tag:blogger.com,1999:blog-34552676318882105482024-03-05T00:28:21.333-08:00Ontario Math ResourcesOntario Math Resource links and resources.
This site is dedicated to curating the newest and most relevant resources available to help with math programming, K-12.Anonymoushttp://www.blogger.com/profile/11193303362597821921noreply@blogger.comBlogger10125tag:blogger.com,1999:blog-3455267631888210548.post-71036633248636109932016-10-09T14:35:00.000-07:002016-10-09T14:36:32.739-07:00The Importance of a Growth Mindset in Math<br />
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<span style="background-color: white; color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;">Growth Mindsets in Math are important for student learning. </span><br />
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<span style="background-color: white; color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;">Our youngest students are often very excited about learning math. But then something happens. I believe that a students diminishing excitement for math is directly related to a lack of a growth mindset.</span><br />
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<span style="background-color: white; color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;"><b>What is a Growth Mindset? </b></span><br />
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<span style="background-color: white; color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;">A Growth Mindset is a philosophy promoted by</span><a data-mce-href="http://mindsetonline.com/" href="http://mindsetonline.com/" style="background-color: white; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px;" target="_blank"> Dr. Carol Dweck</a><span style="background-color: white; color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;">. With a growth mindset, we each have the ability to achieve success beyond our innate abilities. We also have the option to move forward in the face of adversity, and become successful in our own right.</span><br />
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<span style="background-color: white; color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;">When it comes to math, there is no such thing as a 'math person'. This is because a person's true potential is always unknown, or unknowable. </span><br />
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<span style="background-color: white; color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;">But often, in school, we become focussed on getting the 'correct' answers, as fast as we can. This leads to students having fixed mindsets about their abilities in math. </span><br />
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<span style="background-color: white; color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;">In math, we want students to NOT feel shame that there are deficiencies - this is why we learn! We all have the capacity to learn through our efforts - AND through deliberate practice. </span><br />
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<span style="background-color: white; color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;">We also want students to understand that it is the process of learning that is important - not just the final product.</span><br />
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<span style="color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif;"><span style="background-color: white;">No matter where you are in your learning, you can always develop yourself further. </span></span><br />
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<span style="background-color: white; color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;"><b> Parents can go a long way to promote Growth Mindsets at home, Here's How:</b></span><br />
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<li><span style="color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;">Avoid assuming that you are, or are not, a 'math' person. This can promote a fixed mindset in your child.</span></li>
<li><span style="color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;">Have fun with math: Play math games, puzzles, cook and bake together!</span></li>
<li><span style="color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;">Avoid praising speed when it comes to math</span></li>
<li><span style="color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;">When a child gets an answer incorrect, instead focus on the process (logic), not the final answer (product) - try to find out what went wrong! </span></li>
<li><span style="color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;">Praise your child's 'thinking' </span><b style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px;"> </b><span style="color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;">rather than telling them how 'smart' they are. This helps students to understand that challenge is okay. Thinking that they are 'smart' can put pressure on them to think that struggling with math is a bad thing. </span></li>
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<span style="color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif;">Other Reference:</span></div>
