready for your students to have fun, be active and learn some
math!
Visualising Your Thinking: Moving from Concrete to Diagrammatic
to Abstract
In this hands-on session, we will show how students should develop their thinking: how
initially, they will need to work with hands-on materials, then represent this with
diagrams before being able to use symbols to show their thinking. We will investigate bar
models, arrays, empty number lines, division spokes, the Pythagorean Rule, and circles.
We will also see how Spatial Reasoning is crucial in developing Number Sense.
Throw Away Your EQAO Formula Sheets!!
This session will focus on the concepts that underpin the development of the area,
volume, and surface area formulas in grades 6-10. Participants will experience two “light
bulb” moments:
1. All area formulas can be derived from the area of a rectangle, including the area of a
circle and the surface area of spheres.
2. Volumes of spheres, cylinders, cones and pyramids can be derived from the volume of
a rectangular prism.
If measurement concepts are presented in the right way, students will not need the EQAO
formula sheet and measurement will make sense. Several hands-on measurement
activities will be demonstrated and shared.
F4.14
KPriJunInt
Diane Tepylo
Building Spatial Sense to help Students Mathematically
How is spatial reasoning related to mathematics? This session will explore how spatial
reasoning impacts mathematics learning and what teachers need to know to support
mathematics with spatial reasoning in their classrooms. This session will include
classroom examples from K to Grade 10.
F4.15A
PriJunInt
Kelly Little
Stephanie Skelton
F4.16
KPriJunIntSen
PostSecAll
Stephanie Rogers
Brandy Fry
Mike Fry
Siobhain Millen
Balanced Math: A Centre-based Approach to Learning
Balanced Mathematics is a differentiated centre-based approach to learning designed to
promote positive math mindsets in our students and to develop their thinking and
communication skills. This hands-on workshop will provide you with the opportunity to
explore the components of the Balanced Math framework, including guided math, shared
problem solving, math journals, independent problem solving, math games and math
facts. Through this exploration, participants will experience how technology can be used
to support learning and leap into assessment driven by learning goals and success criteria.
Sample rotations and adaptations for the Primary through Intermediate divisions will be
shared. Participants are encouraged to bring digital devices.
ALSO SIGNED UP FOR F5.15B **
KenKen Tournament!
We are excited to announce the first ever KenKen Tournament to be held during an
OAME annual conference. Created by a Japanese math teacher, KenKen is a puzzle that
combines arithmetic and logic. People of all ages and all abilities are invited to challenge
each other for accuracy and speed.
The tournament will consist of three rounds with separate divisions for teachers and
students. The entire tournament will be completed during one session of the OAME 2016
program. Pick up your boxed lunch and then come play!
F4.17B
JunInt
Parinaz Nikfarjam
Sheila Delaney
Marc Husband
Tina Rapke
New to KenKen? Don’t worry. You can find the basic rules of KenKen at
www.kenkenpuzzle.com/howto/solve. On the KenKen website you can also find daily
puzzles, videos, and a teacher section. Start practicing today.
Probability to proportional reasoning: Teaching hard topics and
learning together
We (classroom teachers and researchers) have been involved in an innovative practice of
co-planning and co-teaching hard topics (e.g., probability) together. It’s time to expand
upon and really explore the processes of co-planning. Participants will be anticipating
students’ solutions and viewing videos of students’ thinking that we collected in an actual
Ontario elementary classroom. Collectively, we will examine what lesson planning really
means and make sense of students’ thinking about probability. You will be doing research
with us, discussing best teaching practices and will take away lesson plans that you can
use in your own classrooms to address Ontario mathematics curriculum expectations.
*Upon arrival to the sessions, you will be asked to consider consenting to be part of
academic research, that occurs within the session, that is with and for teachers and
researchers, i.e., we will be engaged in active research in the sessions together that could
lead to research publications.
F4.18A
PriJunInt
Danielle Blair
Anika Guthrie
Nicole Walter
Rowan
F4.19A
K
Melissa Seco
Mauro Paluzzi
F4.20
KPri
Angela Smith
F4.21
IntSen
Jhonel Morvan
An Urban Context: Honouring Indigenous Approaches to Learning
in Mathematics
Indigenous knowledge systems and approaches to teaching and learning have sustained
the First Peoples of Canada for thousands of years, long before the introduction of a
western education system. In this session, we will begin to understand the importance of
land, language, culture and community, within an urban context, and explore these in
relation to the teaching and learning of school mathematics. Through hands-on activities
and video, we will honour and learn from the diversity of traditional knowledge held
within First Nations communities represented in the urban Centre of Thunder Bay.
Through birch bark basket making, we will connect the teachings to the mathematics
students experience in school. Finally, we will reflect on the significance of learning
through culture-based design and technology for all students and consider how
educators, through authentic collaboration with First Nations partners, can
simultaneously support the resurgence of culture and student achievement in
mathematics.
SIGNED UP FOR F5.18B **
Measuring Starts “Early”: A Closer Look at Measurement in
Kindergarten
In this session, early years educators will explore the big ideas in measurement in a 3-Part
Math Lesson and through potential invitations for learning. Educators will engage in
hands-on experiences, using a variety of materials (e.g., manipulatives & loose parts)
connected to the Kindergarten program document.
A Transition from FDK to Gr 1: Inquiry in the Grade One Math Class
The transition from Full Day Kindergarten (FDK) to Grade One has been said to be one of
the biggest concerns with the new Kindergarten program. This presentation will be
looking at ways to bridge the two by bringing the play-based inquiry approach of FDK into
the Grade One Math class through student-led problem solving and guided math
activities.
School Leaders Mathematical Discourse in Haiti and Ontario
The session will present the results of a study on mathematical discourse as lived by
school leaders in Haiti and in Ontario. The purpose of the research was to understand the
perception of school leadership on mathematics achievement at the high school level
.
F4.22
Int
Joshua Chung
Wayne Erdman
F4.23
KPriJunInt
Jennifer Thiessen
Kelly McKie
Intervention for the Struggling Student
Do you find that some of your students struggle with the procedures and basic math skills
needed to progress with higher level concepts? This session will explore the
methodologies used in elementary grades for learning mathematics (e.g. tactile, linguistic,
spatial), including different algorithms from those traditionally used in intermediate and
senior mathematics. We will follow up with a discussion and brainstorm ideas on how to
help your struggling students as they progress into high school math.
Taking the Leap to Collaboration: Building a Collaborative
Network to Enhance Teaching
The goal of this session is to share with you my journey (so far) of taking the leap towards
shifting how I teach mathematics in the junior grades. A parent-teacher interview turned
into a mathematical connection when a parent suggested I reach out to another parent in
the school whose own passion is helping teachers explore the teaching and learning of
mathematics. Together we are charting a new course for my classroom and I would like to
connect with others so that I can share what worked, what didn’t and where I plan to go
from here.
I will share how one small step of reaching out has led to re-examining the curriculum,
seeking out resources and creating a new model for mathematical discovery with my
students. I look forward to connecting with participants at this session. By building a
network of peers, I believe we can find the courage to try something new with
confidence.
F4.24
IntSen
Ian Macpherson
F4.25
Int
Shawn McEwen
Rebecca McEwen
My Rocky Road Through Calculus and Vectors
Teaching MCV4U through a problem-solving and student inquiry approach was a valuable
learning experience for my students and me. Along the way, we experienced many
successes, several challenges and some unexpected consequences. Although the Calculus
and Vectors course will form the basis of this workshop, this session will be of interest to
any high school teacher currently using, or considering using an inquiry approach. There
will be opportunities for open discussion, questions and suggestions.
Engaging Students Through Math Inquiry
This hands-on workshop will consider 4-act math as an instructional strategy to guide
classroom instruction. Discussion will focus on how mathematics links to the inquiry
process and can replace the emphasis on strand-specific content and traditional
algorithms. We will look at a math delivery plan for one week and identify opportunities
for direct instruction, facilitating student dialogue and capturing student success and
achievement through the learning process.
