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Assessment - Building Positive Mindsets
Mathematics with Manipulatives and Technology
Building Mathematics Knowledge for Teaching
Understanding Student Mathematical Mindsets
Supporting Students with Special Needs
@oame2015
Keynote Speakers
Marian Small
Dan Meyer
Nora Newcombe
May 7
May 8
May 9
There’s Student Mindset, but
What About Teacher Mindset?
Beyond Relevance & Real World:
Stronger Strategies for Student
Engagement
Picture This: Teaching and
Learning Mathematics Using
Spatial Thinking
Featured Speakers
Amy Lin
Damian Cooper
Chris Suurtamm
May 7: Be More Dog!
Enthusiastic and Curious
Math Classrooms
May 7: Beyond the
Chapter Test
May 7: They Can Do It!
Supporting All Students’
Mathematical Thinking
Joan Moss
Ron Lancaster
May 8: From the Lab to the
Classroom: Lessons from a 4-year
Geometry and Spatial Reasoning
Research Project
May 8: Mathematical Modeling
in Abu Dhabi: Architecture,
Design and Mathematics
Ruth Beatty
Indigo Esmonde
May 8: Expanding Our Understanding
of Math: Incorporating First Nations
Perspectives
May 9: Rethinking Mindsets,
Rethinking Disabilities
Themed Threads
A thread involves 5 sessions where you will work with the same leaders and colleagues to study a topic in depth
You will still have the option to attend the Keynotes and to choose 3 other sessions to attend.
Caroline Rosenbloom and Mirela Ciobanu
Mathematics with Manipulatives and Technology - Learn about tools that weave
together the threads of mathematics.
Connie Quadrini and Connie Gray
Supporting Students with Learning Disabilities in Mathematics - Weave Math
Knowledge for Teaching with understanding profiles of students with learning
disabilities to enable these students to achieve their full potential.
Brent Davis and Kathy Kubota-Zarivnij
Concept Study - Teachers Co-Constructing Mathematics - Study mathematics for
teaching in great depth with educators from K-12 and examine implications for
teaching across all grades.
Registration Information
CONFERENCE DELEGATES
Early Bird
Rate
PreConference
Rate
RETIRED OAME Members
On-Site
Early Bird
Registration
Rate
PreConference
Rate
STUDENT Delegates
On-Site
Early Bird
Registration
Rate
PreConference
Rate
On-Site
Registration
Full
Conference
295
325
355
240
270
300
195
225
255
Two Day
Conference
245
275
305
210
240
270
155
185
215
Thursday Only
170
200
230
120
150
180
95
125
155
Friday
Only
170
200
230
120
150
180
95
125
155
Saturday Only
115
145
175
90
120
150
65
95
125
eConference
75
100
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Keynote Pass
50
75
105
n/a
n/a
n/a
n/a
n/a
n/a
The eConference will take place on Friday, May 8 only. OAME members will have the opportunity to view a selection of sessions chosen by the
organizing committee. The number of eConference registrations will be limited to 100.
A Keynote Pass entitles the delegate to attend any of the keynote addresses. It does not grant the holder entrance to any featured, Ignite or regular
session. Keynote passes are transferrable but must be worn to gain access to the keynote address. The total number of passes will be limited to 250.
Early-bird rate: This rate applies to delegates who register by March 1.
Pre-conference rate: This applies to delegates who register after March 1, but before April 30.
On-site rate: This applies to delegates who have not registered before the cut-off date. Registration will close on or before April 30, 2015.
Registration is available at www.oame.on.ca/mcis/index.php
Social Events
Special Program
Events
Wednesday, May 6
Social Get Together
Humber College
Residence Lounge
Thursday, May 7
Wine and Cheese
(Cash bar, complimentary food)
Exhibitors’ Area,
Student Centre
Shopping Trip to Vaughan Mills
Transportation Provided
Woodbine Entertainment
(Casino & Racetrack)
Transportation Provided
Friday, May 8
Blue Jays vs Boston Red Sox
OAME Banquet & Awards:
A Mathemagical Event
OAME Ignite — May 8
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.
OAME eConference — May 8
Live streaming of the keynote and two
featured sessions to remote sites. It is
Transportation Provided
Le Jardin Banquet Centre
available to OAME members outside a 100
km radius from Toronto.
There are more than 300 sessions from which
you can choose. For more info on the program,
social events and accommodations, to download
a map, or anything else about the conference,
please visit www.oame2015.ca.
@oame2015
Accommodations
Location
Cost
Humber College Residence
203 Humber College Blvd
$42 Single
(shared WR)
$76 Double
No breakfast
Holiday Inn Toronto Int’l
Airport
970 Dixon Rd
$108
No breakfast
Hilton Toronto Airport
5875 Airport Rd
$129
No breakfast
$89 Single
Quality Suites Toronto Airport
$95 Double
262 Carlingview Dr
Incl. breakfast
Contact Info
Call : 416-675-5027
http://www.humber.ca/conference/oame-accommodation-reservations
Call: 1-866-568-0059
www.ihg.com/holidayinn/hotels/us/en/toronto/yyzia/hoteldetail
Group code OAC
Call: 905-677-9900
www.toronto-apt.hilton.com
Group code OAME15
Call: 416-674-8442
www.choicehotels.ca
Social Events
Hospitality Table is in the registration area
Wednesday, May 6
Social Get-Together
Humber College Residence Lounge
8:00 p.m. – 11:00 p.m.
Join us for some social time and libations for a chance to connect with
colleagues and new friends!
Thursday, May 7
Past Presidents Lunch
Humber College Residence Dining Room
11:45 a.m. – 1:00 p.m.
If you are a past president of OAME, you are welcome to come and socialize
with others who have held the position over the years.
Wine and Cheese with The Humber Jazz Trio
Exhibitors’ Area, Student Centre
4:00 PM – 5:30 PM
Come and enjoy wine/beer/non-alcoholic beverage, cheese and nibblies with
your colleagues, publishers, and vendors. Complimentary food and cash bar.
Shopping Trip to Vaughan Mills
5:00 PM – 9:00 PM
Feel like shopping the deals but don’t know how to get there? Transportation will
be provided to Vaughan Mills Shopping Centre. Departure from Humber College
will be at 5:00 PM and return from Vaughan Mills at 9:00 PM. Food options
available on-site. To reserve your spot, purchase a ticket for $12 on MCIS by
April 29. Please meet at the Hospitality Table 15 minutes before departure.
Woodbine Entertainment (Casino & Racetrack)
5:30 PM – ?
Feeling lucky? Come gamble the night away at Woodbine Slots. Buy a $10 ticket
on MCIS when you register for the conference. Ticket includes a $10 play
voucher. Bet you’ll have fun! Meet at the Hospitality Table at 5:30 PM.
Friday, May 8
Blue Jays Game
5:00 PM – ?
Cheer for the Blue Jays as they take on the Boston Red Sox! Cost is $20 and
includes Jays ticket plus two TTC tokens. Please meet at the Hospitality Table at
5:00 PM to collect your ticket and arrange transportation, if needed. Game time
is 7:05 PM. Book your ticket on MCIS by April 23.
OAME Banquet
Le Jardin Banquet Centre
6:00 PM – 12:00 AM
Join us as we recognize and honour this year’s Outstanding Math Educators and
celebrate friendships over a meal. Tickets cost $55 and include a three-course
meal and some magical entertainment by Toronto illusionist, Coby.
Complimentary transportation will be available from Humber College Residence
at 5:30 PM. A return shuttle will leave Le Jardin at the end of the night. Please
purchase your ticket on MCIS by April 23. OAME and non-OAME members alike
are welcome!
Thank you to all of our sponsors and exhibitors
Sponsors & Exhibitors
Spectrum Educational
Watters Marketing
Duplicom
Humber Institute of Technology
& Advanced Learning
McGraw-Hill Ryerson
Canadian Educational
Warehouse
Rubicon Publishing
Exhibitors
3P Learning
Homework Help
Pearson Canada
Autograph
Knowledgehook
Popular Book Co
BOUND2LEARN
Louise Kool & Galt
Promethean
Box Cars & One-Eyed Jacks
Mangahigh.com
Queen’s University
Brock University
Maplesoft
Scholastic Education
Canadian Mathematical Society
Marathon Learning
Sharp Electronics
Casio
Nelson Educational
STAO
CCS Educational
Netmaths.net
Texas Instruments
Centre for Education in
Mathematics and Computing
Neufeld Learning
Systems
The Groove EDGEucation
Chess Institute of Canada
Nipissing University
The Right Angle
EDU K-12 Math
OAME
University of Guelph
ExploreLearning
OAME 2016
Wintergreen
GKP Global Solution
OTIP
York University
OAME 2015 Planning Committee
Committee
Committee Chairs
Conference Chair
Wayne Erdman
eConference
Anne Yeager
Bruce McKay
Rod Yeager
Exhibits & Sponsors
Cathy Chaput
Sonia Ellison
Mark D’Souza
Caroline O’Connor
Facilities & Equipment
Jung Choi-Perkins
Jane Silva
Alvarine Aldridge
Josh Chung
Tara Cook
Rob Donato
Fred Ferneyhough
Chi Hang
Anna Jupp
Nadine McKoy
Earl Totten
Finances
Lynda Ferneyhough
Tim Sibbald
Pamela Chun
Christine Sasso
Hospitality
Freda Liu
Sandra Jean Price
Program & Speakers
Paul Alves
Judy Mendaglio
Connie Quadrini
Promotions
Bart Vanslack
Registration
Greg Clarke
Members
Charlotte Aust
Melissa Black
Najwa Chalabi
Olive Creary-Satchell
Sharman Howes
Carol Miron
Adrian Pope
Peter Saarimaki
Rose Salerno
Ann Michele Stenning
Kathleen Wong
Lori Yee
Tom Boland
Symantha deRoos
MaryLou Kestell
Amy Lin
Bill Otto
Sooky Crljen
Marc Husband
Jill Lazarus
Lori Schuyler
Paulene Washington
Student Volunteers
Tatiana Allakhverdova
Margaret Quinn
Denise Filipovic
Peter Wei
Website & MCIS
Claudio Attanasio
Bill Lundy
Greg Clarke
Cheryl Geoghegan
Kathy Pilon
KEYNOTE ADDRESSES
Thursday, May 7, 2015
There’s Student Mindset, but What about Teacher Mindset?
Marian Small (One, Two… Infinity)
There has been a lot of discussion in the last few years about how important a student’s mindset
is in his or her ultimate success in math. Most of the discussion has been about fixed mindsets
versus growth mindsets and about the teacher’s role in helping a student cultivate a growth
mindset. But what about the teacher’s mindset as a teacher? Is it just about having a fixed mindset
or growth mindset as a teacher or are there other important factors both for a satisfying teaching
experience and a valuable learning experience?
Friday, May 8, 2015
Beyond Relevance & Real World: Stronger Strategies for Student Engagement
Dan Meyer (Stanford University)
Highlighting relevance and connections to the real world are often seen as the most effective
strategies for engaging students in difficult mathematics, but both strategies are limited and can
fail in crucial ways. We'll add strategies to our repertoire, looking at research-based methods for
developing a question instead.
Saturday, May 9, 2015
Picture This: Teaching and Learning Mathematics Using Spatial Thinking
Nora Newcombe (Temple University)
Children who think spatially learn mathematics more quickly and easily. But why? And how can
teachers use this linkage between space and math in teaching math? In this talk, Dr. Newcombe
will begin by explaining what spatial thinking is, and presenting the evidence linking spatial
thinking to mathematical thinking. She will then discuss how to strengthen spatial skills, beginning
in early childhood, and present some examples of how to teach mathematics spatially. The
supportive value of spatial thinking seems to apply across individual differences in children and
across lower and higher mathematical abilities. Hence spatializing the math curriculum can be
expected to help all learners.
FEATURED SESSIONS
Thursday, May 7, 2015
Manipulating Mathematical Thinking with Technology - Partnership Overview
Caroline Rosenbloom (Toronto DSB) & Mirela Ciobanu (Toronto DSB)
Through this presentation we will provide an overview of a partnership between classrooms in various
boards that worked together to create a student collaborative digital space promoting students’ cognitive
engagement in mathematics. Students were able to provide detailed descriptive feedback, ask higher level
questions and motivate each other in many ways. We will explore various free tool technologies that were
naturally embedded in the instructional design and allowed students to deepen their problem solving,
communication and digital literacy skills. Teachers who participated in the partnership will have an
opportunity to share their experiences with us via Google Hangout. The three follow up sessions will detail
steps educators can take to naturally contextualize technologies in mathematics in order to create
connected classrooms. BYOD for the full experience!
Be More Dog! Enthusiastic and Curious Math Classrooms
Amy Lin (Halton DSB)
Students in our math classrooms are surrounded by amazing new technology and learning environments.
Some students are still aloof and showing little enthusiasm. Life would be much more fun if we took a leaf
out of the dog’s book – finding everything amazing and always curious. They are positive, excitable, playful
and open to new ideas – how we want our students to be. This session will explore how we can effect
changes in attitude and their beliefs about their abilities by engaging them in tasks that push them to
achieve and encourage perseverance. Strategies include visual approaches and posing open questions
building towards a culture of collaboration, productive struggles and critical thinking.
They can do it! Supporting all students’ mathematical thinking
Chris Suurtamm (University of Ottawa)
All students are capable of engaging in mathematical thinking. This presentation will draw on research
and practice to unpack the environments, the tasks, and the teacher moves that help to facilitate
mathematical thinking with all students. Sample tasks, student responses, and teaching strategies will be
shared.
Beyond the Chapter Test
Damian Cooper (Plan-Teach-Assess)
The research evidence that supports the power of formative assessment, over summative evidence, as a
means of deepening learning for students is compelling and growing. If the goal of teaching is improved
student learning, then a balanced approach to assessment in mathematics is essential. But what do we
mean by “balance”? We need develop assessment plans that balance HOW we assess learning: students
demonstrating their understanding and skills through performance assessments; students talking about
their growing understanding – or lack thereof! – and, of course, when appropriate, students communicating
their learning through written evidence. But written evidence must comprise a much richer range of formats
than quizzes and tests. An equally important feature of an effective assessment plan involves the balance
between the formative and summative components. Since we know that formative assessment has a far
greater impact on improving learning than summative assessment, why do summative tasks – and
particularly tests – continue to be the most pervasive assessment strategy? It’s time to “move beyond the
chapter test”.
FEATURED SESSIONS
Friday, May 8, 2015
Expanding Our Understanding of Math: Incorporating First Nations Perspectives
Ruth Beatty (Lakehead University)
The mathematics in the Ontario Curriculum is founded on Western European mathematical
perspectives. What happens when we start to consider other ways of thinking mathematically? Ethnomathematics offers a re-conceptualization of mathematics that goes beyond school-based math to
recognize and value the diverse mathematical practices that have originated in other cultures and
societies. In our work we have been bringing together First Nations artist-educators, non-Native
educators, and First Nations and non-Native students to explore the mathematics inherent 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 progresses, all of
us – researchers, teachers, artists, and students – have broadened our understanding of what it means
to “do math.”
Supporting Students with Learning Disabilities in Mathematics: What Have We Learned So Far?
Connie Quadrini (Ontario Ministry of Education) & Connie Gray (Simcoe County DSB)
Unpacking of student profiles in conjunction with mathematics content is providing new ways of thinking
and subsequently guiding collaborative inquiry by special education and mathematics educators who
are focused on supporting students with learning disabilities in mathematics. Findings from
collaborative inquiries have yielded some insights into ways that students perceive, understand and
communicate mathematics. Come hear about some of the high yield instructional strategies that support
unique student profiles with precision and personalization, and walk away with new ways of thinking
about how to best enable these students.