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<span style="color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif;">https://bhi61nm2cr3mkdgk1dtaov18-wpengine.netdna-ssl.com/wp-content/uploads/2016/03/Parent-Night-Handout-vF-1.pdf</span></div>
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<span style="background-color: white; color: #333333; font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px;"><br /></span>Anonymoushttp://www.blogger.com/profile/11193303362597821921noreply@blogger.com0tag:blogger.com,1999:blog-3455267631888210548.post-13678463563511974282016-04-30T04:30:00.000-07:002016-05-01T13:12:30.413-07:00Math Links<br />
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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.<br />
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MATH RESOURCES</h2>
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<li style="border-top-style: none; margin: 0px; padding: 0.25em 0px;"><a href="http://www.101qs.com/" style="color: #6699cc; text-decoration: none;">101 Questions</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_AskingEffectiveQuestions.pdf" style="color: #6699cc; text-decoration: none;">Asking Effective Questions in Math</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://blog.mrmeyer.com/" style="color: #6699cc; text-decoration: none;">Dan Meyer Blog</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.curriculum.org/secretariat/may28.shtml" style="color: #6699cc; text-decoration: none;">Differentiating Math Instruction</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.edugains.ca/newsite/math/" style="color: #6699cc; text-decoration: none;">Edugains Mathematics K-12</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://guides.library.uoit.ca/FNMI-K12/math" style="color: #6699cc; text-decoration: none;">First Nations, Métis and Inuit K-12 Resources: Math</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.edugains.ca/newsite/math/fractions.html" style="color: #6699cc; text-decoration: none;">Fractions Learning and Teaching</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.ascd.org/ascd-express/vol4/415-denning.aspx" style="color: #6699cc; text-decoration: none;">Helping Students Fall in Love with Math</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.ascd.org/publications/educational-leadership/nov07/vol65/num03/How-Mathematics-Counts.aspx" style="color: #6699cc; text-decoration: none;">How Mathematics Counts</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://illuminations.nctm.org/Default.aspx" style="color: #6699cc; text-decoration: none;">Illuminations</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.curriculum.org/secretariat/coplanning/" style="color: #6699cc; text-decoration: none;">LNS Video Series: Three Part Lesson in Math</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.curriculum.org/k-12/en/projects/leaders-in-educational-thought-special-edition-on-mathematics" style="color: #6699cc; text-decoration: none;">Leaders in Educational Thought: Special Edition on Mathematics</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.edu.gov.on.ca/eng/studentsuccess/lms/library.html" style="color: #6699cc; text-decoration: none;">Leading Math Success</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf" style="color: #6699cc; text-decoration: none;">Many Roots Many Voices</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://marilynburnsmathblog.com/wordpress/" style="color: #6699cc; text-decoration: none;">Marilyn Burns Math Blog</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf" style="color: #6699cc; text-decoration: none;">Math Curriculum</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.edu.gov.on.ca/eng/curriculum/secondary/math1112currb.pdf" style="color: #6699cc; text-decoration: none;">Math Curriculum Grade 11,12</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.fnesc.ca/resources/math-first-peoples/" style="color: #6699cc; text-decoration: none;">Math First Peoples</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.edu.gov.on.ca/eng/curriculum/secondary/math910curr.pdf" style="color: #6699cc; text-decoration: none;">Math Ontario Curriculum Grade 9 & 10</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.oise.utoronto.ca/deepeningknowledge/Teacher_Resources/Curriculum_Resources_(by_subjects)/Math/index.html" style="color: #6699cc; text-decoration: none;">Math and Aboriginal Contexts</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.otffeo.on.ca/en/learning/tlc/report/math-technology-special-education-classroom/" style="color: #6699cc; text-decoration: none;">Math and Technology in a Special Education Classroom</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.oise.utoronto.ca/robertson/1/Math_For_Young_Children/index.html" style="color: #6699cc; text-decoration: none;">Math for Young Children</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.edugains.ca/newsite/math/systemleader/math_in_motion.html" style="color: #6699cc; text-decoration: none;">Math in Motion Newsletters</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdf" style="color: #6699cc; text-decoration: none;">Math: Full Day Learning