Ontario Math Resources

Please check out the following links for a growing list of excellent resources for supporting math in Ontario. Please also note the inclusion of FNMI resources to support math in our classrooms. MATH RESOURCES 101 Questions Asking Effective Questions in Math Dan Meyer Blog Differentiating Math Instruction Edugains Mathematics K-12 First Nations, Métis and Inuit K-12 Resources: Math Fractions Learning and Teaching Helping Students Fall in Love with Math How Mathematics Counts Illuminations LNS Video Series: Three Part Lesson in Math Leaders in Educational Thought: Special Edition on Mathematics Leading Math Success Many Roots Many Voices Marilyn Burns Math Blog Math Curriculum Math Curriculum Grade 11,12 Math First Peoples Math Ontario Curriculum Grade 9 & 10 Math and Aboriginal Contexts Math and Technology in a Special Education Classroom Math for Young Children Math in Motion Newsletters Math: Full Day Learning Kindergarten Mathematics Professio

Problem Solving in Math Example: Gallery Walk with Patterning & Algebra What are the goals? describe and extend a geometric pattern  make predictions related to this pattern  investigate this problem with manipulatives  ask questions present findings and  express the patterning rule  What, specifically, will I focus on? Patterning Problem to: describe and extend a geometric pattern make predictions related to this pattern investigate this problem with manipulatives ask questions present findings and express the patterning rule. How will I know if I am making progress towards my goal? We will begin with a whole group discussion of the problem posed in class. Minds on: We will engage in a think/pair/share about what a particular math problem is asking us to do, then take it up with the class until everyone understood what the problem was asking of them. Next, we will made a plan in groups of 2 - 3 with grid chart paper and interlocking cubes to organi

Integrating Math with First Nations, Metis & Inuit Students The dominant ways in which math has always been taught in our Western society includes drill, rote learning, and a focus on math ‘authorities’ including the teacher. This poses very serious problems for many of our mathematical learners, particularly for our First Nations, Metis & Inuit ( FNMI ) learners, whose perspectives and ways of knowing may not be included in the traditional curricular frameworks. Therefore, we are faced with very serious issues when it comes to considering who gets to learn math, and who will be included. Math that is inclusive of different cultures and ways of knowing the world, is built on the awareness that math itself is about knowing the world. It is my view that we as teachers can do many wonderful things in the classroom to integrate basic skills with constructivist and culturally responsive ways of teaching math that will support multiple ways of knowing – particularly for