Mathematical Modeling in Abu Dhabi: Architecture, design and mathematics
Ron Lancaster (University of Toronto)
We will examine mathematical models and activities related to astonishing buildings in Abu Dhabi,
including one that responds to sunlight and another in the shape of a circle. We will discuss connections
between the 7-12 mathematics curriculum, architecture and design and how mathematical modeling
can be done with buildings anywhere in the world.
FEATURED SESSIONS
Friday, May 8
From the lab to the classroom: Lessons from a 4-year geometry and spatial reasoning research
project
Joan Moss (University of Toronto)
Spatial reasoning has captured the attention of influential organizations, such as the National Council
of Teachers of Mathematics (2010) and the National Research Council (2006), and, recently, the
Ontario Ministry of Education (OME, 2014). Years of research by cognitive scientists and
developmental psychologists have uncovered the central role of spatial reasoning for STEM
disciplines, most notably mathematics. The good news, according to an award-winning meta-analysis
of 206 spatial training studies (Utall et al., 2011), is that spatial reasoning is malleable and can be
learned by people of all ages. Although the implications of these findings offer promise for educators,
surprisingly, only a handful of the studies from this meta-analysis were conducted in the “messy”
environments of classrooms. Our challenge as educators is to translate these findings and to
incorporate spatial reasoning into the realities of classroom practice. For the last four years the Math
for Young Children project has been working in a variety of classrooms, both urban and rural, to
address this gap. This project has brought together researchers, mathematicians, teachers and
educational leaders to design and test lessons and activities to support the development of spatial
reasoning. More specifically, we have worked towards investigating new ways to incorporate spatial
reasoning in the teaching and learning of geometry, measurement and recently, number. In this talk,
I will present highlights of the tasks and lessons that we have designed, show video clips of student
reasoning, and present research findings from the intervention studies that have been part of this
project.
Saturday, May 9, 2015
Concept Study - Becoming an Expert Who Can Think Like a Novice
Kathy Kubota-Zarivnij (Toronto Catholic DSB) & Brent Davis (University of Calgary)
Jon said, "I don't get multiplication. How do I multiply "pi" by itself r-squared times? During this session,
participants will experience aspects of "Concept Study" - a systematic set of research-based
strategies, collectively co-constructed by kindergarten to grade 12 teachers to develop their math
content knowledge and understand what it takes to learn mathematics as a novice.
Rethinking mindsets, rethinking disabilities
Indigo Esmonde (University of Toronto)
As mindset research has shown, how we think about learning can have powerful effects on what we
do when we try to learn something. This session will begin by uncovering our attitudes and definitions
for mindsets, learning, and disabilities. I will then propose a few different ways we might think about
these three topics, and the connections between them. With this background information in mind, we
will engage in some activities to explore powerful ways to engage mathematically with students who
have been identified with learning disabilities.
THREADS
Manipulating Mathematical Thinking with Technology
Caroline Rosenbloom (Toronto DSB) & Mirela Ciobanu (Toronto DSB)
In Session 1 of the thread: Manipulating Mathematical Thinking with Technology. As a novice or a techsavvy educator, we will provide steps you can take to contextualize tool technologies in your mathematics
instructional design. These strategies will deepen students’ ability to think critically as they participate as
knowledgeable, reflective, creative and analytical members of a collaborative digital space. We will show
how technology for instruction and assessment was used in our partnership project where students were
part of a learning community to discover, explore, and conjecture about mathematical ideas collaboratively
and cross-culturally. In Part 2 of this thread: Successful students can fluently “see” mathematical
relationships. During this session, participants will engage in problem solving and use various models of
representations, including the Singapore Model Drawing and the open number line model used in Japan.
Additionally, we will explore how dynamic technology-generated representations are easily manipulated to
increase students’ ability to identify the relationships between known and unknown quantities in the
problems they solve. We will share samples of collaboratively generated problem representations, as a
result of the mathematical partnership created among various math classroom communities. In Part 3 of
this thread: We will show the role parents play as critical members in our learning partnership for student
success. From parent engagement sessions to classroom blogs, we will explore different ways technology
can be used to link the home and school to involve parents in our learning community. BYOD for the full
experience!
Supporting Students with Learning Disabilities in Mathematics
Connie Quadrini (Ontario Ministry of Education) & Connie Gray (Simcoe County DSB)
Classroom teachers of mathematics, special education teachers, and professional learning facilitators are
invited to participate in this innovative thread! Students with learning disabilities have average to above
average cognitive ability and therefore great potential to learn mathematics. So what’s important to know
and understand about the challenges that these students face when learning mathematics? This interactive
session will provide educators with the opportunity to develop understanding of the profile of students with
learning disabilities. Through experiencing math specific simulations, they will gain insights into the
cognitive processes that impact students' mathematics learning. During this session, educators will apply
new perspectives and insights gained as they work collaboratively to unpack the IEPs of students with
learning disabilities through a mathematics lens, and analyze mathematical tasks and student thinking. In
addition, they will consider next steps for student learning including selection of precise and personalized
accommodations that leverage student strengths and respond to needs. Interventions for students with
learning disabilities will be explored with a focus on assessing students' mathematical readiness, and
selecting appropriate resources and supports that move these students forward in their mathematics
learning.
Concept Study: Teachers Co-Constructing Mathematics
Kathy Kubota-Zarivnij (Toronto Catholic DSB) & Brent Davis (University of Calgary)
If multiplication is repeated addition, how does one go about adding 1.2 to itself 3.4 times? Questions like
these will be investigated through "Concept Study"-- a systematic set of research-based strategies
collectively co-constructed by kindergarten to grade 12 teachers to deepen their own understanding of math
content, while supporting their students' understanding.
SESSION DESCRIPTIONS
The following pages contain the session descriptions — Keynote speakers, featured speakers, themed
threads and breakout sessions.
 Keynote
addresses have been scheduled in the second timeslot.
 Featured
sessions have been scheduled in each of the other time slots.
 Themed
Threads allow you to choose to study a single topic deeply. If you want this conference-within-aconference option, you can choose 1 of 3 threads. When you enroll in a thread, you will commit to 5
sessions (double Thurs. pm, double Fri. pm and single Sat.) where you will work with the same leaders
and colleagues to study a topic in depth – to spin out the mathematics for teaching to considerable
length and depth. You will still have the option to attend the Keynotes and to choose 5 other sessions.
 Breakout
 Strands.
sessions have been scheduled in all timeslots except during the keynote presentations.
Sessions are organized under the following strands:

Understanding Student Mathematical Mindsets;

Assessment – Building Positive Mindsets;

Mathematics with Manipulatives and Technology;

Supporting Students with Special Needs;

Building Mathematical Knowledge for Teaching
Build your schedule here
Session
T1
T2
T3
T4
T5
F1
F2
F3
F4
F5
S1
S2
S3
Session #
Title
SESSION DESCRIPTIONS
Thursday, May 7
Session #
Time
Page
T1
8:30 – 9:45
15
T2 - Keynote
10:00 – 11:15
24
Exhibitors
11:15 – 11:45
T3
11:45 – 1:00
24
T4
1:15 – 2:30
33
T5
2:45 – 4:00
43
Friday, May 8
F1
8:30 – 9:45
53
F2 - Keynote
10:00 – 11:15
60
Exhibitors
11:15 – 11:45
F3
11:45 – 1:00
61
F4
1:15 – 2:30
69
F5
2:45 – 4:00
78
Saturday, May 9
S1
8:30 – 9:45
88
S2 - Keynote
10:00 – 11:15
94
Nutrition
Break
11:15 – 11:45
S3
11:45 – 1:00
95
SESSION DESCRIPTIONS
CODE & LEVEL
T1.01
J/I
TITLE
Featured Session:
Manipulating
Mathematical Thinking
with Technology Partnership Overview
PRESENTER(S)
CAROLINE
ROSENBLOOM
MIRELA CIOBANU
DESCRIPTION
Through this presentation we will provide an overview of a partnership between
classrooms in various boards that worked together to create a student collaborative
digital space promoting students’ cognitive engagement in mathematics. Students
were able to provide detailed descriptive feedback, ask higher level questions and
motivate each other in many ways. We will explore various free tool technologies
that were naturally embedded in the instructional design and allowed students to
deepen their problem solving, communication and digital literacy skills. Teachers who
participated in the partnership will have an opportunity to share their experiences
with us via Google Hangout. The three follow up sessions will detail steps educators
can take to naturally contextualize technologies in mathematics in order to create
connected classrooms. BYOD for the full experience!
T1.02
K/P/J
Some big ideas about
measurement in K - 5
David Zimmer
John Rodger
Dwight Stead
We often ask students in grade 8 or grade 9 math classes "What is area?" and receive
responses listing all the formulas they know. For many students, perimeter, area and
volume are just formulas and the units are arbitrary and without meaning. Clearly
this is a problem for students, but how often do teachers consider how various
measurement concepts are developed in previous grades, let alone in subsequent
grades, and why? We present some fundamental ideas about measurement in three
workshops, each of which focuses on a particular grade band. Participants will have
sufficient time to engage activities and discuss connections between measurement
ideas that are particularly relevant to the grades they teach. Where it makes sense,
we will reach back to previous grades or ahead to highlight how these ideas connect
to prior or future learning. Join us, for an opportunity to build on your existing
mathematical knowledge for teaching measurement, by exploring a variety of
activities designed to demonstrate the initial development of concepts of perimeter,
area and volume from K through grade 5. This will be followed by activities and
discussion designed to link measurement ideas to concepts in other strands.
15
CODE & LEVEL
T1.03
J/I
TITLE
Facilitating Mathematics
Professional Learning –
One Journey
PRESENTER(S)
Connie Quadrini
MaryLou Kestell
DESCRIPTION
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.
T1.04
I
OAME/MoE/OMCA
Grade 9 Applied Math
Collaborative Project
TBA
This year OAME, in conjunction with the Ministry of Education and OMCA, are
running a project to improve student learning in Grade 9 Applied Math. Come to a
session where we will share our experiences and what we have learned.
T1.05
K/P/J/I/S
Facilitating Professional
Learning in Mathematics
Danielle Blair
Join us to explore the skills and knowledge required to facilitate Mathematics
Professional Learning. By examining the Facilitating Mathematics Professional
Learning brochure, participants will have an opportunity to do a self-assessment and
explore relevant resources. Stay and explore Ministry of Education Mathematics K-12
Resources, including: EduGAINS – Mathematics K-12, mathies, Ontario Education
Resource Bank (OERB), Blended Learning packages, ministry licensed digital supports,
Homework Help, Critical Learning Instructional Path Supports (CLIPS), Gap Closing
and ePractice, Financial Literacy, lesson planning supports, and resources to support
professional learning facilitators of mathematics.
T1.06
I/S
Why upgrade?
Darryl Marchand
THIS IS A PRODUCT SESSION. If you are using the TI-83+/84+ or have the grey scale
TI-Nspire CAS handhelds, come and see why you might want to upgrade your school's
technology. Moving forward you can have a unique learning tool in your classroom
that can provide you with opportunities to engage students, have greater assessment
capabilities and let students explore math in a variety of different ways. Free
resources are available to use right away. All participants will receive a 1 year license
copy of the TI-Nspire Teacher software.
16
CODE & LEVEL
T1.07
J/I/S
TITLE
Pythagoras, the Man and
his Theorem
PRESENTER(S)
chi chan
DESCRIPTION
Who was Pythagoras? Was he the first one to discover the theorem named after
him? In this workshop, I will discuss the Pythagorean theorem (Euclid’s The Elements,
Book I, Proposition 47) and its extended form (The Elements, Book VI, Proposition
31). Contributions by Pythagoras, the Babylonians and the Chinese in understanding
the theorem and the connections of the theorem to the middle school and high
school Math curriculum will also be discussed. Hands-on activities, in particular, the
Bronowski’s method and the Chinese Method (using tangram), will be used to
demonstrate the validity of the theorem.
T1.08
J/I
Concrete Props, Virtual
Applets and Touch Pad
Apps: Selecting useful
manipulatives
immaculate
namukasa
Teachers and students continue to search for materials that promise to assist
children to think mathematically. What guiding principles could teachers use when
choosing the most useful manipulatives? In this presentation I share an instrument
for selecting iPad apps that are useful for learning mathematics. The instrument is
based on research on virtual manipulatives, on classroom research and on an
examination of 80 apps for teaching number sense and numeration.
T1.09
K/P/J
Playing math games to
include students with
special needs in our
math classroom - A Think
Tank
Margaret Allen
In this session teachers will have an opportunity to look at current research on the
integration of students on a Individual Education Plan, become familiar with math
games to support and reinforce concepts being investigated in the classroom as well
as have the opportunity to contribute game ideas to the action research team
currently exploring this in their classrooms.
T1.10
P/J/I
Building assessment on
the premise of growth
mindset
Natasa PasicKnezevic
In this workshop teachers will be engaged in conversations about how negative
mindset can impact mathematical learning and block student success. Teachers will
be investigating the negative impact of a fixed mindset around assessment in
mathematics as seen through the eyes of both students and teachers. Practical
strategies will be shared on how to gradually encourage a more balanced instruction
and assessment, which includes triangulation and differentiation. Participants will be
encouraged to self-reflect and co-design strategies to help overcome math anxieties
in teachers and students and ensure assessment is being built on the premise of
growth mindset. Our goal is that educators feel empowered by believing that
everyone can do math. Nurturing a positive attitude towards math and continuous
perseverance when problem solving will encourage students to become confident
and numerate creators of the future. Participants are encouraged to bring their own
devices.
17
CODE & LEVEL
T1.11
K/P
TITLE
Spatial Reasoning and
Mathematics: Research
Findings from the Math
for Young Children
Project
PRESENTER(S)
Tara Flynn
DESCRIPTION
What is spatial reasoning? How does it relate to mathematics? Why is it important?
What happens when we “spatialize” the mathematics curriculum – what does that
look like and how does it benefit children’s mathematical learning? The Math for
Young Children Project (Trent University/OISE) has been underway since 2011 to
investigate these questions about young children’s mathematics and spatial
reasoning. We use an asset-oriented perspective of children as capable
mathematicians and use a “no-ceiling” approach, watching for what students are
capable of doing and for their intuitive spatial reasoning strategies. What we have
found continues to surprise us, as children so often exceed our expectations in their
mathematical thinking and spatial abilities when given rich tasks and materials,
curious and playful contexts, and “no ceiling” on the learning. This session will
present findings from the research and explore implications for mathematics
teaching and learning.
T1.12
S
Making use of math in
electronics, robotics and
3D printing.
David Johns
Statistics, differential and integral calculus, complex numbers, trigonometry,
functions, etc, are all crucial tools needed for a technical career. This talk will
highlight the many math concepts used in electronics, robotics and 3D printing.
T1.13
K/P/J
Big Results with Small
Group Instruction:
Guiding young
mathematicians in smallgroup meetings
Michele Cooper
This workshop will focus on using small-group instruction as the centrepiece of a
balanced math block, engaging all students in meaningful "math exchanges." As in
reading and writing workshops, students become independent and self-directed
while participating in a classroom community of learners. Through the small group
instruction, students focus on number sense and the big ideas in math. The teacher
mediates talk and thinking as students discuss "how math works”, share problemsolving strategies, and move toward more effective and efficient approaches to
mathematical understanding.
T1.14
I/S
CTRL + ALT + DEL Resetting My Mindset
Alyssa Carmichael
When I began teaching, I felt like I was on top of the latest and greatest in
mathematics education. Ten years later, I feel like I am running through an everchanging world of technology and educational theory. Please join me and share in a
discussion on how my mindset around teaching mathematics has evolved and how I
am using a variety of multimedia tools to make student-led thinking the norm in my
classroom. Resources for Grades 9 – 12 will be shared.