Kindergarten</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.edugains.ca/newsite/math/prolearnfac/mathprocessessseries.html" style="color: #6699cc; text-decoration: none;">Mathematics Professional Learning Series</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://guides.library.uoit.ca/FNMI-K12/math" style="color: #6699cc; text-decoration: none;">Mathematics through Aboriginal Storytelling</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="https://ontariomathresources.ca/special-ed-resources/" style="color: #6699cc; text-decoration: none;">Ontario Math Resources: Special Education</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.edugains.ca/newsite/math/payingattentiontomath.html" style="color: #6699cc; text-decoration: none;">Paying Attention to Math - Resources</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://professionallyspeaking.oct.ca/march_2010/features/lesson_study/three-part.aspx" style="color: #6699cc; text-decoration: none;">Sketch of a Three Part Lesson</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.edu.gov.on.ca/eng/aboriginal/SoundFoundation_RoadAhead.pdf" style="color: #6699cc; text-decoration: none;">Sound Foundations for the Road Ahead</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.eworkshop.on.ca/edu/pdf/Mod34_strategies_for_ESL.pdf" style="color: #6699cc; text-decoration: none;">Strategies for English Language Learners</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://tmerc.ca/" style="color: #6699cc; text-decoration: none;">TRENT MATH EDUCATION RESEARCH COLLABORATIVE</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.fnesc.ca/wp/wp-content/uploads/2015/08/PUB-LFP-Math-First-Peoples-8-9-for-Web.pdf" style="color: #6699cc; text-decoration: none;">Teaching Math in a First Peoples Context</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.otffeo.on.ca/en/learning/otf-connects/resources/teaching-number-sense-numeration-through-problem-solving/" style="color: #6699cc; text-decoration: none;">Teaching Number Sense & Numeration THROUGH Problem Solving</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://youcubed.stanford.edu/" style="color: #6699cc; text-decoration: none;">YouCubed</a></li>
<li style="border-top-color: rgba(128, 128, 128, 0.498039); border-top-style: dashed; border-top-width: 1px; margin: 0px; padding: 0.25em 0px;"><a href="http://www.eworkshop.on.ca/edu/core.cfm?p=main&modID=18&modColour=2&L=1" style="color: #6699cc; text-decoration: none;">eWorkshop: What is Problem Solving?</a></li>
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<br />Anonymoushttp://www.blogger.com/profile/11193303362597821921noreply@blogger.com0tag:blogger.com,1999:blog-3455267631888210548.post-35777537149673152762016-04-25T08:34:00.001-07:002016-04-25T08:34:17.549-07:00Growth Mindsets and Math<iframe width="100%" height="350" src="https://www.smore.com/mf60t-growth-mindsets-and-math?embed=1" scrolling="auto" frameborder="0" allowtransparency="true" style="min-width: 320px;border: none;"></iframe>Anonymoushttp://www.blogger.com/profile/11193303362597821921noreply@blogger.com0tag:blogger.com,1999:blog-3455267631888210548.post-9901491608764032792016-04-25T07:57:00.002-07:002016-04-25T08:46:35.707-07:00Problem Solving in Math - Example<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAQuPoeCPdcucOasjqBbQUUyBVRf9BoqEpiFH-SD1sVMYc_NndB6Qzf58KVPY6ppoWoCS6bc14KQRChGgizmOy5SBg0HqCnydcENfLXBQ2HV4lxtqIniXgpOSFgoahZfJQi7JZfnoHleQ/s1600/images.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAQuPoeCPdcucOasjqBbQUUyBVRf9BoqEpiFH-SD1sVMYc_NndB6Qzf58KVPY6ppoWoCS6bc14KQRChGgizmOy5SBg0HqCnydcENfLXBQ2HV4lxtqIniXgpOSFgoahZfJQi7JZfnoHleQ/s1600/images.jpg" /></a></div>
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<b><u>Problem Solving in Math Example: Gallery Walk with Patterning & Algebra</u></b><br />
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<b>
What are the goals?</b><br />
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<ul>
<li>describe and extend a geometric pattern </li>
<li>make predictions related to this pattern </li>
<li>investigate this problem with manipulatives </li>
<li>ask questions
present findings and </li>
<li>express the patterning rule </li>
</ul>
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<b>What, specifically, will I focus on?</b><br />
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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.<br />
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<b>How will I know if I am making progress towards my goal?</b><br />
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We will begin with a whole group discussion of the problem posed in class.<br />
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<b>Minds on:</b><br />
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<ol>
<li>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.</li>
<li>Next, we will made a plan in groups of 2 - 3 with grid chart paper and interlocking cubes to organize their thinking and solve the problem </li>
</ol>
<b>Action</b>:<br />