F4.26
KPriJunInt
Doug Duff
F4.27
IntSen
Lisa Logozzo
Elena Corina
Georgescu
Adrianne Patullo
F4.28
IntSenPostSec
Nour Harriz
Connected Number Model: School Improvement in Mathematics
The focus of this session is to introduce the school improvement system based on the
Connected Number Model, and delve deeply into mathematical models, common schoolwide tasks, and criteria for analysis.
The Connected Number Model forms the basis for a whole-school improvement plan that
uses mathematical models to connect number across the mathematics curriculum. It is a
systematic approach to working with teachers and students to deepen students’ flexible
number sense and create a connected pathway toward high achievement. The model,
with its cycle of common school-wide tasks, data gathering and analysis, and targeted
professional development, is a proven catalyst for deep understanding and excellence in
student achievement.
Exploring Mathematics and Engaging Students with Interactive
iPad Lessons!
Willing to incorporate iPads and make math come alive with interactive and dynamic
mathematics lessons? Our presentation provides examples of mathematics activities,
projects and creative ideas, designed with Nearpod, Desmos, GeoGebra, Show Me,
iMovie, Socrative, etc. Participants will explore various ways to integrate iPads to better
engage students in the process of teaching and learning mathematics, to vary the nature
of instruction, to enrich the mathematics content, to teach mathematical skills and
problem solving strategies, to monitor students’ learning and assess their understanding.
Flipped Classroom 2.0
For students to achieve mastery of curriculum, their home and school learning
experiences must expose them to opportunities where they use their auditory, visual and
tactile learning skills to engage in learning Mathematics with the aim of bringing
Mathematics to life in order to connect with it, respect it and treat it as a friend. In my
flipped classroom, students work collaboratively to learn and value mathematics. In such
a classroom, students engage in meaningful mathematical experiences through the use of
visuals, technology, and other resources. Students build on their prior knowledge to
connect the concepts under study to real life applications they relate to. The Flipped
classroom is best in accommodating students’ learning needs and at the same time,
allows for developing inquiry and reasoning skills. In my flipped classroom, community
building, accountability, responsibility and passion for learning are the essence of my
students’ experiences. My students feel empowered and resourceful. My assessment and
evaluation practices help my students reflect and continuously improve their academic
standards. In this workshop I will share my experiences for the last 4 years and the
development of my teaching approach. Flipping has never been easier, let us do it now.
F4.29
IntSen
Tina Balfe
Heather
Theijsmeijer
F4.30B
Int
Ashley Knight
Jeff Bragg
Jody Tirone
BYOD Classroom/Mastery Learning
Meet your students where they are: engage them with “Bring Your Own Device!” Over
the past two years, we have shifted our math classes (1D/1P, 2P, 3M, 4U) away from
teacher-centred learning and toward independent, proficiency-based learning through
the introduction of BYOD. It is a combination of a flipped classroom and mastery learning.
Our students are now learning at their own pace, with less focus on marks, and by
methods suited to each of their learning preferences. We will share our successes (and
failures!) on implementing BYOD, and will open the session up for discussion on strategies
that would work best to bring BYOD into your classrooms.
We will discuss lesson delivery through a Google Docs/Google Classroom platform
as well as through a D2L integrated with Google Drive method, along with the variation
between applied vs academic curriculum delivery.
Meeting the Needs of Grade 9 Applied Learners, Including
Students with Learning Disabilities
Leap into differentiated instruction! Participants in this hands-on session will learn how to
leverage a Strengths and Needs Class Profile to provide a balanced and diverse
instructional program to meet a broad range of learning styles and needs. While the focus
is on Grade 9 Applied, many of the strategies, both with and without technology, can be
transferred to other courses.
In this session you will:
•
deconstruct a Class Strengths and Needs Class Profile
•
engage in simulated role play involving students having learning disabilities
•
identify and explore strategies that link to specific learning strengths and needs,
such as the Educreations whiteboard App, graphing with Desmos, area model for
algebraic expanding, Google Conversion Calculator and more.
Bring your own device if you have one, but some will also be provided. Participants will
receive ready-to-use classroom activities.
ALSO SIGNED UP FOR F3.30A **
F4.31A
IntSen
Betty Temmer
F4.32
IntSen
Jay Speijer
F4.33A
Int
Tricia Loney
Katherin O’Hara
F4.34
Sen
David Petro
Autograph Math Software Workshop
** Double Session**
Autograph is a leading edge dynamic software used in math classrooms world wide. It is
available in French (as well as 20 other languages). This double session hands-on
workshop will give you enough basics to be comfortable using Autograph in your
classroom on Monday. Autograph is intuitive to learn, comprehensive in its range of
applications and visually appealing. We will look at 2D and 3D graphing and statistics and
probability. Bring a laptop with the trial version installed from www.autographmaths.com. Participants will receive a free copy of the software. If you have questions,
find me at www.autographcanada.com.
Desmos Graphing Technology in Secondary Mathematics
Leap into dynamic graphing! Desmos is a free graphing calculator application that can be
run directly from a website or as an off-line mobile device application. Participants in this
hands on-session will learn how to construct and manipulate tables and graphs, explore
transformations using sliders, perform linear and non-linear regression, and more. What
is the Activity Builder? How does Desmos compare with other graphing options like The
Geometer’s Sketchpad and graphing calculators? Can you use Desmos on EQAO? These
are some of the topics that we will discuss. Bring your lap-top or tablet if you have one.
Come and learn how to make beautiful, free math using Desmos!
Hands On Learning in MAT 1L or 2L
** DOUBLE SESSION**
In this session we will discuss the philosophy and examples of hands-on and activity based
learning in grade 9 and 10 Locally Developed math courses (examples will be shared for
each of the three major strands in each course). We will share project ideas and activities
that can be used to promote learning via action, for example, using fraction strips,
utilizing grocery flyers to learn unit rates, scaling and preparing recipes, and various other
projects.
Leaping into Inquiry & Technology in MCV4U
Calculus & Vectors is the final goal in math for many students and its curriculum has
inquiry infused throughout. Come to this session to see how you can use hands-on and
technology based activities to inquire in MCV4U. Though not required, a laptop or tablet
would be useful.
F4.35A
Int
Joanie Causarano
Irina Clipa
Daniel Peter
F4.36
IntSen
Haley Palmer
Implementing Assessment AS Learning in Applied Mathematics
Assessment AS learning lies at the intersection of assessment and instruction, and is a
powerful process for helping students become autonomous, self-directed learners. How
can the assessment process increase students’ learning, motivation, and self-efficacy? In
this workshop, mathematics educators who have focussed on this inquiry in applied
classes share their learning, and provide opportunities for workshop participants to be
actively involved in the strategies and practices they implemented over the course of the
past two years.
Creating Effective Questioners in the Mathematics Classroom
Questioning is something that all teachers do without even thinking about it, and we are
constantly inviting our students to ask us questions. Although all of us are ‘pros’ at asking
questions, we often fail to consider the types of questions that we are asking. This
presentation allows you to analyze the type of questions you’re currently asking your
students, and discusses what effective questioning should look like. Based on research
performed during my Master of Professional Education, shifting our focus towards openended, creative questions helps to foster an effective questioning environment.
Implementing this type of questioning into your classroom is essential if our goal is to get
students to ask better questions. How will your questioning skills evolve?
FEATURED SPEAKER
F5.01
KPriJun
Nathalie Sinclair
Moving geometry in the K-4 classroom: more than just vocabulary
I will describe some research-based lessons that have been developed for K-4 learners
and that engage these learners in deep geometric reasoning. These lessons centrally
involve the use of of dynamic geometry software, which supports students’ thinking
about geometric relationships, invariances and generalisations. Putting the geometric
objects in motion also provides moving mathematical experiences!