18
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T1.15
P/J/I
TITLE
Mathematics: Can We
Talk?
PRESENTER(S)
Cathy Chaput
DESCRIPTION
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!
T1.16
K/P/J
CANCELLED
Math Class Goes Google
- Elementary Version
LISE GALUGA
Learn how to maximize collaboration, critical thinking, creativity and communication
– in math class – by using Google tools. Real examples and practical applications for
elementary grades will be demonstrated, discussed and shared.
T1.17
J/I
Building Mathematical
MIndset and Number
Sense with Students on
IEPs
Glynnis Fleming
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.
T1.18
J/I
Ease the struggle! Help
your students leap
forward in math (Grades
3-8)
ROSE SALERNO
THIS IS A PRODUCT SESSION. Nelson Education’s Leaps and Bounds Toward Math
Understanding is a mathematics intervention resource carefully developed to help
teachers support students who are working as many as three levels below grade.
Based on Marian Small’s work on questioning and big ideas, Leaps and Bounds
provides diagnostic questions to help assess where each student is in their
understanding, followed by additional questions and independent practice to help
them move forward in their understanding. Join us to discover how Leaps and
Bounds can make mathematics intervention as easy as 1, 2, 3!
T1.19
J/I
Geometry, Spatial Sense,
and Problem Solving
Lorna Morrow
Research tells us that these three are closely connected. Come and try some activities
that will help develop these skills in students. Visualize 2D and 3D figures, look for
patterns, and apply logical thinking. No previous experience necessary.
19
CODE & LEVEL
T1.20
J
TITLE
The Road to
Multiplicative Thinking
PRESENTER(S)
Keith Van De Keere
DESCRIPTION
Knowing their multiplication tables does not mean that students can think
multiplicatively. Nor does it indicate that they know the value of multiplication and
division. This session will focus on ways to help kids to move past counting and
additive thinking to multiplicative thinking. Multiplicative thinking is at the centre of
many community discussions about what it means to be a numerate citizen. We hear
the terms memorization and automaticity being tossed around. Hopefully we are
keeping in mind the intent of the curriculum is for young mathematicians to make
connections and see relationships between numbers.
T1.21
P/J
Do We Understand
Learning Goals and
Success Criteria Yet?
PATRICIA MARGERM
In order to develop a growth mindset, students need to work toward learning goals
and success criteria. Here are some questions that we will consider as we continue to
learn about the power of identifying learning goals and success criteria: How can
more than one learning goal be developed for the same curriculum expectation? How
can more than one learning goal be developed for the same problem? What happens
when you change your learning goal and success criteria part way through a lesson?
Is it the end of the world?
T1.22
I/S
Group Work Everyday!!!
Nouha ObagiFakhouri
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.
T1.23
I/S
Making Math Accessible
Dianne LaFortune
All students come to school solving math problems. A learning environment, which
includes rich problems, uses resources (manipulatives) and tools (technology),
creates a variety of ways for all students to continue to develop math skills and
concepts (big ideas). Planning for student success requires that students' learning
profiles, big ideas in math, and technology are used to meet student needs. Planning
for, participation in and assessment of students' with exceptionalities, including
Learning Disabilities, Autism, and Developmental Delay, in classroom math activities
will be explored and discussed.
20
CODE & LEVEL
T1.24
K
TITLE
Promoting a
Mathematical Mindset in
Kindergarten
PRESENTER(S)
Sandra Fobert
Susan Huys
Cheryl Vallance
T1.25
S
Spiraling through MHF4U Janice Bernstein
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 two 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 (and we mean daily) activities which are student centred and our
evaluations are multi-strand. Come see how our students spiral through the MHF4U
course!
T1.26
J/I
Interdisciplinary
MathematicsSocial
Justice P/J
Mathematics is not just for "math period" anymore! This workshop will take
participants on a journey to discover the importance of mathematics within
interdisciplinary contexts. By "doing the math" students will fully understand the
importance of concepts being taught in literacy (as well as other subjects), by
deconstructing the mathematics within texts. Teachers attending this workshop will
have an opportunity to deconstruct non-fiction texts and participate in hands-on
learning.
Laura Inglis
Catherine Inglis
DESCRIPTION
A Student Work Study Teacher and two Kindergarten Teachers will share the process,
results and resulting home connections of their collaborative inquiry. As Kindergarten
students engaged in free, focused and guided exploration in their classrooms,
photographs of students demonstrating an understanding of specific mathematical
vocabulary or a readiness to learn specific mathematical vocabulary were taken.
Using the app Book Creator, the students and the teachers co-created and labeled
visuals of these moments. Over time, every student was identified as a 'Math Expert'
for multiple visuals of math vocabulary and took ownership to teach others in the
classroom this expertise, thereby promoting the building of a mathematical mindset
in all students.
21
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T1.27
J/I
TITLE
PRESENTER(S)
Consolidating and
Scott Dowling
Assessing Student
Learning: Digging Into
the Article “5 Practices
for Orchestrating
Productive Mathematical
Discussions”
DESCRIPTION
Consolidating student learning is often the most difficult aspect of teaching math.
Participants of this session will have a hands-on opportunity to learn about and
engage in discussions with colleagues regarding consolidating student learning using
key ideas from the article by Margaret S. Smith and Mary K. Stein called “5 Practices
for Orchestrating Productive Mathematical Discussions”. Using these 5 practices of
Anticipating, Monitoring, Selecting, Sequencing and Connecting the mathematical
learning, teachers can promote a positive classroom environment where
misconceptions, mistakes and success can be used to fuel new learning. Participants
will be looking at student samples brought by the presenter. During the session,
there will also be highlights of how to use technology (e.g., iPad Apps, Google Apps
for Education) to accelerate the consolidation process and collect assessment data in
the classroom.
T1.28
I/S
Adventures in
Assessment: Are we
there yet? Beliefs,
Cultures, Turning Points,
and Dilemmas
“The primary purpose of assessment and evaluation is to improve student learning”.
(Growing Success). This challenging statement has many educators on a personal
journey of change. This session will focus on the process of change as it applies to
assessment in mathematics. Through personal stories from math educators, we will
discuss turning points. Through these turning points, working collaboratively with
participants, we will surface themes related to beliefs, cultures, and dilemmas. Goals
for the session include gaining deeper insight into how we can improve our own
practices, and “be the change” by reframing assessment mindsets to improve
students' learning in our classes, schools, and province.
ROBIN MCATEER
22
CODE & LEVEL
T1.29
K/P/J/I/S
TITLE
Imagining a World
Where Paris Hilton Loves
Mathematics
PRESENTER(S)
Vanessa Vakharia
DESCRIPTION
This presentation is a response to the plethora of recent research out there which
claims that not only are girls outperforming males in math classrooms - but that
nonetheless, they are selecting NOT to pursue math beyond the compulsory level at
a far greater rate than their male peers. This presentation will assist teachers in
understanding how their teaching style and presence inside the math class interacts
with media images of mathematics, ultimately encouraging or discouraging girls to
pursue the subject beyond the compulsory level. Based on research I conducted
regarding femininity and mathematics, I explore how girls connect with the idea of
'being cool,' and how THAT connects with the idea of 'being a mathematician.' 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,
my work speculates as to how these girls understand mathematics and their
relationship to mathematics. Basically, I explore whether girls select academic
courses to construct their identity on the basis of cool, using the same evaluation
process they would when selecting products for consumption. I hypothesize that
treating math as a consumer good by marketing it accordingly might give rise to
increased mathematical participation and enthusiasm by this particular segment of
girls who rely on identity marketing for many of their consumption decisions. Finally,
this argument is illuminated by an illustrated marketing plan that provides a practical
example of how the ideas emergent from this study might applied.
T1.30
P/J/I
Area Model from 1 - 12
CAROL SHIFFMAN
The shortest distance from Grade 1 to Grade 12 is not a straight line...it's a rectangle.
The area model can effectively address multiple content areas as well as
mathematical processes. This session will explore the use of the area model to
visualize multiplication in variety of contexts and across the divisions. It will be of
interest to both teachers and parents.
23
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T1.31
J/I
TITLE
A MathOlymPIcs for
everyone: Unexpected
enjoyment with math!
PRESENTER(S)
Jamie Pyper
Clarissa Parsons
T2.Keynote
All
Keynote: There’s Student Marian Small
Mindset, but What about
Teacher Mindset?
There has been a lot of discussion in the last few years about how important a
student’s mindset is in his or her ultimate success in math. Most of the discussion has
been about fixed mindsets versus growth mindsets and about the teacher’s role in
helping a student cultivate a growth mindset. But what about the teacher’s mindset
as a teacher? Is it just about having a fixed mindset or growth mindset as a teacher or
are there other important factors both for a satisfying teaching experience and a
valuable learning experience?
T3.00
LUNCH
First of 2 available lunch time slots
T3.01
K/P/J/I/S
Featured Session: Be
More Dog! Enthusiastic
and Curious Math
Classrooms
AMY LIN
DESCRIPTION
The purpose of this workshop is to explore how ‘doing math’ can be even more
engaging and fun for you and your students. “Fun with math” and “math olympic”type events do not have to be the traditional and historical contest problems.
Students, parents, and teachers continually exclaim how much they enjoyed these
matholymPIcs! A shift in mindset occurs when student collaborate to solve problems,
which effectively emphasises and incorporates learning styles, learning skills, and
mathematical thinking. The result is a natural blending of basic fundamental skills
with broad conceptual understanding and a re-examination of one’s mathematical
mindset. The workshop will a) introduce a template for what a full day event could
look like, b) template options for one class, and for one school with multiple grades,
c) time to try some events from a grade 7&8 event, d) features of good event
activities, and e) curriculum connections.
Students in our math classrooms are surrounded by amazing new technology and
learning environments. Some students are still aloof and showing little enthusiasm.
Life would be much more fun if we took a leaf out of the dog’s book – finding
everything amazing and always curious. They are positive, excitable, playful and open
to new ideas – how we want our students to be. This session will explore how we can
effect changes in attitude and their beliefs about their abilities by engaging them in
tasks that push them to achieve and encourage perseverance. Strategies include
visual approaches and posing open questions building towards a culture of
collaboration, productive struggles and critical thinking.
24
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T3.02
J/I
TITLE
Some Big Ideas About
Measurement:
Grades 6 - 9
PRESENTER(S)
David Zimmer
John Rodger
Dwight Stead
DESCRIPTION
THIS IS A DOUBLE SESSION. We often ask students in grade 8 or grade 9 math
classes "What is area?" and receive responses listing all the formulas they know. For
many students, perimeter, area and volume are just formulas and the units are
arbitrary and without meaning. Clearly this is a problem for students, but how often
do teachers consider how various measurement concepts are developed in previous
grades, let alone in subsequent grades, and why? We present some fundamental
ideas about measurement in three workshops, each of which focuses on a particular
grade band. Participants will have sufficient time to engage in activities and discuss
connections between measurement ideas that are particularly relevant to the grades
they teach. Where it makes sense, we will reach back to previous grades or ahead to
highlight how these ideas connect to prior or future learning. Join us, for an
opportunity to build on your existing mathematical knowledge for teaching
measurement, by exploring a variety of activities designed to demonstrate the initial
development of concepts of perimeter, area and volume from Grades 6 - 9. This will
be followed by activities and discussion designed to link measurement ideas to
concepts in other strands.
T3.03
I/S
I’m Flipping my
classroom, exposing my
students to Blended
eLearning, and LOVING
every DIGITAL minute of
my math classes!
Larry Romano
This humour-filled, non-threatening HANDS-ON workshop is offered in lovingkindness and in the spirit of compassionate livelihood for anyone interested in The
Flipped Classroom. Learn how to integrate interactive and engaging technology via
Desire2Learn (D2L), tweeting and McGraw Hill Ryerson's CONNECTschool into your
Flipped and/or BYOD Classroom. Warning: Flipping your classroom is dangerously
enjoyable, addictive, and can lead to significant learning! Prerequisite: A sense of
humour and the ability to laugh and learn simultaneously. Nota Bene: If the
ingredients of this workshop were listed on the classroom door the first one would
be LOVE!
T3.04
J/I
Uncomplicating Algebra
at the Junior and
Intermediate Levels
Marian Small
You will have an opportunity to look at algebraic thinking in some new and different
ways as a participant in this session. Some of the things we will address include: • a
broader notion of what algebra actually is • cultivating algebraic thinking using
visuals • clarifying the concept of equality • clarifying the concept of variable •
cultivating a deeper understanding of algebraic expressions; building symbol sense •
infusing algebraic thinking into work in the other strands
25
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T3.05
K/P/J/I/S
TITLE
Ministry Developed
Digital Learning
Resources
PRESENTER(S)
Agnes Grafton
DESCRIPTION
Join us for a look at activities, tools, games and other digital learning resources that
can be accessed from mathies.ca, including CLIPS and ePractice. These resources are
freely available and created for Ontario teachers. Research indicates that the variety
of visual representations, immediate feedback and multiple opportunities for
practice make digital resources effective in improving student understanding. <BR>
Stay and explore Ministry of Education Mathematics K-12 Resources, including:
EduGAINS – Mathematics K-12, mathies, Ontario Education Resource Bank (OERB),
Blended Learning packages, ministry licensed digital supports, Homework Help,
Critical Learning Instructional Path Supports (CLIPS), Gap Closing and ePractice,
Financial Literacy, lesson planning supports, and resources to support professional
learning facilitators of mathematics.
T3.06
S/PS
Build a better world with
Calculus
Michael Chan
This seminar offers interesting methods of challenging MCV4U students to work on
Calculus with a positive mindset. This is the complementary series of VectorMCV4U
(presented in OAME2014). While VectorMCV4U deals with Vectors, CalcMCV4U
provides challenges in Fundamental Calculus. My students enjoyed these interactive
challenges more than the traditional pen/paper methods. During this session you
shall have a taste of the challenges I gave to my classes. Problems given in this
application are practical and environmental awakening. Hopefully students could
engage mathematics to make a better world. After the problem solving exercises, you
could walk away with a copy of all these challenges in your memory stick ready to be
used in your own classes.
T3.07
I/S
Cheap CGI: Using
GeoGebra for Computer
Generated Imagery
ROLAND MEISEL
Films such as Star Wars or The Hobbit create many of their special effects using
Computer Generated Imagery. You can use The GeoGebra to produce similar CGI
effects. Bring a laptop or tablet with the free GeoGebra App (www.geogebra.org)
installed to participate in hands-on activities. CGI effects such as morphing, animating
a figure, appearance/disappearance of objects and 3D effects will be created and
linked to the underlying mathematics. Some previous experience with GeoGebra is
helpful but not essential.
T3.08
P/J
Using a continuum of
math for feedback and
self-assessment
Jennifer Capitani
In this session, we will explore how primary students used a continuum of showing
your thinking in math to assess their own work and improve upon it. We will look
closely at the impact of using success criteria in math, how to support students to
identify where criteria are being met in their work, and how the continuum itself was
created. The tools and processes used in the development of the continuum will be
shared as well.
26
CODE & LEVEL
T3.09
I/S
TITLE
Some Concepts and
Problems Seem Much
More Difficult Than They
Really Are.
PRESENTER(S)
Varvara Nika
DESCRIPTION
Multiple representations of concepts enhance student’s learning and understanding
and increase student engagement. In this workshop teachers will explore and
investigate how to develop math content and pedagogical knowledge. Teachers will
be presented with rich problem-solving experiences as central to students’ learning
of mathematics. Through a variety of approaches they will experience how to
increase opportunities for the use of critical thinking in their classrooms.