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<a data-mce-href="http://bigideasineducation.files.wordpress.com/2014/11/img_3625.jpg" href="http://bigideasineducation.files.wordpress.com/2014/11/img_3625.jpg" style="background-color: white; clear: right; color: #78dcfa; float: right; font-family: merriweather, georgia, 'times new roman', times, serif; font-size: 15px; line-height: 25.5px; margin-bottom: 1em; margin-left: 1em; outline: 0px;"><img alt="IMG_3625.JPG" class="alignnone size-full" data-mce-selected="1" data-mce-src="http://bigideasineducation.files.wordpress.com/2014/11/img_3625.jpg" src="http://bigideasineducation.files.wordpress.com/2014/11/img_3625.jpg" height="400" style="border: 0px; height: auto; max-width: 100%; outline: rgb(119, 119, 119) solid 1px; resize: none;" width="299" /></a></div>
<ol>
<li>Students will carry out their plans. </li>
<li>As they do, teacher can observe, take anecdotal notes, and ask key questions to aid in comprehension. </li>
</ol>
<b>Consolidation:</b> Gallery Walk<br />
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<br />
<ol>
<li>Hang solutions on wall.</li>
<li>Students will take sticky notes and took a gallery walk around the room to view each solution.</li>
<li>As they view, they will ask questions about the group's solutions. </li>
<li>Each group will have an opportunity to present their answers to the sticky note questions. </li>
<li>Make plans to include more math processes including questioning, and reflecting and connecting.</li>
</ol>
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<br />Anonymoushttp://www.blogger.com/profile/11193303362597821921noreply@blogger.com0tag:blogger.com,1999:blog-3455267631888210548.post-61668205345135659062016-04-25T07:38:00.004-07:002016-04-25T07:38:50.603-07:00Math Assessment and Home Connections
<iframe src="https://docs.google.com/presentation/d/1cJpx8FKnXnLAxco9VzYVOmgl3yhWZpOUMQTPAdxVRuM/embed?start=true&loop=false&delayms=3000" frameborder="0" width="480" height="299" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>Anonymoushttp://www.blogger.com/profile/11193303362597821921noreply@blogger.com0tag:blogger.com,1999:blog-3455267631888210548.post-24023013828081721772016-04-25T05:43:00.000-07:002016-04-25T05:44:49.087-07:00Planning for Math Instruction<br />
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Anonymoushttp://www.blogger.com/profile/11193303362597821921noreply@blogger.com0tag:blogger.com,1999:blog-3455267631888210548.post-85965734721818104502016-04-25T05:33:00.001-07:002016-04-25T08:06:30.693-07:00Integrating Math with First Nations, Metis & Inuit Students<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdh255sQm_AmrgbKbGhLVUwSBdpnxqcyvYCoIM3-MImnuKLnpZ4aTxlauyRldpE6Ccs6dontQURPBuHIQbJtm_y0bDDF39i0I8IoZYjBbH8PjbaLV2gG60A3T0fLsrre7KIrU0TEUrjHo/s1600/Math.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdh255sQm_AmrgbKbGhLVUwSBdpnxqcyvYCoIM3-MImnuKLnpZ4aTxlauyRldpE6Ccs6dontQURPBuHIQbJtm_y0bDDF39i0I8IoZYjBbH8PjbaLV2gG60A3T0fLsrre7KIrU0TEUrjHo/s1600/Math.jpeg" /></a></div>
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<b>Integrating Math with First Nations, Metis & Inuit Students</b><br />
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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.</div>
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This poses very serious problems for many of our mathematical learners, particularly for our First Nations, Metis & Inuit (<a href="https://bigideasineducation.ca/2013/03/13/12-strategies-to-promote-equity-and-diversity-in-the-classroom-for-first-nations-metis-inuit-students/" style="border: 0px; color: #a35900; font-family: inherit; font-size: 12.8px; font-style: inherit; font-weight: inherit; margin: 0px; outline: none; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">FNMI</a>) 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.</div>
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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 students who are <a href="https://bigideasineducation.ca/2013/03/31/promoting-cultural-awareness-and-integrating-elearning/" style="border: 0px; color: #a35900; font-family: inherit; font-size: 12.8px; font-style: inherit; font-weight: inherit; margin: 0px; outline: none; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">FNMI.</a></div>
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<strong style="border: 0px; font-family: inherit; font-size: 12.8px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><br /></strong></div>
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<strong style="border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: 0px; font-family: inherit; font-size: 12.8px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">My Inquiry</strong></h3>
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<strong style="border: 0px; font-family: inherit; font-size: 12.8px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">How do we use strategies and approaches that both facilitate learning in math, AND infuse <a href="https://bigideasineducation.ca/2012/08/02/first-nations-metis-inuit-stereotypes-in-our-media-part-ii/" style="border: 0px; color: #a35900; font-family: inherit; font-size: 12.8px; font-style: inherit; font-weight: inherit; margin: 0px; outline: none; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">FNMI</a> ways of knowing?</strong> We start by recognizing the importance of connections, communication and contextualization of the learning of FNMI students.</div>