IGNITE
F5.02
All
Amy Lin
F5.03
KPriJunIntSen
Sharon Ulett-Smith
Craig Featherstone
F5.04
IntSen
Andrew Morrison
IGNITE!
What is Ignite? Ignite is a unique event that has been hosted in over 100 countries
worldwide. At these events, Ignite presenters share their personal and professional
passions, using 20 slides that auto-advance every 15 seconds for a total of just five
minutes. At OAME 2016 you will have the opportunity to listen to leading mathematics
educators and researcher speak in this unique and dynamic format.
Your lineup of speakers will include many of the featured speakers as well as others. Join
us for the continuation of a tradition at your favourite mathematics conference: OAME
2016 Ignite!
This is the second of two Ignite sessions, each of which will have different speakers.
Tour of Paying Attention to Mathematics Series
Join us for an overview of what this series of documents have to offer in increasing
content knowledge for teaching in four critical mathematics content areas – Proportional
Reasoning, Algebraic Reasoning, Spatial Reasoning and Fractions.
Incorporating Steam into the Secondary Math Classroom
The secondary school mathematics curriculum is rigorous, and may be intimidating and
challenging for some students. STEAM activities provide context based, hands-on learning
that can help support students’ understanding of mathematics concepts. Please join us
for a discussion about how these activities can support the secondary school mathematics
curriculum. The remaining time will allow participants to explore STEAM stations and to
discuss the resources and learning models that suit a secondary learning environment.
F5.05B
JunInt
MaryLou Kestell
Connie Quadrini
F5.06
PriJunInt
Laura Inglis
Jennifer AchesonKlein
F5.7
KPriJunInt
Patricia Margerm
F5.08
KPriJunIntSen
Matthew Oldridge
Facilitating Mathematics Professional Learning – Our Journey
During this session, participants will unpack the journey of two mathematics professional
learning facilitators as they planned, facilitated, and reflected upon the collaborative
inquiry they led during the 2013-14 school year. The annotated journey includes the
framework for the collaborative inquiry, digital artefacts, and facilitator reflections.
Participants will make explicit connections to the roles of a mathematics professional
learning facilitator and the non-visible actions and interactions documented in the
Ministry of Education’s Facilitating Mathematics Professional Learning Brochure.
Consolidation of the session will invite participants to consider next steps for their
personal journey in facilitation of collaborative inquiry in mathematics.
An Introduction to Creating Effective Highlights & Summaries
In this workshop, participants will have an opportunity to co-create effective highlights &
summaries that visually support student learning in the classroom. A variety of sample
lesson plans (P/J Number Sense) and student work samples will be provided for teachers
to explore during the task. Working collaboratively in small groups, teachers will have a
chance to examine the student solutions for key ideas, strategies and models of
representation that are related to the lesson learning goal and discuss how they might
want to bring out these ideas in the highlights/summary. Teachers will then co-create a
highlights/summary that reflects student learning and visually supports student learning.
Teachers are encouraged to bring a photographic tool with them to capture work cocreated/shared during this session
Teaching Math Through Inquiry
To those with math anxiety, the idea that math concepts can be inherently interesting to
students seems like a huge stretch. How do we provoke curiousity so that students
initiate investigations? Let’s share some questions, tasks and/or provocations that
intrigued students from K - 8.
The ingredients for math class are everywhere: teaching with an
inquiry mindset
What does it mean to “inquire” into mathematics? I intend to show how the materials of
everyday life can provide the inquiry spark to get an exciting lesson going. I will talk about
using pictures to provoke questioning and tasks in mathematics, how to find the math in
the world around us, and how to “mathematize” everyday situations.
F5.09
PriJun
Cathy Marks Krpan
F5.10
K
Mellissa Mizen
Erin Martin
F5.11
Int
Vanessa Vakharia
F5.12
KPriJun
Susanna Jurkowski
Promoting Learning Competencies Through Mathematical Proofs
and Other Fabulous Strategies!
Learning competencies in mathematics help organize key learning skills and knowledge in
explicit ways to ensure that students in mathematics classrooms not only successfully
learn the math content but develop key skills that will enable them to apply and deepen
their understanding of the mathematics they are learning.
Loose Parts: Reggio inquiry approach to math in an FDK classroom
Taking a Reggio approach in our inquiry based FDK classroom, we will explore how to use
loose parts and non traditional manipulatives to achieve authentic mathematical
experiences for our youngest learners. Participants will walk away with practical,
authentic, and easy to use suggestions to build into their own programs. My desire to
present has come from my own experiences as an FDK teacher attending conferences. I
often leave a session with a ‘now what’ feeling, or asking myself how would that work in
an actual FDK classroom with 28 plus students. My goal is to provide participants with a
tool box of practical inspiration to take back to their classrooms.
Imagining a World Where Kim Kardashian Loves Math
Once upon a time, we might have accused genetics of ‘making’ boys smarter than girls –
well those days are (thankfully) long gone! This presentation explores the forces exerting
the most influence on teenage students: popular culture and media. Together we will
explore how girls connect with the idea of ‘being cool,’ and how that in turn connects
with the idea of ‘being a mathematician.’ We will explore how confidence in
mathematical ability is closely tied to media that tells girls that they can’t possibly be
good at math. This presentation is a playful one, surmising how girls might react to
mathematics differently if pop culture TREATED mathematics differently. However, while
playful, it is based on both extensive literature as well as empirical data. Focusing on girls
from Toronto, Ontario, who generally see themselves as part of the mainstream culture,
we will speculate as to how these girls understand their relationship to mathematics. Do
girls select courses and post-secondary trajectories based on influential media as opposed
to course content? If so, what can we do to change the equation?
Developing Lifelong Math Learners - Closing the Gap Through Math
Engagement
The goal of this session is for participants to take away some hands-on activities to their
classrooms (for example, the House of Commons and fractions; students as non-standard
measuring units; meaningful estimation) and strategies to engage all students in math
learning and help them “Leap into Math”. The focus will be on math in our world and on
the idea that math is indeed everywhere, both in subjects outside of math and in our
everyday lives. Research shows that if learning is meaningful, students will remember.
Cross-curricular ideas will be shared as well as ideas on how to ensure that math learning
is accessible to all learners.
F5.13
JunInt
Roxanne Wright
Vincent Allen
F5.14
What does the “mean” really mean? Beyond the traditional
algorithm.
Come and explore the various investigations we have used to support students’
understanding of “mean.” These draw from Van de Walle’s “Levelling” and “Balance
Point” interpretations. We will share our observations of students solving complex
problems that require a conceptual understanding that go beyond the use of the
traditional algorithm. This session will integrate many tools for learning (manipulatives,
technology, visual models). **NOTE: We will be using Gizmos, so if you have an Apple
device please download the app. Gizmos will work on a PC table.
Technology and 2D/3D Modelling: Floor Planner
IntSen
Jennifer La Chapelle In this session, I will present application-based activities/lessons for intermediate and
senior mathematics courses using the Google App titled FloorPlanner. Students are able
to easily and creatively design homes using a 2D format on their computers. The
FloorPlanner application allows 2D designs to be converted into 3D images and, if desired,
STL files which can then be exported to 3D printers. Connections can be made to the
Ontario Curriculum for proportional reasoning (MFM1P) and Surface Area, Perimeter,
Volume (MAP4C/MCT4C).
** BRING YOUR OWN DEVICE**
F5.15B
PriJunInt
Kelly Little
Stephanie Skelton
F5.16
PriJun
Kathleen Corrigan
Markus Wolski
Balanced Math: A Centre-based Approach to Learning
**DOUBLE SESSION **
Balanced Mathematics is a differentiated centre-based approach to learning designed to
promote positive math mindsets in our students and to develop their thinking and
communication skills. This hands-on workshop will provide you with the opportunity to
explore the components of the Balanced Math framework, including guided math, shared
problem solving, math journals, independent problem solving, math games and math
facts. Through this exploration, participants will experience how technology can be used
to support learning and leap into assessment driven by learning goals and success criteria.