T3.10
P/J
Self-Directed
Professional
Development in
Elementary Mathematics
Education
Chloe Weir
This presentation will highlight self-directed professional development in elementary
mathematics education. Self-directed professional development which is
"professional development arising from the teacher's own initiative" can facilitate
teachers' growth in mathematics education (Mushayikwa & Lubben, 2009; Chapman,
2013). Teacher competence to facilitate student performance is closely aligned to
professional development and focusing on elementary teachers is fundamental as an
early start is critical in developing students' interest in mathematics. This
presentation will not be promoting or selling any product.
T3.11
K/P
Practical Ways to
Enhance Young
Children’s Spatial
Reasoning
Tara Flynn
Researchers and JK-Grade 2 educators in the Math for Young Children Project (Trent
University/OISE) have worked together for 4 years to investigate young children’s
spatial reasoning. Through this research activity, we have designed and tested a
multitude of tasks to build spatial reasoning with children ages 4-8. The tasks are
playful, and use a variety of classroom structures (whole group, small group and
centres). Research over 4 years has proven these tasks improve children’s spatial
reasoning, and has also shown that children are capable of incredible thinking and
reasoning given rich spatial tasks and materials to work with. Looking at children’s
spatial abilities gives us another window into their thinking, and fostering spatial
reasoning provides more entry points to mathematics for all learners. This session
will provide an overview of the research on spatial reasoning and mathematics with
young children, and will be primarily focused on hands-on activities where
participants will have opportunities to think spatially by trying a variety of student
tasks.
27
CODE & LEVEL
T3.12
K/P/J
TITLE
Inclusive Classroom
Practices = Math for All
PRESENTER(S)
Michele Cooper
DESCRIPTION
The focus of this workshop is on how to effectively implement strategies in the
mathematics classroom to provide sensory experiences that support students with
special needs on multiple levels. We will explore various strategies that cater to all
learning types, including kinaesthetic/tactile, auditory and visual – each of which is
greatly important to the learning development processes of children with special
needs, and featuring Concrete-Representational-Abstract Techniques: a three-part
instructional strategy where the teacher uses concrete materials (manipulatives) to
model a concept to be learned, then uses representational terms (pictures), and
finally uses abstract, symbolic terms (numbers, math symbols).
T3.13
I/S
Algebraic Reasoning - a
community affair
Vikki Dunn
At Kawartha Pine Ridge DSB, we have been building student competencies with
algebraic reasoning in the intermediate grades by building teacher understanding
and collaboration across schools. 2014-15 marks year two of this project and we have
focused the student learning around solving equations and justification of thinking.
This session will highlight the cross school process, the resource of choice and the
math in which we engaged.
T3.14
S
FREE Online Ontario
Mathematics
Courseware
Mike Eden
The University of Waterloo has created free, open, online teaching/learning
resources for each of Ontario's Grade 12 Advanced Functions, and Grade 12 Calculus
and Vectors courses. These will include text, audio, imbedded quizzes, interactive
worksheets, student exercises and solutions. Come and see what teachers are so
excited about!
T3.15
P/J/I
Building Computational
Fluency with MiniLessons, Strings, and/or
Number of the Day
Glynnis Fleming
Bothered by the fact that her low SES students lacked computational fluency and
persistently counted on their fingers for the simplest of calculations, 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!
28
CODE & LEVEL
T3.16
K/P/J/I/S
TITLE
Assessment for Learning
Using TI Navigator
PRESENTER(S)
Fred Ferneyhough
DESCRIPTION
Assessment for Learning is the new terminology for formative assessment. The
Growing Success document outlines seven fundamental principles that teachers
should keep in mind for this purpose. But how do teachers add this to classrooms
that are already under time pressures from so many different demands, balancing
the needs of all students and providing feedback in a timely manner? How do we
handle the demands and needs of students who are frequently absent? See how TI
Nspire Navigator is an ideal tool to gather assessment data during lessons to inform
the teacher of gaps or misconceptions and provide prompt feedback to students.
T3.17
J/I/S
Math and science
brought together by the
outdoors.
TIM SIBBALD
Science is relatively simple to find outdoors, but what about using math skills
outdoors? Perhaps the key is a STEM approach, which brings the math you teach to
bear on outdoor science. This session will take place outdoors and will focus on
various measuring tasks that can be used with your classes. A tent will be used if
there is inclement weather. Please note that the session will not be wheelchair
accessible but will accommodate participants with limited physical capacity.
T3.18
K/P/J/I/S
Understanding the
continuum of algebraic
thinking from K – 12
Chris Suurtamm
Martha Koch
This workshop is suitable (and a must!) for teachers of any grade of mathematics. We
will focus on developing students’ algebraic thinking from K – 12. We will look at key
algebraic concepts that are developed in the early years and see how they connect to
higher grade algebraic thinking. Examining this continuum of learning will assist both
elementary and secondary teachers in their work. We will be working with the
curriculum, algebraic tasks that could be done at many levels, student work, and
classroom videos.
T3.19
P/J/I
What do EQAO
Mathematics Questions
Tell Us?
Ann-Mari Maatta
Questions on the EQAO mathematics assessments, that are released, provide
information to educators. EQAO will share some questions that did not work
statistically, from the Primary and Junior divisions, and from the Grade 9 Applied and
Academic Assessments, that have not been released. These questions were fieldtested, but then not used further to count towards a student’s score. Participants will
consider what information they can learn about students from these questions and
discuss why questions are not used. EQAO will also provide participants with a
summary of EQAO’s processes, which show the life of a question.
29
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T3.20
P/J/I/S
TITLE
Gizmos- Improve
Conceptual
Understanding While
Building Positive
Mindsets in Math
PRESENTER(S)
Saarah Jasim
DESCRIPTION
Learn how online Gizmos simulations help teachers take advantage of researchproven instructional strategies and help students of all ability levels develop
conceptual understanding and build positive mindsets in mathematics. Teachers can
supplement and enhance instruction with powerful interactive visualizations of
concepts. Students can manipulate key variables, generate and test hypotheses, and
engage in extensive “what-if” experimentation.
T3.21
I/S
I-pad in Applied
Mathematics Classes
Dean Netto
This hands on session will provide teachers with opportunity to work on mathematics
problems using technology and will encourage teachers to discuss various strategies
leading to improve students’ problem solving skills. We will be introducing apps such
as Desmos, Algebra Touch, Explain Everything, Math Pad, and DragonBox Algebra.
Samples of i-pad lessons will be shared with participants.
T3.22
I/S
Developing Creativity
and Problem Solving
Ashley Nahornick
This session will look at how students solve open ended real-world problems. I
conducted a study through the Halton District School Board where students were
asked to solve open ended non-routine mathematics problems either in a group or
individually. After briefly describing the study, I will discuss the students' experience
with working with a different type of mathematics problem and potential lessons to
educators. The goal will be to use students' responses to help foster creative thinking
when students work through unfamiliar mathematics problems.
T3.23
K/P/J/I/S
Building Positive
Mindsets with Math
Fairs
Jimmy Pai
Math fairs offer students opportunities to interact with mathematics in different
ways. Student create, display, and solve mathematical problems in a relaxed and fun
atmosphere. This interactive hands-on approach allows students to build a good
relationship with the subject, as well as develop a positive culture. Instead of being
passive receivers of knowledge, students actively engage in dynamic problem solving
that involves productive struggle. Student engagement with interesting and fun
problems helps to develop a growth mindset towards mathematics. In this session,
you will have an opportunity to interact with some math fair problems that would be
appropriate for grades K - 12. We will also discuss the components of math fairs and
share our experiences with connecting math fair problems to the Ontario curriculum,
including the 7 mathematical processes and the content expectations.
30
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T3.24
I/S
TITLE
Learning Skills in the
classroom, and their
relevance with knowingto in a mathematical
mindset
PRESENTER(S)
Jamie Pyper
DESCRIPTION
For this session, the intermediate/senior mathematics classroom is the context, and
the seamless integration of Learning Skills into the daily teaching and learning
experiences will be the focus. This session will construct a trajectory of conceptual
and practical points for teachers of mathematics to notice the interconnections and
inter-dependencies of these key points. A wall-mounted Learning Skills rubric is
presented, and a method of tracking Learning Skills in an authentic and formative (or
assessment for and as learning) feedback manner while developing mathematical
habits of mind will also be explored. An underlying motivation for this session is that
thinking of mathematics as a verb rather than a noun supports an active knowledge
rather than an inert knowledge. We often find it exciting when we feel we can do
something with mathematical knowledge. To feel able to do something means we
know to act. Additionally, ‘knowing-to’ act requires intention and attention. This
intention and attention may develop into a mathematical habit of mind.</br>
Developing mathematical habits of mind is a fundamental sociological and
psychological process through which one comes to ‘know-to’ act at any particular
moment. There are a number of insightful similar themes that also align with the
Ontario curriculum processes such as reasoning, connecting, representing,
communicating, etc. For example, problem solving as a mathematical process and as
a mathematical habit of mind is another possible connection. Often such actions
require skills such as responsibility, organization, initiative, and self-regulation. These
are a subset of the skills identified as Learning Skills for the Ontario curriculum.
T3.25
J/I/S
Make Math Visual:
Making Connections
From Concrete to
Abstract
Kyle Pearce
Embark on a journey of creating a digital learning environment in a secondary one-toone iPad math class to effectively deliver a 4-part math lesson utilizing real world
math tasks and visual animations to effectively scaffold students from concrete
representations of mathematics to abstract representations involving algebra.
T3.26
J/I/S
What To Do When They
Don't Know What To Do
Peter Bertelsen
There are lots of opportunities to support and develop problem solving skills once
students engage in rich problems. But what do we do when they don't know what to
do? This session explores strategies to build skills to help students through the stages
of understanding and exploring problems. Problems, Manipulatives, Technology and
Collaboration will be the tools to strengthen our Assessment FOR Learning arsenal.
31
CODE & LEVEL
T3.27
J/I
TITLE
Student Voice, Mindset
and Assessment
PRESENTER(S)
Kimberly Simpson
DESCRIPTION
Presenters will share their varied classroom experiences based on student work
study-like collaborative inquiry with host teachers. The focus will be on identifying
the conditions for revealing student thinking and using pedagogical documentation
to explore student mindset and its impact on assessment/student learning.
T3.28
Creating Foldables in the
Mathematics Classroom
Priscilla Nelson
Creating math foldables is a fun way to consolidate math information and knowledge.
Foldables incorporate the use of such skills as comparing and contrasting, recognizing
cause and effect, and finding similarities and differences. They can be used as
alternative assessment tool by teachers to evaluate student progress. Creating
foldables also allows for different student strengths. They incorporate other skills
such as language, the arts, personal creativity and social science. We will share our
experiences and the methods on how to create the foldables.
T3.29
I/S
How Can I Build
Mathematical Mindsets
through Assessments of
Conversation and
Observation?
First 20 Days of Math
Stephanie Girvan
Sharon Young
Balanced assessments involve conversations, observations, and products. Come to
this session to learn more about how to use conversations and observations to assess
secondary school student mathematics and build positive mathematical mindsets.
Participants will leave with classroom-tested strategies and materials.
Tisha Nelson
During this workshop, participants will be guided through a variety of activities they
can “try tomorrow” in establishing a community of mathematicians in the
Primary/Junior Grades. The notion of First 20 Days of Math is adapted from Fountas
& Pinnell’s The First 20 days of Independent Reading with the goal of nurturing a
growth mindset for mathematics learning. Participants will explore the role of the
classroom as the 3rd teacher and engage in a variety of activities they can try with
their students in to address attitudes and dispositions towards mathematics,
establish classroom norms for mathematical inquiry and invite students to view
themselves as mathematicians. Participants will also be guided in establishing their
unique version of the First 20 Days of Math for use in their own class.
Engage, Manipulate,
Build, Tier, Reflect .. to
OWN Fractions
Sandra Chow
Joshua Pigeon
Rudy Neufeld
THIS IS A PRODUCT SESSION. We will model conceptual procedures aligned to
Ontario Expectations which stimulate learning through approaches adaptable to the
regular classroom and intervention. We will model fraction operations with multiple
entry points and seamless integration to support both content and instruction
(grades 3 to 5). Our objective is to change the mindset from "remember how" to
"understand why".
T3.30
P/J
T3.31
J/I
32
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T3.32
J/I/S
TITLE
The Right Angle: First
Math Store/School In
North America
T4.00
T4.01
J/I/S/PS
LUNCH
Featured Session:
Beyond the Chapter Test
PRESENTER(S)
Sunil Singh
Damian Cooper
DESCRIPTION
THIS IS A PRODUCT SESSION. The Right Angle is a unique exploratorium for
mathematics located in the beautiful Heritage District of Markham, Ontario. It is
fronted by a very specialized store that sells mathematical games and puzzles from all
over the world. There is a large lounge area for people to freely engage with these
items. The jewel of the space is the Math School. It is has been designed to facilitate
school visits to illuminate the scope and beauty of mathematics for students and
teachers. The physical design of the school reflects all the key learning modalities-social, experiential, visual, auditory, verbal and logical. The programs/demonstrations
are aligned with STEM initiatives and delve deeply into areas not explored in
traditional schools--number theory, graph theory, game theory, binary, history,
enriched algebra, recreational mathematics and current endeavors. The Right Angle's
philosophy is rooted in making mathematics fun for everyone. As such, great care has
been taken to make the space colourful and the math explorations whimsical. This
session will be a detailed presentation of the school, its programming, philosophy
and academic support from across North America. The Right Angle has partnered up
with Queens University's Faculty of Education. A representative from the School will
be there to speak of this partnership.
Second of 2 available lunch time slots
The research evidence that supports the power of formative assessment, over
summative evidence, as a means of deepening learning for students is compelling
and growing. If the goal of teaching is improved student learning, then a balanced
approach to assessment in mathematics is essential. But what do we mean by
“balance”? We need develop assessment plans that balance HOW we assess learning:
students demonstrating their understanding and skills through performance
assessments; students talking about their growing understanding – or lack thereof! –
and, of course, when appropriate, students communicating their learning through
written evidence. But written evidence must comprise a much richer range of
formats than quizzes and tests. An equally important feature of an effective
assessment plan involves the balance between the formative and summative
components. Since we know that formative assessment has a far greater impact on
improving learning than summative assessment, why do summative tasks – and
particularly tests – continue to be the most pervasive assessment strategy? It’s time
to “move beyond the chapter test”.
33
CODE & LEVEL
T4.02
J/I
TITLE
Some Big Ideas About
Measurement:
Grades 6 - 9
PRESENTER(S)
David Zimmer
John Rodger
Dwight Stead
DESCRIPTION
THIS IS A DOUBLE SESSION. We often ask students in grade 8 or grade 9 math
classes "What is area?" and receive responses listing all the formulas they know. For
many students, perimeter, area and volume are just formulas and the units are
arbitrary and without meaning. Clearly this is a problem for students, but how often
do teachers consider how various measurement concepts are developed in previous
grades, let alone in subsequent grades, and why? We present some fundamental
ideas about measurement in three workshops, each of which focuses on a particular
grade band. Participants will have sufficient time to engage in activities and discuss
connections between measurement ideas that are particularly relevant to the grades
they teach. Where it makes sense, we will reach back to previous grades or ahead to
highlight how these ideas connect to prior or future learning. Join us, for an
opportunity to build on your existing mathematical knowledge for teaching
measurement, by exploring a variety of activities designed to demonstrate the initial
development of concepts of perimeter, area and volume from Grades 6 - 9. This will
be followed by activities and discussion designed to link measurement ideas to
concepts in other strands.