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<strong style="border: 0px; font-family: inherit; font-size: 12.8px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">What strategies help to infuse FNMI ways of knowing, perspectives and content?</strong></div>
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<h4>
<b>Action Plan</b></h4>
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The following strategies comprise my action plan for integrating FNMI ways of knowing, perspectives and content into the Math Curriuclum.</div>
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First, recognize that students learn by attaching meaning to what they do. Students need to construct their own meaning of mathematics.</div>
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2.<b> Integrate Inquiry Based Learning into math</b>. Check out the following website from <a href="http://www.oise.utoronto.ca/robertson/1/" style="border: 0px; color: #a35900; font-family: inherit; font-size: 12.8px; font-style: inherit; font-weight: inherit; margin: 0px; outline: none; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">OISE on Inquiry in Math. </a></div>
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3. <b>Provide <a href="https://bigideasineducation.ca/2014/03/22/are-you-a-holistic-educator-what-is-holistic-teaching/" style="border: 0px; color: #a35900; font-family: inherit; font-size: 12.8px; font-style: inherit; margin: 0px; outline: none; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">holistic</a> learning experiences. </b> This includes cultural and social interactions through dialogue, language and negotiations of meaning. This would include allowing other students, community leaders, <a href="https://bigideasineducation.ca/2013/02/21/7-steps-for-introducing-the-first-nation-peoples-into-the-curriculum-3/" style="border: 0px; color: #a35900; font-family: inherit; font-size: 12.8px; font-style: inherit; font-weight: inherit; margin: 0px; outline: none; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">Elders, Senators</a>and other diverse resources to teach, facilitate, share and learn in our classroom.</div>
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4. I<strong style="border: 0px; font-family: inherit; font-size: 12.8px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">t is impossible to isolate math from culture.</strong> It is important to strive to help change mindsets about what ‘real’ math is. Ask ourselves questions including is math about making financial transactions? Is it about complex beading, knitting, or making intricate porcupine quill boxes? Are our cultural routines linked to math? Become aware of how math is linked with culture.</div>
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5. <strong style="border: 0px; font-family: inherit; font-size: 12.8px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Aim to create equal opportunities for Math learning for Aboriginal students</strong>. However, exercising caution not to merely integrate holidays, artifacts, stories and more merely as a form of ‘tokenism’. Also, exercising caution not to make FNMI students solely responsible for adding culture and learning to the math classroom.</div>
<div style="background-color: white; border: 0px; color: #666666; font-family: Georgia, 'Times New Roman', Times, serif; font-size: 12.8px; line-height: 19.2px; margin-bottom: 1.5em; outline: 0px; padding: 0px; vertical-align: baseline;">
6.<strong style="border: 0px; font-family: inherit; font-size: 12.8px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"> Engage in <a href="https://bigideasineducation.ca/2013/01/10/culturally-relevant-pedagogy-in-education-for-first-nations-metis-inuit-students/" style="border: 0px; color: #a35900; font-family: inherit; font-size: 12.8px; font-style: inherit; font-weight: inherit; margin: 0px; outline: none; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">Culturally Responsive Teaching</a> of mathematics</strong>. When we don’t include culture in math, we are essentially positioning people ‘outside’ of math. Serious implications thus arise as FNMI students are at a greater risk of being forced into negative math mindsets and math deficiencies. Culturally responsive teaching is about understanding surrounding communities, and making the program ‘<a href="https://bigideasineducation.ca/2012/09/24/creating-a-collaborative-classroom-culture-culturally-relevant-teaching/" style="border: 0px; color: #a35900; font-family: inherit; font-size: 12.8px; font-style: inherit; font-weight: inherit; margin: 0px; outline: none; padding: 0px; text-decoration: none; vertical-align: baseline;" target="_blank">Student-Centered</a>’.</div>
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7. <strong style="border: 0px; font-family: inherit; font-size: 12.8px; font-style: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Step outside of traditional curriculum frameworks</strong>. Not Big ideas and high expectations, but the pedagogical frameworks. When we try to add culture, content, perspectives and ideas to math, we can change the traditional curriculum frameworks. Mathematical learning that incorporates FNMI perspectives, content and ways of knowing, should not be an add-on. We need to make sure that we change our traditional frameworks lest we inadvertently continue to promote the ‘othering’ and exclusion from math.</div>