Sample rotations and adaptations for the Primary through Intermediate divisions will be
shared. Participants are encouraged to bring digital devices.
WINNING Math for Parents
Parents play an important role in their children’s learning and many parents want to help
at home -- but they aren’t sure how. Join this session and we will explore an exciting
Ministry math resource that encourages parents and their children to explore
mathematical thinking together. The resource – the newly revised WINS project - provides
parents with ways to use digital tools to help their children grow mathematically. If
possible, bring a laptop (a tablet is useful too) so you can actively participate in the
workshop.
F5.17
PriJunInt
John Butler
F5.18B
PriJunInt
Nicole Walter
Rowan
Danielle Blair
Anika Guthrie
F5.19B
K
Mauro Paluzzi
Melissa Seco
Inquiry & 21st Century Learning in Mathematics
Students can no longer be passive observers in the math class. Long gone are the days
where students answer from worksheets or spend half the period taking up answers while
zoning out. Students must actively engage and see the math as meaningful to them in
their lives. We want students to engage and explore mathematics through rich inquiry
based tasks. These tasks must be purposeful and form concrete connections with
students. This workshop will focus on how to elicit the 4 C’s of 21st Century Learning
(Critical thinking, Creativity, Communication and Collaboration) and utilize various web
tools to help engage students in inquiry tasks. Join to help learn to stimulate student
curiosity and make mathematics meaningful to students in the 21st Century.
An Urban Context: Honouring Indigenous Approaches to Learning
in Mathematics
Indigenous knowledge systems and approaches to teaching and learning have sustained
the First Peoples of Canada for thousands of years, long before the introduction of a
western education system. In this session, we will begin to understand the importance of
land, language, culture and community, within an urban context, and explore these in
relation to the teaching and learning of school mathematics. Through hands-on activities
and video, we will honour and learn from the diversity of traditional knowledge held
within First Nations communities represented in the urban Centre of Thunder Bay.
Through birch bark basket making, we will connect the teachings to the mathematics
students experience in school. Finally, we will reflect on the significance of learning
through culture-based design and technology for all students and consider how
educators, through authentic collaboration with First Nations partners, can
simultaneously support the resurgence of culture and student achievement in
mathematics.
Measuring Starts “Early”: A Closer Look at Measurement in
Kindergarten
In this session, early years educators will explore the big ideas in measurement in a 3-Part
Math Lesson and through potential invitations for learning. Educators will engage in
hands-on experiences, using a variety of materials (e.g., manipulatives & loose parts)
connected to the Kindergarten program document.
F5.20
JunInt
Barb Seaton
Irene McEvoy
F5.21
PriJunIntSenAll
Mashelle Kaukab
Kristen Clarke
F5.22
KPriJun
Louise Owen
Lisa Boate
Crystal Carbino
F5.23
JunIntSen
Melissa Black
Mathematics Blended Learning Units for Grades 4 to 8
Come and experience the refreshed and expanded versions of TIPS4RM and the Guides to
Effective Instruction mathematics units to support blended learning in your classroom.
This ready-made resource includes three part lesson plans, engaging and interactive
learning materials, practice and assessment questions with feedback.
Teacher Notes suggest how the activities can be adapted to suit your classroom and
individual needs.
Assessment that Supports Learning
Are our current assessment practices fair, clear and transparent for our diverse student
population? Clarifying learning goals and success criteria are research-based practices
that positively impact all students. In this hands-on session, we will co-create learning
goals and success criteria aligned with big ideas and the mathematical processes. We will
develop our understanding of assessment for learning practices by exploring various rich
tasks and assessment tools. We will explore the difference between success criteria,
successful attainment of learning goals, task requirements, the teacher expectations for
task completion (which should not be evaluated) so that more equitable assessment
practices surface in our classrooms. By aligning assessment practices and focusing on
student learning, we will be able to make informed instructional decisions based on
evidence of student learning. Participants will also engage in discussions about practical
ways to triangulate evidence of student learning from rich tasks based on success criteria.
By developing these equity-driven assessment practices, students have more voice and
choice in their math classroom.
Transforming Learning Spaces
If the environment is to be considered the third teacher, what does your classroom say?
Does it encourage curiosity? Does it scream obscenities? Does it tell jokes? Is it quietly
austere?
The learning environment gives students important messages and cues. It ‘speaks’ to
children - about what they can do, how and where they can do it and how they can work
together.
In this session, we will look at how the design of your physical space can support your
mathematical community!
Creating a Web Page with Google Sites
Come take a look at how easy it is for you to create and maintain a web page through
Google sites for your students and parents. Here they can access course outlines, unit
assignments, assessment tasks and exam reviews, all with very little upkeep. Post
important course information and test dates and keep parents informed all semester. All
you need for this session is a laptop and some .doc or .pdf files you have created of
assignments and/or notes (3-4 will do), a Google e-mail address (please register ahead of
time at Google), and an open mind. Learn how to upload files or photos, backgrounds
and links to other web pages. You must have a working knowledge of computers.
F5.24
IntSen
Maria Moreau
F5.25
JunIntSen
Saarah Broadbent
F5.26
Int
Angela Mule-Pires
Earl Totten
F5.27
All
Dan Allen
Chad Richard
F5.28
Int
Andrew Shin
Math Field Trips
Active math is fun! Great ideas for tried and true affordable local trips that will challenge
your students physically and cognitively and keep them motivated and excited about
math. We will conduct a short mock-up field trip during the session and discuss the
benefits to students.
Creating Exceptional Lessons with ExploreLearning’s Gizmos
Experience the versatility of Gizmos through demonstrations of various classroom
applications - whole classroom instruction, small group instruction, flipped classroom, and
independent student work.
Our ExploreLearning Gizmos presenter will share secret tips and tricks on how to
incorporate Gizmos into your lesson plans from the bell ringer to the body of the lesson to
the assessment and follow up. Designed to encourage use of Gizmos best practices to
deepen students’ conceptual understanding in math and science topics. Access to Gizmos
is provided by the Ministry of Education through OSAPAC.
Using Technology in the Math Classroom
This interactive workshop will provide the participants with strategies on how to integrate
a Smart Board into their Mathematics lessons. We will focus on the “Big Ideas” about
fractions and the virtual tools available to help students to consolidate their
understanding of fraction concepts. Participants will use Smart Technologies to solve
problems involving fractions.
Reaching the 21st Century Math Student
Today’s learners are a diverse group with varying strengths and areas of need. This
presentation blends discussion about 21st Century learning with practical hands-on
demonstration of how to use new and innovative digital resources. Participants should
bring a web-enabled device and will leave with the knowledge and skills to use exciting
new resources with their students right away!
Engaging Students through Endless Three-Act Spirals
Are your academic & applied grade 9s disengaged? Learn how other teachers and I
transformed our teaching practice utilizing the spiral curriculum to increase retention of
math. By using a combination of Dan Meyer’s problem-based 3-act math, collaborative
white-boarding, and Knowledge Hook’s online technology, students are more engaged
and rediscover an enjoyment of math. Come and learn how to efficiently implement one
or any of these strategies to jump start your classes’ retention and engagement!
F5.29
IntSen
Jack LeSage
F5.30
IntSen
Marcel Te Bokkel
F5.31B
IntSen
Betty Temmer
F5.32
IntSen
Chris Gagnon
Sense (the Underlying Patterns) and Non-Sense (the
Inconsistencies) in High School Mathematics
In this talk we will explore some of the inconsistencies in mathematics (Simplify a2b÷ab)
and some of the beautiful patterns in mathematics (What does the graph of x=3 look
like?). We will also explore the mathematics behind magic squares and a special class of
simultaneous equations. Let’s have some fun!