T4.03
K/P
M2 = Manipulative
Madness in the Early
Years!
Melissa Seco
THIS IS A DOUBLE SESSION. This session will focus on building mathematical
knowledge for teaching students in the early years through the use of problem
solving with manipulatives in a 3 Part lesson format and through learning centers.
Educators will explore a variety of problems from all 5 strands and how it connects to
the K-2 program/curriculum expectations. In this hands on session, educators will
leave with a collections of materials to use right back in their classroom!
T4.04
K/P
Changing kindergarten
block play programs to
promote rigourous
mathematics and spatial
development for ALL
children
DIANE TEPYLO
Evidence is increasingly pointing to the importance of spatial reasoning to
mathematics, a relationship that is established by kindergarten and continues
through university. This session examines how a play-based block building program in
kindergarten builds both spatial and mathematical thinking for every student in the
classroom. Participants will leave with clear understanding of how block building
develops and an framework for developing a rigorous, engaging block program.
34
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T4.05
I/S
TITLE
Math Trails: Seeing,
doing and talking about
math outside of the
classroom
PRESENTER(S)
Ron Lancaster
Judy Mendaglio
DESCRIPTION
THIS IS A DOUBLE SESSION. Join us for a mathematical walk on the campus of
Humber 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.
T4.06
K/P/J/I/S
EduGAINS Mathematics
Website
Sandy DiLena
Join us for a look at the EduGAINS – Mathematics website. Resources found there are
organized by role: classroom education, school leader, system leader and
professional learning facilitator.<BR> Stay and explore Ministry of Education
Mathematics K-12 Resources, including: EduGAINS – Mathematics K-12, mathies,
Ontario Education Resource Bank (OERB), Blended Learning packages, ministry
licensed digital supports, Homework Help, Critical Learning Instructional Path
Supports (CLIPS), Gap Closing and ePractice, Financial Literacy, lesson planning
supports, and resources to support professional learning facilitators of mathematics.
T4.07
J/I/S
Tactile Tactics in the
great outdoors
TIM SIBBALD
THIS IS A DOUBLE SESSION. Are you of a mindset willing to consider how the
outdoors can enrich your math classroom? This double session will use the
arboretum as a classroom. A series of activities will demonstrate some possibilities
that will be thought-provoking regarding the opportunity to use the outdoors for
math. Activities will use skills from different grade levels but can be tuned into a
particular grade level as needed. A tent will be used if there is inclement weather.
Please note that the session will not be wheelchair accessible and that participants
will be need to walk a couple of kilometers.
T4.08
I/S
Maximizing Your
Graphing Technology in
Everyday Practice
Darryl Marchand
THIS IS A PRODUCT SESSION. THIS IS A DOUBLE SESSION. Come and see how to
integrate TI graphing technology into everyday pedagogy practices. With free
resources and tools, teachers can easily incorporate recommended technology as a
learning tool to let students discover, explore and share. Activities will be shown that
teachers can use Monday. All participants will receive a 1 year license copy of TINspire Teacher software.
35
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T4.09
P/J
TITLE
How Does Teaching
Through Problem Solving
Promote a Growth
Mindset?
PRESENTER(S)
Bart Vanslack
DESCRIPTION
THIS IS A DOUBLE SESSION. In this session, participants will explore growth mindset
research and investigate strategies to develop it in the math classroom. Also,
participants will experience teaching and learning through problem solving and
explore ways problem solving helps students embrace a growth mindset.
T4.10
K/P/J
How Do We Include First
Nations Perspectives in
the Mathematics
Classroom?
Ruth Beatty
THIS IS A DOUBLE SESSION. During this interactive session we will explore various
First Nations cultural practices that support students’ mathematical thinking. We 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 include First Nations perspectives in the mathematics classroom.
T4.11
I/S
BYOD Classroom/
Mastery Learning
Tina Balfe
THIS IS A DOUBLE SESSION. 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. 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 platform as well as through a D2L platform, along with the
variation between applied and academic curriculum delivery.
T4.12
S
Census at School for
MDM4U
Alison Gibbs
Census at School is a free interactive, international online project designed to engage
students in grades 4 through 12 in statistical thinking and data analysis. Each year,
1000s of Ontario students contribute information about themselves to the database
and carry out statistical investigations on data from their class and data from children
around the world. Most of the participating Ontario students are elementary
students, but Census at School also offers opportunities for rich and meaningful
investigations appropriate for students in MDM4U. In this hands-on workshop, we
will demonstrate how Census at School can serve as a central resource for seniorlevel data management educators. Teachers will be introduced to both the Canadian
and International Census at School projects, and will be guided through a series of
activities for their MDM4U students, designed to directly address learning
expectations throughout the course.
36
CODE & LEVEL
T4.13
J/I/S
TITLE
Communication in the
21st Century Math
Classroom
PRESENTER(S)
T4.14
J/I/S
Choosing and Using
Web-Based Learning
Tools for the
Mathematics Classroom
Robin Kay
THIS IS A DOUBLE SESSION. Web-Based Learning Tools (WBLTs) are readily available,
easy to use online tools that can help students gain a better understanding of specific
course related concepts, often through the use of visual supports. Participants in this
hands-on workshop will leave with a solid understanding of how to select and use
WBLTs effectively in the mathematics classroom. The emphasis will be on effective
pedagogy to maximize learning. WBLTs can be used with a projector, Smart Board, or
at home, so limited computer-lab time need not be a barrier. Finally, participants will
be given a set of easy-to-use resources to help them begin using WBLTs in their
classrooms.
T4.15
J
Frog Jumping – A Whole
New Algebraic
Experience
Keith Van De Keere
THIS IS A DOUBLE SESSION. Research suggests that an open number line helps
students see algebraic relationships. In this workshop, teachers will be asked to look
at algebra in a very different light. We will look at the big ideas behind algebra and
show how kids can both see and show the math rather than just memorize and
reproduce a procedure.
Mishaal Surti
Tricia Loney
DESCRIPTION
THIS IS A DOUBLE SESSION. Today's math classroom is no longer the 'paper and
pencil' environment of the past. Teachers are now using technology to help our
students find and show their voice in their learning. In this session, participants will
learn new ideas about how to use mobile devices and Web 2.0 resources to engage
students in effective mathematical communication. Some ideas will include using
screencasts (Educreations/Explain Everything) and annotated images (Skitch) for
student created communication videos and photos, and Poll Everywhere, Popplet,
and Lino to help students connect and share their understanding. Please come to this
session with your favourite mobile device/tablet, and ready to play!
37
CODE & LEVEL
T4.16
J/I
TITLE
Classroom Research in
Fractions: Insights on a
Fractions Learning
Trajectory and CLIPS
Supports
PRESENTER(S)
Agnes Grafton
T4.17
I
Building Mental Math
Strategies
ROSE SALERNO
THIS IS A DOUBLE SESSION. We all use mental math on a daily basis. We use it at the
grocery store, when figuring out how much time it will take to get ready for work,
and perhaps how long it will be to our next vacation. This session will focus on
supporting students in building mental math strategies for the 4 operations, addition,
subtraction, multiplication and division. Once students have the foundational
knowledge and understanding of working with numbers they will begin to become
more confident in using mental math on a daily basis.
T4.18
I/S
Supporting a Growth
Mindset Through the
Use of Descriptive
Feedback
CAROL SHIFFMAN
THIS IS A DOUBLE SESSION. You've heard of descriptive feedback but do you really
know what it is? Do you know what it looks like in a secondary Math classroom? This
hands-on workshop will illustrate the link between using descriptive feedback and
supporting a growth mindset in your students. Participants will engage in activities
that contrast descriptive and evaluative feedback, discussion about promoting a
growth mindset in Math for students by providing "feedback that feeds forward,"
and practice with real student examples when considering feedback that addresses
student misconceptions, student thinking and teaching through problem
solving.&#8203;
Cheryl McGinnis
Scott Dowling
DESCRIPTION
THIS IS A DOUBLE SESSION. Fractions are a difficult-to-learn and difficult-to-teach
concept. Three years of research in Ontario classrooms have provided significant
insight into strategies for increasing student understanding of fractions. Classroom
research is showing how an instructional focus on conceptual understanding helps
students to transition to operations with fractions. This session will highlight student
thinking and responses to the rich tasks developed through classroom research
(activities designed to support students in acquiring critical foundational
understandings about fractions) as well to the numerous CLIPS tools, activities, and
games available. Presenters will share research findings, including a learning
trajectory in fractions currently in development, and discuss the implications for
practice, allowing participants to connect this work directly to their context.
Participants will have time to unpack student thinking and to explore CLIPS. CLIPS are
digital learning resources created for Ontario teachers freely available at
mathclips.ca.
38
CODE & LEVEL
T4.19
I/S
TITLE
Spiralling deeper with
activity-based learning
PRESENTER(S)
BRUCE MCLAURIN
DESCRIPTION
THIS IS A DOUBLE SESSION. We have improved student mindset and increased
student engagement by making hands-on 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.
T4.20
P/J/I
Balanced Mathematics
Kristen MuscatFennell
Balanced Mathematics is a differentiated instructional framework designed to
promote positive math mindsets in our students and to develop their thinking and
communication skills. This session will introduce you to the components of the
Balanced Math framework, including guided math, shared problem solving, math
journals, independent problem solving, math games and math facts. Sample learning
goals, success criteria, assessments, rotations and adaptations for the Primary
through Intermediate divisions will be shared. This work is a culmination of the
Ministry of Education’s Teacher Learning and Leadership Program (TLLP) and the
Provincial Knowledge Exchange (PKE).
T4.21
P/J/I
Accountable Talk and
Questioning: The
development of Fraction
Strategies, Big Ideas and
Models
Jonathan So
Margaret Allen
THIS IS A DOUBLE SESSION. 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 fraction problem, analyze the strategies, big ideas and models
developed to construct an understanding. There will be an opportunity to observe
students on video doing the same.
T4.22
I/S/PS
Getting Started for the
TI-Nspire CAS App for
iPad
Jerry Scherer
THIS IS A DOUBLE SESSION. In this hands-on session, participants will learn the basic
features of the six applications of the TI-Nspire CAS App for iPad. These tutorial
documents are ideal for classroom use. All instructions with keystroke sequences are
provided on the iPad. The handheld version of these files will also be available.
T4.23
I/S
Making Thinking Visible
in Secondary
Mathematics
Engy Boutros
How can we use different tools to help promote and encourage students to show
their thinking and ultimately become better at problem solving, collaboration and
gaining confidence in math class? In this interactive session, teachers can get a hands
on look at some of the 21st century teaching and learning strategies that can be used
to help make student thinking visible.
39
CODE & LEVEL
T4.24
I/S
TITLE
Successful Secondary eLearning Math Strategies
PRESENTER(S)
Sharon Korpan
DESCRIPTION
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, as well as, creating safe,
collaborative, reflective communities of learning for secondary math students, all in
an online environment.
T4.25
I
Calculating Our Future:
Math Lessons on the
Environment and Society
Chris Clovis
Show students how to apply math skills to understand and solve challenges to our
natural environment and human well-being. Engage in interdisciplinary hands-on
activities that address science and social studies themes – population growth,
resource use, health and education – while working on measurement, algebra, and
more.
T4.26
P
The First Days of Math
Jennifer Grosvenor
An introduction to a unit that was created out of a recognized need for students in
the primary grades to be explicitly taught the mathematical process skills in order to
be successful with the math content. This unit provides teachers with the opportunity
to assess student skills in mathematical processing as well as in content. It is meant
to lay a foundation of skills that students will then continue to practice and hone as
they work through the math content as well as help to give direction for planning
instruction.
T4.27
I/S
Investigating Parent
Functions Through
Transformations
Terry Walsh
THIS IS A PRODUCT SESSION. In this session, participants will investigate parent
functions and their transformations using the MODIFY and DYNAMIC features of
Casio PRIZM calculators. Participants will be shown how to use the MODIFY and
DYNAMIC capabilities of the PRIZM, then have a chance to investigate questions that
they can use to deepen student understanding of all of the "Parent" functions.
Participants will leave with lists of questions for students regarding linear, quadratic,
exponential, square root, and sinusoidal Parent functions.
40
CODE & LEVEL
T4.28
S
TITLE
The Best Canadian
Health Microdata for
MDM4U
PRESENTER(S)
Patricia Misner
DESCRIPTION
THIS IS A DOUBLE SESSION. We will provide all participants in this workshop with
hands-on experience on how to use the provincially licensed edition of a very useful,
easy-to-use CD-ROM containing over 2,000 variables from the Canadian Community
Health Survey (CCHS). This survey of 130,000 Canadians facilitates detailed analysis
and cross-tabulations of the many health and demographic variables available at the
health district level. At this hands-on workshop, teachers will learn how to use this
data with Beyond 20/20 and also receive a package of teacher materials that have
proven useful in implementing use of this data in MDM classes across Ontario. Those
wishing to follow along with the demonstration are encouraged to bring a PC to
install the software.
T4.29
J/I/S/PS
Positively Fluid Changing Classroom
Mindsets on Assessment
and Supporting Students
with Special Needs
PAUL COSTA
Come experience how we use interactive technologies in our math classrooms to
facilitate both formative and summative assessment and give instant feedback within
a “learning for all” environment. We will show you how we're using a revolutionary
new cloud-based platform, ClassFlow, to make lesson planning and assessment more
efficient and lesson delivery more impactful. Discover how we personalize the
learning for students of various abilities using tools in this web application. We’ll also
share how we are connecting iOS or android devices: tablets (iPads), Chromebooks,
laptops, interactive whiteboards and learner response devices (aka clickers) to create
a multi-modal, connected, collaborative classroom. Please bring your own devices if
you would like to interact with us in the session.
T4.30
I/S
Rethinking Math Class
Mary Bourassa
THIS IS A DOUBLE SESSION. What should 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 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, graphing calculators, apps, etc.? 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.
41
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TITLE
T4.ThreadConcept Thread: Concept Study:
K/P/J/I/S/PS
Teachers CoConstructing
Mathematics
PRESENTER(S)
KATHY KUBOTAZARIVNIJ
Brent Davis
DESCRIPTION
If multiplication is repeated addition, how does one go about adding 1.2 to itself 3.4
times? Questions like these will be investigated through "Concept Study"-- a
systematic set of research-based strategies collectively co-constructed by
kindergarten to grade 12 teachers to deepen their own understanding of math
content, while supporting their students' understanding. This thread consists of 5
sessions, including: T4-T5, F4-F5, and S3.
T4.ThreadLD
J/I
Connie Gray
Connie Quadrini
Classroom teachers of mathematics, special education teachers, and professional
learning facilitators are invited to participate in this innovative thread! Students with
learning disabilities have average to above average cognitive ability and therefore
great potential to learn mathematics. So what’s important to know and understand
about the challenges that these students face when learning mathematics? This
interactive session will provide educators with the opportunity to develop
understanding of the profile of students with learning disabilities. Through
experiencing math specific simulations, they will gain insights into the cognitive
processes that impact students' mathematics learning. During this session, educators
will apply new perspectives and insights gained as they work collaboratively to
unpack the IEPs of students with learning disabilities through a mathematics lens,
and analyze mathematical tasks and student thinking. In addition, they will consider
next steps for student learning including selection of precise and personalized
accommodations that leverage student strengths and respond to needs.
Interventions for students with learning disabilities will be explored with a focus on
assessing students' mathematical readiness, and selecting appropriate resources and
supports that move these students forward in their mathematics learning. This
thread consists of 5 sessions, including: T4-T5, F4-F5, and S3.