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Deborah McCallum</div>
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2016</div>
Anonymoushttp://www.blogger.com/profile/11193303362597821921noreply@blogger.com0tag:blogger.com,1999:blog-3455267631888210548.post-3785921933482564562015-02-16T11:33:00.000-08:002015-02-16T11:44:42.422-08:00Positive Communication in Math<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhY6mj8dtudNZ_fpGsLKwyQ5rcdSHhR5Wc1KPVql4eptyMrjZG9CtDrrAKcw_m3oSrzjy3AWzZzor5846TbO9WvfphrjZtOhyZDxg3aaZTVIyoeWfcbB2c62nkh2ioYBex56R6hXi_7k3Q/s1600/15664992039.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhY6mj8dtudNZ_fpGsLKwyQ5rcdSHhR5Wc1KPVql4eptyMrjZG9CtDrrAKcw_m3oSrzjy3AWzZzor5846TbO9WvfphrjZtOhyZDxg3aaZTVIyoeWfcbB2c62nkh2ioYBex56R6hXi_7k3Q/s1600/15664992039.png" height="160" width="320" /></a></div>
<a href="http://bigideasineducation.ca/2015/01/24/math-communication-for-critical-thinking/"></a>Anonymoushttp://www.blogger.com/profile/11193303362597821921noreply@blogger.com0tag:blogger.com,1999:blog-3455267631888210548.post-49042017072751111942015-02-16T11:30:00.001-08:002015-02-16T11:49:25.821-08:00Growth Mindsets in Math<span style="color: #20124d; font-size: large;">Teachers expectations of students abilities in the classroom play significant roles in learner success. Likewise, <b>learner mindsets have strong impacts in education. </b></span><br />
<span style="color: #20124d; font-size: large;"><br /></span>
<span style="color: #20124d; font-size: large;">For decades, educators have worked hard to cultivate student success within learning environments. One of the ways that this has been accomplished is with <b><i>positive, open and flexible mindsets</i></b>. </span><br />
<span style="color: #20124d; font-size: large;"><br /></span>
<span style="color: #20124d; font-size: large;">Today perhaps more than ever, there is a real call for promoting the kinds of <b>growth mindsets</b> that will help everyone to confront the new challenges that schools are facing in the 21st century. </span><br />
<span style="color: #20124d; font-size: large;"><br /></span>
<span style="color: #20124d; font-size: large;">Among these challenges include staying abreast of advances in advertising, social media, and other internet-based technologies that warrant effective instruction of mathematics and the application of critical thinking skills to protect the mindsets of our youth. </span><br />
<span style="color: #20124d; font-size: large;"><br /></span>
<span style="color: #20124d; font-size: large;">The psychology behind open and flexible mindsets is also about identifying where teacher understanding meets the unique ranges of experiences brought forth by the students, and then striving to blend the various talents within the classroom. </span><br />
<span style="color: #20124d; font-size: large;"><br /></span>
<span style="color: #20124d; font-size: large;">In short, it is the combined skills of the educators in conjunction with the skills and strengths of the learners that create new growth potential. </span><br />
<span style="color: #20124d; font-size: large;"><br /></span>
<span style="color: #20124d; font-size: large;">The development of a comprehensive framework that fits with your personal pedagogy, however requires critical thought. It is not effective to merely believe in the power of ‘positive’ thinking about our students. </span><br />
<span style="color: #20124d; font-size: large;"><br /></span>
<span style="color: #20124d; font-size: large;">The <b>best </b>way to realize the potential within ourselves and the potential within others, especially our learners is, to set and identify <b>reasonable goals</b> - not as ultimate boundaries to where you can go - but as markers of success like <b><i>success criteria and learning goals</i></b>; for instance to help others via sharing and collaborating.
</span><br />
<span style="color: #20124d; font-size: large;"><br /></span>
<span style="color: #20124d; font-size: large;"><b>How will you integrate a growth mathematical mindset into your program?</b></span><br />
<span style="color: #20124d; font-size: large;"><br /></span>
<span style="color: #20124d; font-size: large;">Deborah McCallum</span><br />
<span style="color: #20124d; font-size: large;">Copyright, 2015</span>Anonymoushttp://www.blogger.com/profile/11193303362597821921noreply@blogger.com0tag:blogger.com,1999:blog-3455267631888210548.post-67632663051760049092015-02-16T10:55:00.002-08:002015-02-16T10:55:22.670-08:00Math ResourcesLooking for Resources, Articles and Information for Learning in Math? Interested in Positive Math Mindsets? Look no further. This site is dedicated to curating the newest and most relevant resources available to help with your math programming and math learning. Anonymoushttp://www.blogger.com/profile/11193303362597821921noreply@blogger.com0