Creating Art with Functions (and technology)
An interesting way to combine many mathematical functions to create unique artwork on
your calculator - mountain scenes, self portraits, animals, etc. Many TI commands will be
explored to help you create your own masterpiece during this session. Please bring along
a device with Geogebra, access to Desmos or your TI 83/84 calculator.
Autograph Math Software Workshop
** DOUBLE SESSION**
Autograph is a leading edge dynamic software used in math classrooms world wide. It is
available in French (as well as 20 other languages). This double session hands-on
workshop will give you enough basics to be comfortable using Autograph in your
classroom on Monday. Autograph is intuitive to learn, comprehensive in its range of
applications and visually appealing. We will look at 2D and 3D graphing and statistics and
probability. Bring a laptop with the trial version installed from www.autographmaths.com. Participants will receive a free copy of the software. If you have questions,
find me at www.autographcanada.com.
Questioning from the Ground Up
Do your students depend on completing the square to convert from standard to vertex
form? Are the Sine or Cosine Laws necessary or will right angle trigonometry do the job?
How about that quadratic formula – are their alternative ways for students to find
irrational roots? These are some of the questions that I have attempted to answer over
the last few years. This session will focus on classroom-tested (MFM2P, MPM2D,
MCF3M, MCR3U, MAP4C) strategies that will make you rethink how you approach some
of the more common topics throughout our high school math curriculum. Be ready to
question everything mathematically.
F5.33B
Int
Katherin O’Hara
Tricia Loney
F5.34
Int
Alison Macaulay
Hands On Learning in MAT 1L or 2L
In this session we will discuss the philosophy and examples of hands on and activity based
learning in grade 9 and 10 Locally Developed math courses (examples will be shared for
each of the three major strands in each course). We will share project ideas and activities
that can be used to promote learning via action, for example, using fraction strips,
utilizing grocery flyers to learn unit rates, scaling and preparing recipes, and various other
projects.
Fostering productive dispositions in Grade 9 Applied Mathematics:
Why it matters and how to get started
In this interactive session, we will explore findings from my case study research of schools
with better than average success in Grade 9 Applied Mathematics, as measured by EQAO
scores. We will discuss why fostering a productive disposition towards mathematics is
paramount in the applied classroom and investigate ways of doing so.
F5.35B
Int
Irina Clipa
Joanie Causarano
Daniel Peter
Implementing Assessment AS Learning in Applied Mathematics
Assessment AS learning lies at the intersection of assessment and instruction, and is a
powerful process for helping students become autonomous, self-directed learners. How
can the assessment process increase students’ learning, motivation, and self-efficacy? In
this workshop, mathematics educators who have focused on this inquiry in applied classes
share their learning, and provide opportunities for workshop participants to be actively
involved in the strategies and practices they implemented over the course of the past two
years.
KEYNOTE SPEAKER
SATURDAY May 7th 8:30 - 9:45
S1.Key
All
Sarah Greenwald
Good News Everyone! Mathematical Morsels from The Simpsons +
Futurama
Did you know that The Simpsons and Futurama contain hundreds of humorous
mathematical and scientific references? What curious mathematical object is used as a
bottle for beer in the 31st century? What happens when Homer tries to emulate Thomas
Edison? What is the significance of the number 1729? The only prerequisite for this talk is
an open mind, so come find out!
We’ll explore the mathematical content and educational value of some favorite moments
along with the motivations and backgrounds of the writers during an interactive talk.
Popular culture can reveal, reflect, and even shape how society views mathematics, and
with careful consideration of the benefits and challenges, these programs can be an ideal
source of fun ways to introduce important concepts and to reduce math anxiety. In the
process we’ll look at related, recent work in geometry and computational number theory
so a calculator and writing utensil will be useful. For more information, check out
SimpsonsMath.com.
FEATURED SPEAKER
S2.01
IntSenPostSec
Jill Gough
Deep Practice: Building Conceptual Understanding in the Middle
Grades (Intermediate)
Are fractions and ratios the same? What is the role of a variable in an expression? We will
look at new ways of using technology to help learners visualize, think about, connect and
discuss mathematics. Let’s explore how we might help young learners productively
struggle instead of thrashing around blindly. What if we leverage technology to enhance
our learners’ visual literacy and make connections between words, pictures, and
numbers? Come explore suites of lessons designed to promote conceptual understanding
for young learners.
S2.02
KPriJunInt
Donna Knoell
S2.03
PriJun
Kris Knutson
Algebraic Thinking and Problem Solving: With and Without X’s
Strategies to develop algebraic thinking, including use of the equal sign, other
representations, patterns, and solving for unknowns will be the focus of this session.
Attendees will be actively engaged with real life problem solving that promotes algebraic
thinking, effective questioning strategies, mathematics vocabulary and manipulatives.
Speaker will address the Ontario Mathematics Curriculum and will model how to create
problem solving experiences that are relevant and engaging to students. She will also
incorporate effective ways to utilize adaptive technology to advance and guide
instruction.
Mathematics and Practical Application through the
Implementation of the Integrated Elementary Classroom Economy
This workshop will give audience members the basic tools, strategies, and outline for
creating a sustainable classroom economy within the elementary context. Participants will
engage in activities to demonstrate how the classroom economy can be effectively
implemented and maintained in order to increase mathematical skill and financial
literacy.
S2.06
KPri
Jaclyn Paterson
Ruth Beatty
S2.07
Pri
Wing-Yee Hui
Megan Whittington
S2.08
KPriJunInt
Denise Filipovic
Krista Sarmatiuk
Interactive Math Walls
Interactive Math Walls have been used in Durham for the past three to four years.
These walls are to help aid the students’ development in mathematical thinking. The
board is co-constructed with the students. It provides success criteria, visual
representation of the four different levels of achievement, mathematical questioning,
physical and interactive manipulative suggestions, a 4 step problem solving focus and a
tablet that scrolls through how students use the board.
This board is a great interactive way for students to assess their own work. It creates indepth understanding and great math talks as the students try to discover what their
work is missing and where they could go next. It’s a great self check. The board is
interactive for the students’ use and allows the teacher to conference with students and
see where they are at. It is great for an inquiry based classroom as it provides students
with options.
The Spiral Math Curriculum
Teachers often complain that there isn’t enough time to cover everything in the math
curriculum. Furthermore, we often find that students have difficulties retaining many
concepts when entering the next grade and teachers have to review before introducing
the next skills that need to be achieved. But what if, instead of working through each
strand and each unit as separate entities, we arced through a spiral of math topics that
cover the curriculum in an integrated way and in a flow that revisits strands and
concepts multiple times over the course of the year to consolidate and build on
students’ learning? In this session, we will share our journey that started 4 years ago
and describe how we embarked on teaching math using a spiral method. We will discuss
how we have modified our planning and delivery each year, why this made sense for us,
and why it may be beneficial for other teachers to adopt this approach. Participants will
be introduced to the basics of spiral curriculum sequencing, including its advantages
and drawbacks and some sample activities. An overview of the spiral document that we
created outlining how math topics can be covered from September to June for the 5
math strands in grades 1 to 3 will be provided.
Using iPads for Assessment in Primary/Junior Mathematics
When trying to capture student thinking, the iPad is an invaluable tool. If you’d like to
see samples of student-created products which demonstrate understanding, learn
about apps and strategies you can use to capture conversations and observations, and
walk away with a few activities to try in your own classroom, then join us for this
session. Note that while the student work samples and observations reflect work in a
Grade 3/4 French Immersion classroom, the ideas can be easily stretched K-12.
S2.10
PriJun
Michelle Hillier
Amy Tepperman
Numeracy GROOVE
Product Session: Explore numeracy skills kinesthetically, ignite the right/left brain, and
build community in your classroom with engaging new Numeracy GROOVE activities.