Thread: Supporting
Students with Learning
Disabilities in
Mathematics
42
CODE & LEVEL
T4.ThreadTech
J/I
TITLE
Thread: Manipulating
Mathematical Thinking
with Technology
PRESENTER(S)
CAROLINE
ROSENBLOOM
MIRELA CIOBANU
DESCRIPTION
In Session 1 of the thread: Manipulating Mathematical Thinking with Technology. As
a novice or a tech-savvy educator, we will provide steps you can take to contextualize
tool technologies in your mathematics instructional design. These strategies will
deepen students’ ability to think critically as they participate as knowledgeable,
reflective, creative and analytical members of a collaborative digital space. We will
show how technology for instruction and assessment was used in our partnership
project where students were part of a learning community to discover, explore, and
conjecture about mathematical ideas collaboratively and cross-culturally. In Part 2 of
this thread. Successful students can fluently “see” mathematical relationships. During
this session, participants will engage in problem solving and use various models of
representations, including the Singapore Model Drawing and the open number line
model used in Japan. Additionally, we will explore how dynamic technologygenerated representations are easily manipulated to increase students’ ability to
identify the relationships between known and unknown quantities in the problems
they solve. We will share samples of collaboratively generated problem
representations, as a result of the mathematical partnership created among various
math classroom communities. In Part 3 of this thread we will show the role parents
play as critical members in our learning partnership for student success. From parent
engagement sessions to classroom blogs, we will explore different ways technology
can be used to link the home and school to involve parents in our learning
community. This thread consists of 5 sessions, including: T4-T5, F4-F5, and S3. BYOD
for the full experience!
T5.01
K/P/J/I/S/PS
Featured Session: They
can do it! Supporting all
students’ mathematical
thinking
Chris Suurtamm
All students are capable of engaging in mathematical thinking. This presentation will
draw on research and practice to unpack the environments, the tasks, and the
teacher moves that help to facilitate mathematical thinking with all students. Sample
tasks, student responses, and teaching strategies will be shared.
43
CODE & LEVEL
T5.02
I/S
TITLE
Some big ideas about
measurement in 10-12
PRESENTER(S)
David Zimmer
John Rodger
Dwight Stead
DESCRIPTION
We often ask students in grade 8 or grade 9 math classes "What is area?" and receive
responses listing all the formulas they know. For many students, perimeter, area and
volume are just formulas and the units are arbitrary and without meaning. Clearly
this is a problem for students, but how often do teachers consider how various
measurement concepts are developed in previous grades, let alone in subsequent
grades, and why? We present some fundamental ideas about measurement in three
workshops, each of which focuses on a particular grade band. Participants will have
sufficient time to engage activities and discuss connections between measurement
ideas that are particularly relevant to the grades they teach. Where it makes sense,
we will reach back to previous grades or ahead to highlight how these ideas connect
to prior or future learning. Join us, for an opportunity to build on your existing
mathematical knowledge for teaching measurement, by exploring a variety of
activities designed to demonstrate the initial development of concepts of perimeter,
area and volume from 10 through grade 12. This will be followed by activities and
discussion designed to link measurement ideas to concepts in other strands.
T5.03
K/P
M2 = Manipulative
Madness in the Early
Years!
Melissa Seco
THIS IS A DOUBLE SESSION. This session will focus on building mathematical
knowledge for teaching students in the early years through the use of problem
solving with manipulatives in a 3 Part lesson format and through learning centers.
Educators will explore a variety of problems from all 5 strands and how it connects to
the K-2 program/curriculum expectations. In this hands on session, educators will
leave with a collections of materials to use right back in their classroom!
T5.04
J/I/S/PS
Moving Further Beyond
the Chapter Test!
Damian Cooper
Join Damian in a follow-up discussion of his featured session. In this smaller venue,
we will have the opportunity to share challenges and solutions.
T5.05
I/S
Math Trails: Seeing,
doing and talking about
math outside of the
classroom
Ron Lancaster
Judy Mendaglio
THIS IS A DOUBLE SESSION. Join us for a mathematical walk on the campus of
Humber 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.
44
CODE & LEVEL
T5.06
K/P/J/I/S
TITLE
Blended Learning
PRESENTER(S)
Bea Meglio
DESCRIPTION
Join us to explore Blended Learning in K-12 Math. We will discuss the provincially
licensed virtual learning environment (vLE), course content, customization, and other
Ministry licensed software and resources. Come and hear how technology enabled
learning and teaching can work for you and your students.<BR> Stay and explore
Ministry of Education Mathematics K-12 Resources, including: EduGAINS –
Mathematics K-12, mathies, Ontario Education Resource Bank (OERB), Blended
Learning packages, ministry licensed digital supports, Homework Help, Critical
Learning Instructional Path Supports (CLIPS), Gap Closing and ePractice, Financial
Literacy, lesson planning supports, and resources to support professional learning
facilitators of mathematics.
T5.07
J/I/S
Tactile Tactics in the
great outdoors
TIM SIBBALD
THIS IS A DOUBLE SESSION. Are you of a mindset willing to consider how the
outdoors can enrich your math classroom? This double session will use the
arboretum as a classroom. A series of activities will demonstrate some possibilities
that will be thought-provoking regarding the opportunity to use the outdoors for
math. Activities will use skills from different grade levels but can be tuned into a
particular grade level as needed. A tent will be used if there is inclement weather.
Please note that the session will not be wheelchair accessible and that participants
will be need to walk a couple of kilometers.
T5.08
I/S
Maximizing Your
Graphing Technology in
Everyday Practice
Darryl Marchand
THIS IS A PRODUCT SESSION. THIS IS A DOUBLE SESSION. Come and see how to
integrate TI graphing technology into everyday pedagogy practices. With free
resources and tools, teachers can easily incorporate recommended technology as a
learning tool to let students discover, explore and share. Activities will be shown that
teachers can use Monday. All participants will receive a 1 year license copy of TINspire Teacher software.
T5.09
P/J
How Does Teaching
Through Problem Solving
Promote a Growth
Mindset?
Wilma Simmons
THIS IS A DOUBLE SESSION. In this session, participants will explore growth mindset
research and investigate strategies to develop it in the math classroom. Also,
participants will experience teaching and learning through problem solving and
explore ways problem solving helps students embrace a growth mindset.
T5.10
K/P/J
How Do We Include First
Nations Perspectives in
the Mathematics
Classroom?
Ruth Beatty
THIS IS A DOUBLE SESSION. During this interactive session we will explore various
First Nations cultural practices that support students’ mathematical thinking. We 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 include First Nations perspectives in the mathematics classroom.
45
CODE & LEVEL
T5.11
I/S
TITLE
BYOD Classroom/
Mastery Learning
PRESENTER(S)
Tina Balfe
DESCRIPTION
THIS IS A DOUBLE SESSION. 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. 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 platform as well as through a D2L platform, along with the
variation between applied and academic curriculum delivery.
T5.12
P/J
Power Play Games for
Teaching Place Value
Jane Felling
THIS IS A PRODUCT SESSION. Come prepared to play games that incorporate the use
of cards, dice, and multi-sided place value dice, number lines. Games and strategies
focus on: naming, ordering and comparing numbers, beginning rounding strategies,
number patterns, expanded and standard form. Reproducible gameboards and
student samples are provided and many practical strategies will be shared to help
with this important part of the curriculum.
T5.13
J/I/S
Communication in the
21st Century Math
Classroom
Mishaal Surti
Tricia Loney
THIS IS A DOUBLE SESSION. Today's math classroom is no longer the 'paper and
pencil' environment of the past. Teachers are now using technology to help our
students find and show their voice in their learning. In this session, participants will
learn new ideas about how to use mobile devices and Web 2.0 resources to engage
students in effective mathematical communication. Some ideas will include using
screencasts (Educreations/Explain Everything) and annotated images (Skitch) for
student created communication videos and photos, and Poll Everywhere, Popplet,
and Lino to help students connect and share their understanding. Please come to this
session with your favourite mobile device/tablet, and ready to play!
46
CODE & LEVEL
T5.14
J/I/S
TITLE
Choosing and Using
Web-Based Learning
Tools for the
Mathematics Classroom
PRESENTER(S)
Robin Kay
DESCRIPTION
THIS IS A DOUBLE SESSION. Web-Based Learning Tools (WBLTs) are readily available,
easy to use online tools that can help students gain a better understanding of specific
course related concepts, often through the use of visual supports. Participants in this
hands-on workshop will leave with a solid understanding of how to select and use
WBLTs effectively in the mathematics classroom. The emphasis will be on effective
pedagogy to maximize learning. WBLTs can be used with a projector, Smart Board, or
at home, so limited computer-lab time need not be a barrier. Finally, participants will
be given a set of easy-to-use resources to help them begin using WBLTs in their
classrooms.
T5.15
J
Frog Jumping – A Whole
New Algebraic
Experience
Keith Van De Keere
THIS IS A DOUBLE SESSION. Research suggests that an open number line helps
students see algebraic relationships. In this workshop, teachers will be asked to look
at algebra in a very different light. We will look at the big ideas behind algebra and
show how kids can both see and show the math rather than just memorize and
reproduce a procedure.
T5.16
J/I
Classroom Research in
Fractions: Insights on a
Fractions Learning
Trajectory and CLIPS
Supports
Agnes Grafton
THIS IS A DOUBLE SESSION. Fractions are a difficult-to-learn and difficult-to-teach
concept. Three years of research in Ontario classrooms have provided significant
insight into strategies for increasing student understanding of fractions. Classroom
research is showing how an instructional focus on conceptual understanding helps
students to transition to operations with fractions. This session will highlight student
thinking and responses to the rich tasks developed through classroom research
(activities designed to support students in acquiring critical foundational
understandings about fractions) as well to the numerous CLIPS tools, activities, and
games available. Presenters will share research findings, including a learning
trajectory in fractions currently in development, and discuss the implications for
practice, allowing participants to connect this work directly to their context.
Participants will have time to unpack student thinking and to explore CLIPS. CLIPS are
digital learning resources created for Ontario teachers freely available at
mathclips.ca.
Cheryl McGinnis
Scott Dowling
47
CODE & LEVEL
T5.17
I
TITLE
Building Mental Math
Strategies
PRESENTER(S)
ROSE SALERNO
DESCRIPTION
THIS IS A DOUBLE SESSION. We all use mental math on a daily basis. We use it at the
grocery store, when figuring out how much time it will take to get ready for work,
and perhaps how long it will be to our next vacation. This session will focus on
supporting students in building mental math strategies for the 4 operations, addition,
subtraction, multiplication and division. Once students have the foundational
knowledge and understanding of working with numbers they will begin to become
more confident in using mental math on a daily basis.
T5.18
I/S
Supporting a Growth
Mindset Through the
Use of Descriptive
Feedback
CAROL SHIFFMAN
THIS IS A DOUBLE SESSION. You've heard of descriptive feedback but do you really
know what it is? Do you know what it looks like in a secondary Math classroom? This
hands-on workshop will illustrate the link between using descriptive feedback and
supporting a growth mindset in your students. Participants will engage in activities
that contrast descriptive and evaluative feedback, discussion about promoting a
growth mindset in Math for students by providing "feedback that feeds forward,"
and practice with real student examples when considering feedback that addresses
student misconceptions, student thinking and teaching through problem solving.
T5.19
I/S
Spiralling deeper with
activity-based learning
BRUCE MCLAURIN
THIS IS A DOUBLE SESSION. We have improved student mindset and increased
student engagement by making hands-on 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.
T5.20
P/J/I
Leveraging Digital to
Accelerate Student
Learning in Mathematics
by Making Thinking
Visible and Fostering
Adaptive Mathematical
Mindsets.
Kristen MuscatFennell
Wondering how you might maximize the use of digital tools to capture evidence of
student thinking? Or how to support growth mindset and the assessment and sharing
of student work? Join us for this session and build your digital toolbox. 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 and support learning through deep
learning tasks. Student artifacts collected during classroom-embedded numeracy
inquiries will be shared. Let’s discover the possibilities together!
48
CODE & LEVEL
T5.21
P/J/I
TITLE
Accountable Talk and
Questioning: The
development of Fraction
Strategies, Big Ideas and
Models
PRESENTER(S)
Jonathan So
Margaret Allen
DESCRIPTION
THIS IS A DOUBLE SESSION. 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 fraction problem, analyze the strategies, big ideas and models
developed to construct an understanding. There will be an opportunity to observe
students on video doing the same.
T5.22
I/S/PS
Getting Started for the
TI-Nspire CAS App for
iPad
Jerry Scherer
THIS IS A DOUBLE SESSION. In this hands-on session, participants will learn the basic
features of the six applications of the TI-Nspire CAS App for iPad. These tutorial
documents are ideal for classroom use. All instructions with keystroke sequences are
provided on the iPad. The handheld version of these files will also be available.
T5.23
K/P/J
CANCELLED
Mais oui!!! Des
ressources de
mathématiques gratuites
disponibles - en français!
Version élémentaire.
LISE GALUGA
Les enseignants francophones de l’Ontario ont accès à de multiples ressources
produites par des institutions franco-ontariennes. Ces ressources sont gratuites et
disponibles sur Internet pour une utilisation en tout temps et en tout lieu. Venez : ›
naviguer les sites des partenaires en éducation de l’Ontario; › connaître les
ressources gratuites disponibles au personnel scolaire de l’Ontario.
T5.23
P/J/I
Play math, love math:
unleash the power of
games-based learning in
your classroom
Mohit Midha
T5.24
P
Helping Children to Think Zoe Donoahue
Strategically About
Addition and Subtraction
THIS IS A PRODUCT SESSION
Technology has become deeply, if not completely, embedded in each of our lives.
Some of our students were born after Facebook was launched and expect the
interactive touch devices to have always existed. With so many distractions in
students’ lives, how can we innovate to address the learning needs of this generation
of students? With interactive games and clever adaptive quizzes, all mapped to the
curriculum for K-10, Mangahigh brings dramatic improvements in students’ attitudes
towards learning math. On Mangahigh, each student&#8232; is motivated and works
to the best of their ability. Teachers can easily identify struggling students and
differentiate their instruction using built-in classroom tools. The program has already
been adopted by over 5000 schools and is the most engaging math resource out
there. Join the session and get yourself a free trial.
This session will focus on an approach and activities to help children learn to think
strategically when adding and subtracting. The focus will be on how children use
tools and manipulatives such as the rekenrek, number line, open number line,
hundreds chart and 20 frame and on how they can be encouraged to use and
articulate a variety of strategies. The session will include examples of lessons and
discussions from a Grade One class.
49
CODE & LEVEL
T5.25
P
TITLE
Investigating critical
thinking in math through
a Kindergarten lens
PRESENTER(S)
kathryn lucas
DESCRIPTION
Join us as we explore how to help early elementary students develop their critical
thinking skills through open-ended problem solving, based on the Douglas Clements
Learning Trajectory on early learners and mathematics. We will also be addressing
the importance of assessment and evaluation within this context, and how to apply it
meaningfully. Participants will experience a 3-part math lesson through the eyes of a
kindergarten student.
T5.26
I
Thinking and
Communicating in
Mathematics
Jennifer Lloyd
The purpose of this workshop will be to demonstrate how to use writing and
communication skills to deepen mathematical understanding. Through math journals
and media outlets, students will develop a greater appreciation for math, particularly
those who are more confident in literacy than in math. I will discuss how to teach
students to write good math journals as well as encourage discussion around how to
assess math journals. One possible activity could be to moderate some sample
journals to allow teachers to feel more confident assessing communication pieces in
math.