Using music, physical activity, creativity and teamwork, students will uncover the
numeracy strands; problem solving, reasoning & understanding, numbers, algebra,
measurement and geometry. Whether you’re looking for a body break, new DI practice,
or a fun way to integrate movement into the Math curriculum (or numeracy into the
HPE/Dance curriculum), students will love these activities all while benefiting the BODY,
BRAIN and BEING!
Note: There is a Numeracy GROOVE resource to support this workshop if participants
would like to purchase it. Not necessary though.
S2.11
KPriJunIntSen
Julia Rowe
S2.12A
KPriJunInt
Seta Moore-Bridge
Tracy White
Math Leaders Connecting
If you work as a math coach, math lead, math special assignment teacher, or as a math
department head the road may be lonely. We will take these 75 minutes to have a guided
conversation around what has been effective, “next” practices, and how obstacles can be
overcome. We will divide in to elementary and secondary panels for our discussion. By
the end of this session it is hoped that everyone will leave with something new to try and
the contact information of someone in a similar position.
Using Math Models to Improve Number Flexibility
If “seeing is believing”, then the use of mathematical models in classrooms across grade
levels is essential for deep understanding of mathematical concepts
We will highlight how giving students tools such as the number line, Base 10,
abacus/rekenreks, decomposition models, and area models can help students master
mathematical concepts throughout the curriculum. By using the models, students will be
able to show their true understanding of addition, subtraction, multiplication and division
of number applications and operations. Furthermore, the models assist students in
recognizing which operations are required in problem solving scenarios. The versatility of
these math models enable students to build on their prior knowledge, increase their
number flexibility, and easily transfer their understanding among concepts. They also
increase precision in student communication and allow for differentiation in lessons**
THIS IS THE FIRST HALF OF A DOUBLE SESSION - PLEASE ENSURE THAT YOU ARE ALSO
SIGNED UP FOR S3.12B**
S2.13A
IntSen
Kelly Littlemore
Anne Holness
Paula McGuirkLemay
Kimberly Simpson
Sandra Walker
S2.14
KPri
Nathalie Sinclair
S2.15
PriJunInt
Kate Mackrell
S2.16
JunInt
Charles Anifowose
Angelica Mendaglio
Meghan Yip
Experience Cross Panel Math learning!
Drawing on our learning from current research around Fractions and our Cross Panel
Math Network, we aim to provide authentic learning opportunities for grades 7-10
teachers.
Participants will engage with fraction problems that allow for multiple representations,
delve into a greater understanding of the Ontario math curriculum continuum, and
deepen math knowledge for teaching. We will connect/share our Cross Panel adventures
about responsive, experiential and blended professional learning.
Participants will engage in hands on fraction learning, multiple opportunities to discuss
different representations and take away a broader conceptual understanding to inform
teaching practice
SIGNED UP FOR S3.13B**
Developing number sense using TouchCounts
In this workshop, teachers will learn how the free TouchCounts app
(https://itunes.apple.com/ca/app/touchcounts/id897302197?mt=8) can be used to help
students develop flexible and sophisticated number sense, including cardinality,
ordinality, counting on, subitising, number composition and decomposition and place
value. Where possible, participants are encouraged to bring an iPad or share with a
partner.
Making a Kaleidoscope with The Geometer’s Sketchpad
We will construct a beautiful, dynamic kaleidoscope using Geometer’s Sketchpad and
along the way visit lots of Geometry and Spatial Sense expectations! No prior experience
of Sketchpad needed, but bring a laptop with Sketchpad installed.
MathemaTIC: International Collab. on Digital Math Pedagogy
In May of 2015, the Ministries of Education in Luxembourg and France initiated an
international collaboration to bring innovative digital teaching and learning technologies
to teachers at no cost to schools. Our team has been working closely with teachers in the
classroom to explore the tools and content that work for Grade 5 and 6 level mathematics
and have developed a framework to continuously monitor the quality of the content
through a mix of classroom visits (several times a week in multiple classes), .
We are learning from our work with these teachers and expanding some new
collaborations with teachers in Ontario. We also outline our inclusive collaboration
methodology which pulls input from university researchers who are active in the project,
without alienating the needs of teachers and students in the classroom.
Topics Addressed: Tools for problem solving, tools for decomposing arithmetic thinking,
interactive visualisation pedagogy in area and perimeter, analysing data for the
improvement of tools and content.
S2.17
PriJunInt
Kristin Phillips
S2.18
Int
Teachers from the
Grade 9 Project
S2.19
PostSec
Serge D’Alessio
S2.21
Sen
Karen Vandewint
S2.22
IntSen
Melissa Poremba
Recursive Mathematics- A New Approach to Delivering the
Curriculum
Traditionally mathematics has been taught in discrete units. Learn about how to deliver
the mathematics in a recursive or spiraling fashion so that key concepts are taught many
times in the course of one year. This method of planning and teaching is supported by
research into how people learn. Classrooms in the WRDSB that have used it have found
positive benefits for both students and teachers.
Project
Solved by Mathematics
Math is a powerful and indispensable tool that can be used to solve interesting and
important real-world problems. In this presentation I will be discussing several problems
that are motivated by an application, historical challenge, or curiosity.
Physical demonstrations will be incorporated to help visualize the problems, to validate
the mathematical predictions, and also to illustrate concepts.
Introducing Activity- Based Spiralling with MEL 3E
Reflections on the first year of a pilot program using “Big Picture” activities and spiraling
to improve student engagement in Mathematics for Everyday Living 3E
Bridging the Great Divide
The divide between the Humanities and Social Science disciplines with the Mathematics
and Science disciplines seems to increase with every grade level. Bridging that gap
through formal and informal cross-curricular connections can address some of the issues
regarding subject fragmentation and isolated skill instruction. Such initiatives can provide
math-savvy students with a more personalized learning experience in the Humanities and
Social Science classrooms while offering math-leery students a better appreciation of the
relationship between these major areas of study. Where can such programs begin? In the
school library! Come to this session to discover topics and resource suggestions for
combining the study of mathematics with other disciplines to ensure that our high school
graduates receive and appreciate a true “liberal arts” education.
S2.23
IntSenPostSec
Jeff McManus
Mathematics of the Past Influences the Present
In this workshop, we will examine how ancient mathematics has influenced our present
day applications. Some elegant mathematics has simplified complex processes, even to
this day. Come in to discuss some insightful topics and applications. Bring along your
favourite scientific calculator because this workshop is not for spectators. Your energy,
Insight, and participation are required as we investigate a variety of topics from the list:
-the Euclidean Algorithm and RSA Code used to ensure secure data transmission
-modular arithmetic and divisibility rules
-infinite continued fractions used to represent irrational numbers including
-the leap year dilemma
-algebra and the Golden Ratio
-some fascinating techniques to generate Pythagorean Triples used in encryption keys
-Binomial and Hypergeometric Probability Distributions (Lotto 649 and Loaded Dice)
-the initial definition of horsepower
-the creation of the formula relating horsepower with torque
-the Michaelis-Menten formula used to create time released medications
-algebra and error correcting codes and applications to correct media defects
-a simple code game
-the relationship between the Fibonacci Sequence and the Golden Ratio
-elegant solutions to interesting problems
-some intriguing applications for radicals and logarithms
-recursion formulas and characteristic equations
special sum techniques
You will enjoy this trip as it shows the power of mathematics in our modern world.
S2.25A
IntSen
Mark Bouwmeester
Vanessa Herceg
Facilitating Effective Discussions
It takes the efforts of a skilled teacher to help ensure that student learning based on a rich
task reaches its full potential. In this double workshop teachers will explore a
methodology that can be applied in any classroom to provide a deeper, richer learning
experience. Margaret Smith and Mary Kay Stein’s book Five Practices for Orchestrating
Productive Mathematics Discussions presents a set of manageable practices with the
power to connect students’ approaches with the underlying mathematics and put
teachers in control of productive classroom discussions. During this hands on workshop
teachers will learn Smith and Stein’s practices by applying them to a simulated classroom
experience
** THIS IS THE FIRST HALF OF A DOUBLE SESSION. PLEASE ENSURE THAT YOU ARE
SIGNED UP FOR THE SECOND HALF, S3.25B **
S2.26
IntSen
Alexander Overwijk
Bruce McLaurin
S2.27
IntSen
Ami Mamolo
Michael Frankfort
Spiralling with activity-based learning
We have improved student mindset and increased student engagement by making handson activities the heart of our practice. We spiral through the curriculum, repeating the
big ideas throughout the course to allow students multiple opportunities to extend their
learning and demonstrate their understanding. We don’t constrain learning within units
of study. Our activities often connect two or more strands. In this session we will share
the activities that have allowed us to change our practice and improve student
performance.
Social Justice Contexts for I/S Math
In this session, we will engage with mathematical explorations that address issues of
social justice, such as affordability of food, fairness, and bullying. The group will discuss
issues and approaches to incorporating socially relevant contexts into inquiry-style
mathematics lessons in grades 7-12. Participants will be invited to share their ideas,
questions, and concerns for connecting math with social issues in their own classes.
Topics for discussion may vary depending on participant interest and may include:
student/teacher mindset, tackling sensitive issues, purposes for math and math
education, contextual reasoning and mathematical argumentation.
FEATURED SPEAKER
S3.01
All
Don Fraser
S3.02
IntSen
Mylene Abi-Zeid
S3.03
PriJunInt
Immaculate
Namukasa
Taking the ‘NUMB’ out of NUMBERS
LEAP INTO MATH with Don who will share some creative interactive number activities
which suit any style of teaching. Teaching strategies and some ‘tweet treats’ will also be
highlighted. Bring a growth mindset and a sense of humour and Don will provide the rest.
You will laugh, learn and leave with a smile on your face and a renewed sense of the joy
of teaching? HW…Do you hang your toilet paper so the paper comes over the top or
underneath? Check with a friend!
Everything Google... Apps that you can’t live without!
Google SLIDES, FORMS, DOCS, CLASSROOM have greatly enhanced the learning
environment in my courses. In this hands-on session, participants will have an opportunity
to discover and experience creating FORMS for formative feedback, using DOCS for
collaboration with students and colleagues, using SLIDES for student electronic portfolios,
and CLASSROOM for a paperless and collaborative approach. Participants are encouraged
to BYOD.
Selection of Apps for Teaching Difficult Mathematics Topics: An
Instrument to Evaluate Touch-Screen Tablet and Smartphone Math
Apps
Manipulatives—including the more recent touch-screen mobile device apps—belong to a
broader network of learning tools. The profusion of virtual learning tools available via the
Internet magnifies the challenge of how to select materials that meet the pedagogical
goals of teachers. What criteria could teachers use when choosing useful apps? This
presentation shares an evaluation instrument for teachers to use when selecting apps for
learning mathematics. Teachers will learn to tell if an app is appropriate, useful and well
designed. At the workshop, the top 10 apps currently used for learning elementary
mathematics are going to be evaluated to see which ones are Level 4 apps according to
the following criteria: the nature of the curriculum addressed, the degree of actions and
interactions afforded, the level of interactivity offered to the user and the quality of the
design features in the app. The process of evaluating apps is also helpful for developing
apps that are more aligned with emergent curricula, that focus also on conceptual
understanding, and that utilize multiple, interactive representations of mathematics
concepts.
S3.04
JunInt
Cathy Griffin
Bradley Clarke
Avis Dalgarno
Ryan Dawson
Melissa Juniper
Ted Voelker
S3.05
Jun
Dennis Mulhearn
S3.06
PriJunInt
Blake Paton
Mike Gervais
Math & English Language Learners: Students and Educators as Coresearchers
In this session you will hear the voices of educators and students in a school with 40%
Canadian born ELLs as they struggle together to improve their practice in mathematics.
We will demonstrate how to engage students as co-researchers who test and evaluate
teaching and learning strategies. Educators hold the mindset that we are learners with
our students in the quest to improve our collective and individual understanding of
mathematics. You will hear students and teachers speak authentically about what they
learned and how they improved their practice. Participants will leave with ready-toimplement strategies for nurturing a classroom culture with a growth-mindset and
students who have well developed and easy to assess metacognative skills as well as
specific strategies for ELLs and links to helpful resources.
Add Contest Problems to Your Repertoire to Teach Area (Gr. 4-6)
Non-routine problems are an effective tool to teach area at the elementary level. The real
problem is finding appropriate problem-solving gems. Math contests are a fertile source.
Work through a dozen area contest classics. Leave with these and over 50 additional
problems to use immediately.
Stop Bad Math
Make problem solving easy and fun! Stop Bad Math is a new approach to teaching
problem-solving at the elementary level. It teaches independence in problem-solving
activities and children quickly acquire the ability to apply a range of problem-solving
strategies within the well-known 4-step problem solving model.
The workshop will present practical materials and a method that teach a progression of
problem-solving skills that can be applied directly to the curriculum.
This helps students:
A) Learn the problem-solving sequence faster,
B) Identify, learn and use problem-solving strategies faster and more effectively,
C) Retain these sequences and strategies through organizers and mnemonics when faced
with independent tasks such as assessments and evaluations.
With increased emphasis on problem-solving across the math curriculum, students need
materials that explicitly teach the problem-solving sequence and essential strategies.
Young learners have difficulty remembering the 4-step problem solving sequence-understand the problem, make a plan, carry out the plan, look back to check. They have
even greater difficulty remembering their strategies and choosing one to apply to the
problem. Stop Bad Math addresses both of these problems. Kids learn and retain the
process and strategies quickly.
With Stop Bad Math children learn a structured progression of skills that focus on
preparing them for the situations where organizers and thinking aids are not necessarily
available, e.g. during assessments. Ultimately they develop the ability to quickly generate
their own organizers and thinking aids and experience greater success.
Through Stop Bad Math, kids learn to do math well.
S3.07
KPriJunInt
Nancy Steinhauer
Gianna Helling
S3.08
Jun
Peter Cameron
S3.09
KPri
Diane Tepylo
Teaching Math for Social Justice
Gianna Helling, principal of St. Sebastian Catholic School (TCDSB) and I will share the
collaborative inquiry that we facilitated with Grade K-9 teachers (TDSB and TCDSB) and
their principals around Teaching Math for Social Justice. We will share our experience,
tools that were useful, and resources that might be of interest to others. We will also
include in the presentation samples of student work, including video clips.
Let’s Do Some REAL Math
Learn how this grade 6 teacher with 20 years of classroom teaching experience has
broken free of the textbook and is teaching math in ways that are REAL, engaging and
authentic to his students. YOU can do the same. Strategies for leveraging technology and
readily available “hands on” materials to make learning math REAL will be highlighted,
discussed, explored and shared! Peter Cameron’s tips and strategies have been featured
on CBC’s As it Happens, CBC News site, and Owl Magazine. Come join the fun!
Learning Mathematics through Play in the Primary and
Kindergarten Classrooms
Play is good for building mathematical intuitions, but research is clear that mathematical
skills and thinking can be improved with teacher guidance, especially for at-risk students.
This presentation presents ideas for designing effective play environments for
mathematizing play supplemented with playful small group lessons. Participants will look
at classroom examples from the Institute of Child Studies (U of Toronto) and the Math for
Young Children Project and leave with links to these excellent sites.
S3.10
JunIntSenPostSec
Lindsay Kueh
Sheri Hill
Stuart Young
Making Math Stick and Increasing Perseverance
Have you ever wondered why students forget everything after they write the test? This
year, the grade 10 academic math team at Craig Kielburger SS piloted a new way of
teaching and evaluating. Unit tests were removed, weekly cumulative quizzes and
thinking assignments were implemented, along with cumulative homework. Our three
main goals were to attack deficiencies in basic skill development, increase retention of
learned skills, and increase problem solving ability. We found students were more
comfortable with mixing concepts from various topics, and that we had more time to
focus on problem solving, games, and rich activities.