T5.27
P
Math, Mindset and
Multiple Intelligences
Patricia Kehn
Lisa Petrucci
Cindy Mackay
Carol-Lee Halcovitch
Kimberley Davis
Our TLLP theory of action looked at supporting student achievement in mathematics
by connecting learning styles and multiple intelligences. Participants will explore
activities, apps and strategies to increase their students' number sense by teaching to
their learning styles and intelligences (with a concentration on bodily/kinesthetic,
musical and visual/spatial learning styles).
T5.28
S
The Best Canadian
Health Microdata for
MDM4U
Patricia Misner
THIS IS A DOUBLE SESSION. We will provide all participants in this workshop with
hands-on experience on how to use the provincially licensed edition of a very useful,
easy-to-use CD-ROM containing over 2,000 variables from the Canadian Community
Health Survey (CCHS). This survey of 130,000 Canadians facilitates detailed analysis
and cross-tabulations of the many health and demographic variables available at the
health district level. At this hands-on workshop, teachers will learn how to use this
data with Beyond 20/20 and also receive a package of teacher materials that have
proven useful in implementing use of this data in MDM classes across Ontario. Those
wishing to follow along with the demonstration are encouraged to bring a PC to
install the software.
50
CODE & LEVEL
T5.29
K/P/J/I
TITLE
Numeracy GROOVE
PRESENTER(S)
Michelle Hillier
DESCRIPTION
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.
T5.30
I/S
Rethinking Math Class
Mary Bourassa
THIS IS A DOUBLE SESSION. What should 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 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, graphing calculators, apps, etc.? 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.
Brent Davis
KATHY KUBOTAZARIVNIJ
If multiplication is repeated addition, how does one go about adding 1.2 to itself 3.4
times? Questions like these will be investigated through "Concept Study"-- a
systematic set of research-based strategies collectively co-constructed by
kindergarten to grade 12 teachers to deepen their own understanding of math
content, while supporting their students' understanding. This thread consists of 5
sessions, including: T4-T5, F4-F5, and S3.
T5.ThreadConcept Thread: Concept Study:
K/P/J/I/S/PS
Teachers CoConstructing
Mathematics
51
CODE & LEVEL
T5.ThreadLD
J/I
TITLE
Thread: Supporting
Students with Learning
Disabilities in
Mathematics
PRESENTER(S)
Connie Quadrini
Connie Gray
DESCRIPTION
Classroom teachers of mathematics, special education teachers, and professional
learning facilitators are invited to participate in this innovative thread! Students with
learning disabilities have average to above average cognitive ability and therefore
great potential to learn mathematics. So what’s important to know and understand
about the challenges that these students face when learning mathematics? This
interactive session will provide educators with the opportunity to develop
understanding of the profile of students with learning disabilities. Through
experiencing math specific simulations, they will gain insights into the cognitive
processes that impact students' mathematics learning. During this session, educators
will apply new perspectives and insights gained as they work collaboratively to
unpack the IEPs of students with learning disabilities through a mathematics lens,
and analyze mathematical tasks and student thinking. In addition, they will consider
next steps for student learning including selection of precise and personalized
accommodations that leverage student strengths and respond to needs.
Interventions for students with learning disabilities will be explored with a focus on
assessing students' mathematical readiness, and selecting appropriate resources and
supports that move these students forward in their mathematics learning. This
thread consists of 5 sessions, including: T4-T5, F4-F5, and S3.
52
CODE & LEVEL
T5.ThreadTech
J/I
TITLE
Thread: Manipulating
Mathematical Thinking
with Technology
PRESENTER(S)
CAROLINE
ROSENBLOOM
Mirela Ciobanu
DESCRIPTION
In Session 1 of the thread: Manipulating Mathematical Thinking with Technology. As
a novice or a tech-savvy educator, we will provide steps you can take to contextualize
tool technologies in your mathematics instructional design. These strategies will
deepen students’ ability to think critically as they participate as knowledgeable,
reflective, creative and analytical members of a collaborative digital space. We will
show how technology for instruction and assessment was used in our partnership
project where students were part of a learning community to discover, explore, and
conjecture about mathematical ideas collaboratively and cross-culturally. In Part 2 of
this thread. Successful students can fluently “see” mathematical relationships. During
this session, participants will engage in problem solving and use various models of
representations, including the Singapore Model Drawing and the open number line
model used in Japan. Additionally, we will explore how dynamic technologygenerated representations are easily manipulated to increase students’ ability to
identify the relationships between known and unknown quantities in the problems
they solve. We will share samples of collaboratively generated problem
representations, as a result of the mathematical partnership created among various
math classroom communities. In Part 3 of this thread we will show the role parents
play as critical members in our learning partnership for student success. From parent
engagement sessions to classroom blogs, we will explore different ways technology
can be used to link the home and school to involve parents in our learning
community. This thread consists of 5 sessions, including: T4-T5, F4-F5, and S3. BYOD
for the full experience!
F1.01
J/I
Featured Session:
Supporting Students
with Learning Disabilities
in Mathematics: What
Have We Learned So
Far?
Connie Quadrini
Connie Gray
Unpacking of student profiles in conjunction with mathematics content is providing
new ways of thinking and subsequently guiding collaborative inquiry by special
education and mathematics educators who are focused on supporting students with
learning disabilities in mathematics. Findings from collaborative inquiries have
yielded some insights into ways that students perceive, understand and
communicate mathematics. Come hear about some of the high yield instructional
strategies that support unique student profiles with precision and personalization,
and walk away with new ways of thinking about how to best enable these students.
53
CODE & LEVEL
F1.02
J/I/S
TITLE
Financial Literacy
PRESENTER(S)
Beth Brown
DESCRIPTION
Join us to explore curriculum-linked videos and lesson plans of Ontario teachers
implementing financial literacy education across a broad range of grades, subjects,
courses and pathways. We will explore the financial literacy page on EduGAINS as
well as new resources to support professional learning. Stay and explore Ministry of
Education Mathematics K-12 Resources, including: EduGAINS – Mathematics K-12,
mathies, Ontario Education Resource Bank (OERB), Blended Learning packages,
ministry licensed digital supports, Homework Help, Critical Learning Instructional
Path Supports (CLIPS), Gap Closing and ePractice, Financial Literacy, lesson planning
supports, and resources to support professional learning facilitators of mathematics.
F1.03
K/P/J/I
ELL and Math Learning
and Instruction
KATHY KUBOTAZARIVNIJ
How do students learn mathematics when they don't speak English and have limited
school experience? What would a whole-school approach to improving student
learning and achievement in mathematics in a school with 75% ELL students be? The
school's co-constructed planning and instructional processes and strategies for ELL
learners will be explained and experienced.
F1.04
I
OAME/MoE/OMCA
Grade 9 Applied Math
Collaborative Project
TBA
This year OAME, in conjunction with the Ministry of Education and OMCA, are
running a project to improve student learning in Grade 9 Applied Math. Come to a
session where we will share our experiences and what we have learned.
F1.05
K/P
Leaps and Bounds
Marian Small
Primary: Closing the Gap
for Struggling Students in
Grades K-2
THIS IS A PRODUCT SESSION. Leaps and Bounds Primary is a mathematics
intervention resource carefully developed to help teachers diagnose student
difficulties and intervene appropriately at the early grades. Based on Dr. Marian
Small’s philosophy around differentiated instruction for all learners, Leaps and
Bounds Primary provides teachers with a tool for individual or small-group
remediation. Diagnostic assessments (based on curriculum strands and topics) allow
teachers to identify where students’ abilities or difficulties lie, and intervention
activities help close learning gaps for those students who may be struggling. Join us
to discover how Leaps and Bounds Primary can support primary-level students by
closing gaps before they interfere with progress and future success.
F1.06
I/S
Learning Math with
Technology
Tom will share what learning looks like at Mother Teresa High School, where students
are successfully learning with TI-Nspire CAS handhelds, TI-Navigator, TI-Npsire App
for iPad, iPads, SMARTBoards, and document cameras. The session will focus on how
we use these technologies to connect more closely with student thinking.
Tom Steinke
54
CODE & LEVEL
F1.07
S/PS
TITLE
New kinds of problems
PRESENTER(S)
Peter Taylor
DESCRIPTION
Much has been said around the need for a “cultural change” in math education at all
levels. For my part I believe that we owe our students, not to mention society, richer
experiences with the mathematics curriculum, particularly at the middle and high
school levels. By richer, I do not mean “harder math problems" but rather I want to
see problems that contribute to the development of the skills and aptitudes that are
increasingly in demand. Sitting at the centre of these are the investigative skills, the
capacity to take a problem apart and see how it works, to push it in different
directions and see what happens, to relate it to similar problems, to talk with others
and consult, and at the end to put it all together as a compelling story. I will give
examples of such problems at the senior high school level.
F1.08
K/P/J/I
Building a Home
Connection: School
Family Math Night
Belinda Moretta
In this session, participants will be introduced to the entire process of hosting a
Family Math Night at their school. A Family Math night is a wonderful way for
parents/guardians to explore mathematics with their children through hands-on
learning activities and games. Families are provided a clearer understanding of how
math is being taught in the classroom, as well as the opportunity to learn fun and
engaging ways to practice important math skills at home. This not only builds further
communication between the home and school, but also strengthens the sense of
partnership between parents/guardians and teachers.
F1.09
S
Growth Mindset in MHF
4U (Our TLLP Journey)
Elizabeth Pattison
This year we worked on a TLLP with a focus on teaching through problem solving in
Advanced Functions. All year we’ve being creating problem solving lessons and
assessments that (i) help students develop deeper conceptual understandings in
some of the areas where they typically struggle, and (ii) become more confident and
active problem solvers. At this session, we will share these activities and also discuss
how we consolidated the key understandings of the concepts being explored. Most of
these activities are meant to be done in small group settings with minimal teacher
intervention in an effort to promote communication, perseverance, problem solving
skills and a growth mindset about learning. We will also share the results of our preand post-survey of students’ mindset towards mathematics and problem solving.
F1.10
I
Proportional Reasoning
for Intermediate
Students
Jean Middleton
Teaching the 'Rate, Ratio and Percent Unit' to Gr. 7/8 students can send tremors into
even the most seasoned teacher. Come and explore some technology, authentic
learning opportunities, mental math strategies and good questions for 3-part math
lessons that can be used to develop proportional reasoning in Gr. 7/8 students.
55
CODE & LEVEL
F1.11
K/P/K/I
TITLE
Build Positive Mindsets
with Video
PRESENTER(S)
Royan Lee
DESCRIPTION
For students to develop positive math mindsets, they need to recognize that problem
solving is a process, and be able to self assess their progress. Just as an athlete will
watch video of him/herself with a coach to deconstruct successes and next steps, so
too can a student watch a video of him/herself solving math problems to better
understand his/her own areas of strength and need. Come to this session to learn
how to use simple mobile technology to take, keep, and use video for assessment.
Learn how students can develop their metacognition as mathematicians, growing
leaps and bounds in their growth mindsets.
F1.12
K/P/J/I/S/PS
Supporting Professional
Learning in the 21st
Century
SONIA ELLISON
Teaching and learning has to be different for students in the 21st Century. This
means that we must provide a different kind of learning experience for educators as
well. Join me for a session focused on how we can use professional learning designs
to shift educator mindsets, nurture curiosity, and create opportunities for
collaboration and innovation.
F1.13
I
Building Mathematical
Mindsets in MPM2D
Through Cycling:
Academic Activities and
Problem Solving Tasks
Gabriela Papaz
We will suggest a possible course outline that works for us, share 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.
F1.14
P/J/I
Play-Based Learning in
the Junior Classroom &
Beyond
John Butler
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 stress-free 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 non-intrusive, 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 in 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.
56
CODE & LEVEL
F1.15
J/I/S
TITLE
Creative Differentiation
in the Math Classroom
using Google Apps for
Education (GAFE)
PRESENTER(S)
Sandra Chow
DESCRIPTION
Our classrooms these days are becoming more diverse with combined grades, ESL,
and integrated classrooms, and math problem solving is often the biggest barrier for
our students. As an educator, meeting the needs of every individual child is difficult
and challenging. GAFE provides many wonderful tools that help educators to face
these challenges head-on. Join us in this session as we share our tips and tricks to
differentiate teaching and learning in an integrated math classroom using Google
Drive, Read and Write Gold, Chrome Extensions and many more.
F1.16
K/P/J
Building Spatial Sense to
help Students
Mathematically P/J
DIANE TEPYLO
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 6.
F1.17
I/S
VNPS - It's all that...and
more!!!
Mylène Abi-Zeid
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 positive
mindset.
F1.18
K/P/J/I
Lies and Partial Truths
We Tell Children in Math
Class
Daniel Peter
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 short-cuts and non-contextualized learning for students' long
term success in mathematics.
57
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F1.19
K/P/J/I
TITLE
Inspire and motivate
students in Mathematics
PRESENTER(S)
Liz Coffey
DESCRIPTION
THIS IS A 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 now
aligned to Ontario expectations. This web based program is used daily by over 4
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.
F1.20
K/P
Inquiry Based Learning
and Mathematics Finding the Math in Their
Work
Chris Moscato
This session will explore the role of an inquiry stance of learning within the
mathematics classroom. Participants will explore found materials while looking for
mathematical concepts within the work. Content knowledge for teaching will be
addressed in order for participants to better understand how mathematics and
inquiry are connected in the Early Learning Kindergarten-Grade 2 classrooms.
F1.21
I/S
Math Action Plans
CAROL
VAN WAGNER
Math Action Plans (MAPs) are easy-to-use templates written by the teacher and filled
out by students at key points in the course. They allow students to analyze their
progress, identify specific gaps in their learning, make a plan to fill those gaps, and
communicate with their support team (i.e, parents and teacher). It takes about 15
min for a teacher to customize a basic MAP template, and then about 15 min for each
student to complete and submit. Students take ownership of their learning, you save
time writing progress reports, and parents will thank you! Learn more about how and
when you can use MAPs to help students take greater control of their learning, and
try writing one for own class.
F1.22
J/I/S
The Evolution of
Assessment in
Mathematics
Lawrence DeMello
Chris Papalia
It is about time we allow students to use the technology at their fingertips to
demonstrate their understanding of mathematics. We will show the various
strategies we used to "revolutionize" the paper and pencil approach to mathematics
evaluation in their classes. Our approach to assessment builds growth mindsets,
improves student engagement, and, as a result, improves learning. Further, every
students' ability to collaborate effectively is nurtured. Student exemplars and rubrics
will be shared. Participants will leave this workshop with strategies they can
immediately implement in their classrooms to assess student work.
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F1.23
I
TITLE
New Ministry Blended
Learning Resources for
MFM1P
PRESENTER(S)
Irene McEvoy
DESCRIPTION
Come out for a first-hand look at this brand new resource for delivering MFM1P in a
blended learning environment using the provincially licensed Virtual Learning
Environment. As well as getting meaningful content, you will learn more about
Ministry licensed integrations, interactive learning objects, CLIPS, ePortfolio for
online assessment.
F1.24
Using Loose Parts to
Enhance Mathematical
Understanding in Young
Learners
Jessica LindsaySonkin
Inspired by the Beautiful Stuff project, this session will explore multiple ways to use
loose parts to reflect, support and enhance mathematical thinking in young learners.
Number sense, geometry, spatial sense, patterning and data management are all
strands that are touched upon when using this open-ended, play-based project.
Strategies for making mathematical thinking visible to students, parents and
educators will also be examined.
F1.25
K/P/J
Develop Deeper
Understanding with the
Power of Part-PartWhole
Ann Pigeon
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. Participants will explore a variety of hands-on activities to develop partwhole relationships, giving children access into a variety of addition and subtraction
problem solving situations. The use of manipulatives and technology, make the partpart-whole relationship accessible to all students. Part-part-whole
relationships...they are an important part of primary mathematics!