S3.11
PriJun
Pamela Morris
S3.12B
KPriJunInt
Tracy White
Seta Moore-Bridge
Integrating Student Centres and Small Group Guided Math
Instruction
Wondering how to get the most out of your mathematics learning block? Step back and
let the students and their work do the talking! By integrating small group instruction and
math game centres into the classroom, teachers will have more opportunity to closely
observe student learning, which in turn allows for a greater understanding of student
learning needs. This session is designed to help you develop the classroom structures
needed to implement and assess independent math centres and small-group guided math
instruction. Part presentation, part hands-on experimentation, this session allow you to
try out a series of hands-on math game and apps, participate in math talk activities, and
review additional resources to help you get the most out of your math program. We will
look at open-ended math problems and learn how to let the students take the lead.
Participants will walk away with a series of math resources for all learning levels including
hands-on math games, number talk strategies and assessment/monitoring templates.
Participants are encouraged to BYOD!
Using Math Models to Improve Number Flexibility
If “seeing is believing”, then the use of mathematical models in classrooms across grade
levels is essential for deep understanding of mathematical concepts.
We will highlight how giving students tools such as the number line, Base 10,
abacus/rekenreks, decomposition models, and area models can help students master
mathematical concepts throughout the curriculum. By using the models, students will be
able to show their true understanding of addition, subtraction, multiplication and division
of number applications and operations. Furthermore, the models assist students in
recognizing which operations are required in problem solving scenarios. The versatility of
these math models enable students to build on their prior knowledge, increase their
number flexibility, and easily transfer their understanding among concepts. They also
increase precision in student communication and allow for differentiation in lessons.
ALSO SIGNED UP FOR S2.12A**
S3.13B
IntSen
Sandra Walker
Anne Holness
Kelly Littlemore
Kimberly Simpson
S3.14
PriJunInt
John Butler
S3.15
All
Emmet Mellow
Marci Duncan
S3.16
JunInt
Ryan Smith
Experience Cross Panel Math learning!
**DOUBLE SESSION **
Drawing on our learning from current research around Fractions and our Cross Panel
Math Network, we aim to provide authentic learning opportunities for grades 7-10
teachers.
Participants will engage with fraction problems that allow for multiple representations,
delve into a greater understanding of the Ontario math curriculum continuum, and
deepen math knowledge for teaching. We will connect/share our Cross Panel adventures
about responsive, experiential and blended professional learning
Participants will engage in hands on fraction learning, multiple opportunities to discuss
different representations and take away a broader conceptual understanding to inform
teaching practice
ALSO SIGNED UP FOR S2.13A**
Play-Based Learning in the Junior Classroom & Beyond
Learning needs to be tangible and real for students. As teachers, we need to learn how to
create the perfect spark and step back before we smother it. Learn to facilitate and
generate great reflective practices through inquiry and game-based learning in this
session. Teachers will be introduced to activities and strategies that help create a stressfree environment. We will examine two models of game-based learning: Web-based &
tradition file folder games. The model for the game-based math classroom is nonintrusive, curriculum based and easy to establish. You will discover many new activities to
incorporate into your math class and learn about the reflective practices that help
transform simple games into rich learning activities. When mathphobia is taken out of the
equation and students are able to immerse in risk free play, the result is fantastic.
Making Thinking Visible with Digital Tools
Thinking happens mostly in our heads, invisible to others and sometimes even to
ourselves. When we engage in tasks and conversations that make thinking visible we can
provide feedback that moves learning forward, activates students as learning resources
for one another and empowers students as owners of their own learning. In this session
we will share ideas, strategies and tools that will make students’ thinking visible to them
and you. We will explore a variety of tools, such as Google Apps for Education and
Educreations, and how they can be used to capture student voice in mathematics and
beyond.
Formative assessment and metacognition with student response
systems
This session will focus on how a GAFE (Google Apps For Education) based student
response system (Pear Deck) can be effectively used within a math classroom to help with
initial student assessment and feedback, clarifying misunderstandings, to guide
exploration and build metacognitive skills.
S3.17
JunIntSen
Laura Wheeler
S3.18
IntSen
Saarah Broadbent
Student Response Systems
Are you looking to increase student engagement during direct instruction? Perhaps
increase student voice in your classroom? Come learn about Kahoot, Pear Deck and Poll
Everywhere, 3 student response systems that I use with my Math classes. They can be
used in a BYOD or 1:1 classroom. We will have time to build our own activities with each
software, so bring a laptop (or tablet) if you can.
**Note that Pear Deck has a premium (paid) account feature in addition to its free
account.
Reversing Student Attitudes Toward Mathematics by Helping
Students Achieve Math Fluency
In this presentation we will discuss how the Curriculum Expectations recognize the
importance of discovery as a basis for conceptual understanding in mathematics and an
overall increase in student achievement. We will also investigate how math facts are
mastered and which methods are proven to promote automaticity across a broad range
of students. Participants will experience how they can support discovery with
individualized math fact fluency growth allowing students to focus on higher level math
concepts, processes, and skills while maintaining positive attitudes about math.
S3.20
IntSen
Pamela Koster
Carolyn Tsai
S3.21
Int
Chris Suurtamm
Leap Into Math Activities with a Growth Mindset
Do you have students who have “checked-out”, have low confidence in math? Do you
have students who are disengaged in the math classroom? This workshop is designed to
re-engage your students and help develop their confidence in math through the use of
low floor, high ceiling activities and encouraging a growth mindset.
Enhancing Learning in Grade 9 Applied Mathematics: Research
Findings from a Province-wide Collaborative Inquiry
This presentation will highlight preliminary findings from a 2-year Collaborative Inquiry
with 9 professional learning communities across Ontario who are engaged in enhancing
teaching and learning in Grade 9 Applied Mathematics. The presentation will discuss what
these professional learning teams are doing – both in their classrooms and in their
professional learning. It will also highlight some of the key components that they have
identified as supporting success.
S3.24
Int
Jill Gough
S3.25B
IntSen
Vanessa Herceg
Mark Bouwmeester
Deepen Learning: Show What You Know More Than One Way
Too often our children label themselves and specialize to narrowly define what they can
and can not do. It’s time for a change; doing the same thing the same way and expecting
different results…No.
Technology, used appropriately, helps learners “grasp the math,” but how are we
coaching learners to show what they know? We will take a dual approach to building
conceptual understanding using technology and sketch noting for comprehension. We will
use TI-Nspire technology and track content using imagery, color, and typography to
experience how creative note taking can change the way learners understand and process
information. Examples of student work and reflections will give evidence of impact on
learning. We will experiment and prototype graphical, low-res notes to listen deeply,
capture big ideas, make creative connections, strengthen comprehension, and increase
retention.
Facilitating Effective Discussions
It takes the efforts of a skilled teacher to help ensure that student learning based on a rich
task reaches its full potential. In this double workshop teachers will explore a
methodology that can be applied in any classroom to provide a deeper, richer learning
experience. Margaret Smith and Mary Kay Stein’s book Five Practices for Orchestrating
Productive Mathematics Discussions presents a set of manageable practices with the
power to connect students’ approaches with the underlying mathematics and put
teachers in control of productive classroom discussions. During this hands on workshop
teachers will learn Smith and Stein’s practices by applying them to a simulated classroom
experience
** THIS IS THE SECOND HALF OF A DOUBLE SESSION. PLEASE ENSURE THAT YOU ARE
SIGNED UP FOR THE SECOND HALF, S2.25A **

Georgian College, Barrie www.oame2016.ca @oame2016

Transcription

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