F1.26
I/S
Building a Growth
Mindset in Grade 9
Applied Math
Jennifer Clark
This session focuses on strategies that have proven to be effective at changing the
attitudes of grade 9 applied students from "I can't do math" to "I can be good at
math too". Strategies to be shared involve components of both Assessment for
Learning and differentiated instruction. The effect that these strategies have had on
EQAO scores will also be addressed.
F1.27
I
Promising Practices to
Increase Success of
Grade 9 Applied Math
Learners
Eli-James Hunt
This presentation will focus on strategies that have been implemented to improve
outcomes for grade 9 Applied Math learners in the Brant Haldimand Norfolk CDSB.
Participants will leave with engaging activities on some of the big ideas of the course
as well as an overview of the system initiatives that have fostered an increase in
achievement throughout the board. This session is geared toward teachers and
leaders who have a passion for developing a growth mindset in staff and students in
the area of Mathematics.
59
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F1.28
I
TITLE
Destreaming... all over
again.
PRESENTER(S)
Mike Smith
Lorraine Ryan
DESCRIPTION
After completing a year-long project in a Limestone DSB school to combine students
who chose either grade 9 academic or applied math, we will discuss our results,
experiences and the growth mindset learning we accomplished with a cohort who
began and successfully completed the Academic course. Now currently in the second
year of the program, we will also share the progression of our course planning,
teaching strategies, timetable structures and mindset activities.
F1.29
P/J
On A Roll to Fact Fluency
Jane Felling
THIS IS A PRODUCT SESSION. Do your students struggle with fact fluency and are you
looking for engaging and effective activities to help them gain confidence and
competence with the curriculum? Come prepared to play our best Box Cars games
that incorporate cards and dice. Games integrate practice with strategies that help
with operational fluency. Student samples, gameboards, ideas for differentiation
provided.
F1.30
P/J
Fluid Hundred Charts
Roy Reed
Hundred charts have been around a long time, but they are usually used as static
tools. However, if we dump out the pocket charts and cut up the arrays, students can
discover patterns and number relationships, using this traditional tool in a whole new
way.
F1.31
P
StrADDegy
Jamie Fraser
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 (tenframes, 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.
F2.Keynote
All
Keynote Address:
Beyond Relevance &
Real World: Stronger
Strategies for Student
Engagement
Dan Meyer
Highlighting relevance and connections to the real world are often seen as the most
effective strategies for engaging students in difficult mathematics, but both strategies
are limited and can fail in crucial ways. We'll add strategies to our repertoire, looking
at research-based methods for developing a question instead.
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F3.00
F3.01
All
F3.02
I/S
TITLE
LUNCH
Featured Session: From
the lab to the classroom:
Lessons from a 4-year
geometry and spatial
reasoning research
project
Math Curriculum
Makeover
PRESENTER(S)
Joan Moss
Dan Meyer
DESCRIPTION
First of 2 available lunch time slots
Spatial reasoning has captured the attention of influential organizations, such as the
National Council of Teachers of Mathematics (2010) and the National Research
Council (2006), and, recently, the Ontario Ministry of Education (OME, 2014). Years of
research by cognitive scientists and developmental psychologists have uncovered the
central role of spatial reasoning for STEM disciplines, most notably mathematics. The
good news, according to an award-winning meta-analysis of 206 spatial training
studies (Utall et al., 2011), is that spatial reasoning is malleable and can be learned by
people of all ages. Although the implications of these findings offer promise for
educators, surprisingly, only a handful of the studies from this meta-analysis were
conducted in the “messy” environments of classrooms. Our challenge as educators is
to translate these findings and to incorporate spatial reasoning into the realities of
classroom practice. For the last four years the Math for Young Children project has
been working in a variety of classrooms, both urban and rural, to address this gap.
This project has brought together researchers, mathematicians, teachers and
educational leaders to design and test lessons and activities to support the
development of spatial reasoning. More specifically, we have worked towards
investigating new ways to incorporate spatial reasoning in the teaching and learning
of geometry, measurement and recently, number. In this talk, I will present highlights
of the tasks and lessons that we have designed, show video clips of student
reasoning, and present research findings from the intervention studies that have
been part of this project.
Our textbooks often contain interesting questions that the nature of text and paper
has compressed and made disinteresting. We will explore strategies for taking the
unengaging bits from our textbooks and transform them, using research-based
strategies for student engagement. Optional: bring a textbook task to work on.
61
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F3.03
I
TITLE
Homework Help
PRESENTER(S)
Mandy Mabee
DESCRIPTION
Join us for a look at how you and your students can benefit from Homework Help - a
free online math help resource for students in Grades 7-10. Homework Help provides
live one-on-one tutoring from Ontario teachers and a dynamic web presence.<BR>
Stay and explore Ministry of Education Mathematics K-12 Resources, including:
EduGAINS – Mathematics K-12, mathies, Ontario Education Resource Bank (OERB),
Blended Learning packages, ministry licensed digital supports, Homework Help,
Critical Learning Instructional Path Supports (CLIPS), Gap Closing and ePractice,
Financial Literacy, lesson planning supports, and resources to support professional
learning facilitators of mathematics.
F3.04
J/I
Communicating and
Comprehending
Mathematics using
Assistive Technology
strategies
Valia Reinsalu
In order to be successful, students need to comprehend and communicate their
mathematical thinking and understanding. The focus of this presentation is on a
variety of assistive technology strategies which support special education students to
comprehend and communicate using Interactive Whiteboard tools (and peripherals)
and the use of other software examples in various ways within the three-part lesson.
Through modeled activities and a demonstration of the three-part lesson,
participants have opportunities to make connections of ways they can use AT in their
Math program in the context of differentiated learning.
F3.05
I/S
A mathematical look at
calendars: Patterns;
curious and interesting
questions and a formula
for calculating the day of
the week.
Ron Lancaster
On what day of the week will January 1st fall on in the year 2020? When was the last
year when there were 4 Fridays the 13ths? When is the next time that there will be
five Fridays, five Saturdays and five Sundays in August? We will answer questions
such as these; develop a formula that students can easily use to determine the day of
the week for any date; examine patterns in calendars used around the world and
study the frequency distribution of the dates of Easter. Teachers will take away
problems and activities that can be used year after year and that will never be out of
date.
62
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F3.06
P
TITLE
Impact using Rich Math
Tasks on Student
Attitudes and Learning
PRESENTER(S)
PATRICIA MATEJA
DESCRIPTION
“Students in math classrooms often believe that their role is to perform, showing
they know math and can answer questions correctly, rather than to learn. It is very
hard to be in a math class in which you are constantly working on short, closed tasks
that you get right or wrong and maintain a growth mindset. If we are serious about
encouraging students to develop growth mindsets we need to provide open tasks
that have the space within them for learning, not short tasks that students are meant
to get right or wrong.” Timed Tests and the Development of Math Anxiety by Dr. J.
Boaler, Education Week. This presentation will take the participants through our
Student Work Study Inquiry learning journey and highlight steps designed to help
student development of a positive mindset, a major impact of this study.
F3.07
J/I
Hearing the Silence
behind Learning Goals
and Success Criteria
Najwa Chalabi
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 parts of a lesson plan.
F3.08
S
Growth Mindset in MCR
3U (Our TLLP Journey)
Elizabeth Pattison
Students in senior university courses often have difficulty with open-routed problems
and making connections between areas of mathematics. These students need to
have more opportunities to explore and “play” with the mathematics. At this session
we will share a variety of problem-based lessons and assessments (with real life
connections) that we created for MCR 3U. Students will become more confident in
taking risks in learning mathematics, see more connections between mathematics
concepts, and understand how mathematics is connected to our world, ultimately
resulting in increased student achievement and a growth mindset about learning. We
will also share the results of our pre- and post-survey of students’ mindset towards
mathematics and problem solving.
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F3.09
I
TITLE
Becoming Trilingual...
The Struggles of the
English Language
Learner in Mathematics
PRESENTER(S)
Karen Kim
DESCRIPTION
Have you ever tried to learn another language? What about two additional languages
at once? An impossible task for many, but our English Language Learners are doing
this everyday in our mathematics classes. Join us as we take you through the
challenges and surprises we encountered (about our students and ourselves) while
teaching the Grade 9 Academic ELL course. We will show you how you can
incorporate multimedia into your lessons, how you can modify existing activities and
assessments and even how charades will be your go-to move for explaining the most
abstract concepts. Electronic resources will be shared.
F3.10
All
Make Your Own MindsOn Videos
Royan Lee
As math educators, we are always looking for great videos and images to spark
minds-on thinking in our math lessons. Although we can occasionally find these
online, what if we leveraged the power of our everyday phones and tablets to create
our own video content for learning? Come to this session to learn how to use the
iMovie app on your iPhone or iPad to film, edit, and publish your videos for math
class.
F3.11
I/S/PS
How to structure a
Secondary AP Calculus
Program
Brad Ryan
As a Mathematics Department Head and lead teacher in a school that offers a very
successful AP Calculus Program, I will present in detail how to structure the
mathematics program in a high school. How do you meet the needs of the Ontario
curriculum both in content and in proper evaluation of students, yet at the same time
have courses at the grade 9 through grade 12 level that also allow for the teaching of
the complete Calculus AB and BC program? I will present how I have accomplished
this at my school, show what modifications I have made to the mathematics courses
to ensure completion of the two objectives, and provide my solution for making sure
that the students maintain strong grades in spite of the larger workload.
F3.12
P/J/I
Becoming a GAFE
Assessment GURU...It's
as Easy as 1, 2, 3
Anna-Marie
Boulding
In this hands-on, devices-on session we will: (1) use Google Docs to gather, visit and
record evidence of student work, (2) use Google Slides to leverage peer feedback in a
digital gallery walk and (3) use Google Forms to capture student observations of the
Mathematical Processes. (1)=Products, (2)=Conversations, (3)=Observations…See it’s
as Easy as 1, 2, 3!
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CODE & LEVEL
F3.13
K/P/J/I
TITLE
Developing Growth
Mindsets Through
Number Talks
PRESENTER(S)
Ruth Teszeri
DESCRIPTION
From the philosophy behind the value of growth mindsets in mathematics classrooms
to the practicalities of how to change students' mindsets, this session will explore our
board's journey and stories of students, parents, and educators. The power of
assessment for learning through the framework of Number Talks in helping students
and educators develop growth mindsets in mathematics will be a key component of
this workshop.
F3.14
I
Engaging Math for
Grades 7-9
DAVID PETRO
Jisele Jobin
Students often come to math class thinking they 'can't do it', and society will let them
continue to think that. Saying 'I can't do math' can sometimes be a badge of honour.
What if instead, math class could be the average person's favourite class - not just
those who are 'good' at it. If you step away from the traditional paper and pencil
math for a bit, you will see that most students can find some success and eventually
start to reverse that mindset. Over the last few years we have developed some big
and small activities that promote thinking, movement and collaboration in grades 7-9
math classes. In this session we will share and let you try some of our favourites.
F3.15
All
Learning 360: The Global
Math Classroom
Vickie Morgado
In this session we will co-learn about the integration of the global community
through the use of technology within our mathematics lessons. Through these
activities we strive to increase engagement, expose student thinking and improve
learning. Participants will experience a globally connected classroom on Skype and
also use Twitter (#mathtechOAME) to collaborate with other students across the
globe. Specific examples of lessons will be shared that have taken place in a grade 2
and 3 classroom and in a secondary mathematics classroom.
F3.16
P/J
Scoring an EQAO
Mathematics OpenResponse Question from
the Primary or Junior
Division in a Group
Jamie Scott
Charlotte Cornel
Sheena Agius
Have you ever had the opportunity to work with other educators in the province and
discuss student work on an EQAO mathematics open-response question that was
written by students in Grade 3 or Grade 6? During this session, you will first learn
about EQAO’s processes regarding how a question is developed, how EQAO maps
questions to the categories of knowledge and skills, and how EQAO scores openresponse questions using the codes 10, 20, 30 and 40. After describing the process
used in EQAO’s Range-Finding sessions, you will work on a Grade 3 or Grade 6 EQAO
question in a small group. You will discuss the student responses with your group
members and decide what code to assign. Each group will select a sample of student
work at each code to represent the codes and the anchors that were selected by the
EQAO Range-Finding committee will also be revealed.
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F3.17
J/I/S
TITLE
Math foldables and
Interactive Student
Notebooks
PRESENTER(S)
Vicky Wong Graham
DESCRIPTION
The hands-on aspect of math foldables along with the organizational feature of a
notebook will help all students (including those with special needs) consolidate and
organize their math thinking. Participants will have the opportunity to create their
own math foldables.
F3.18
All
Math professional
development as a
bridge: Linking schools
and the First Nation
communities they serve
Beverly Caswell
Educators from the Rainy River District School Board and First Nation communities
will share success stories about their involvement in the Math for Young Children
project and the culturally responsive math programs that emerged. This workshop
highlights a deeply collaborative and respectful approach to teacher professional
development. In this interactive session participants will: • Engage in culturally
responsive family math night activities and early years math activities designed
collaboratively by RRDSB’s numeracy and FNMI instructional leaders and local FN
Educational Counsellors • View video of “math makeovers” in FN daycares; • Explore
ideas about how math can be used to understand treaties and land reclamation.
F3.19
K/P/J
Mental Math Using
Number Strategies and
Visual Models
Monica Rohel
Cary Hogan
THIS IS A TRIPLE SESSION (OFFSITE). Do you wonder how to develop your students'
mental math abilities? Do you have questions about how to incorporate mental math
in your lessons and throughout the school day? This hands-on and engaging
workshop will explore concepts in mental math, including strategies for developing
number sense and numeration. Participants will be engaged in hands-on activities
involving board writing, tools, and technology. They will also have the opportunity to
observe and engage in mental math activities with students in a classroom. Sample
activities will be shared with all participants. PARTICIPANTS ARE TO MEET AT THE
HOSPITALITY TABLE.
F3.20
I/S
Bodily Functions
Fred Ferneyhough
Integrate Math and Science with a few simple data collection tools, a warm body
(yours!), and an open mind (also yours!) This session will give you the confidence to
collect your own data and then analyze it like a pro.
F3.21
J/I
Math Magic Tricks
Don Fraser
Your students will enjoy these many math based tricks which involve pattern
recognition and computation. Some of these tricks produce surprising results which
can be proven with early algebra. Your students will build their confidence and
competence while dazzling their friends and family with these awesome math magic
tricks-a definite growth mindset!
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F3.22
P/J/I
TITLE
Reflex- Improve Math
Fact Mastery to Build a
Positive Mindset in Math
PRESENTER(S)
Saarah Jasim
DESCRIPTION
THIS IS A PRODUCT SESSION. ExploreLearning Reflex is an online fact fluency program
that provides customized instruction, motivating games, and assessments that will
prepare students for the challenges of advanced mathematics while building a
positive mindset around mathematics in the classroom. Come learn how the system
is rapidly helping students in the local area attain automaticity, and changing their
attitudes about math!
F3.23
All
MTBOS - The
Calvin Armstrong
MathTwitterBlogoSphere
Learning for students is now ubiquitous - so too is teacher professional development.
By using the connected space of the online environment - blogs, Facebook, Twitter,
Instagram, etc. - teachers can become more reflective, more expressive, more
creative, more relaxed, more empowered; frankly, better teachers. Bring your device
to join in the conversation or just to look. Either is totally supported!
F3.24
I/S
Investigations in
Geometry with TI-Nspire
Fred Decovsky
Participants will explore hands-on activities designed to investigate the mathematical
practices related to geometry. See how these explorations and the use of TI Nspire
make the mathematical practices come alive in the classroom and engage your
students in tasks rich in problem solving.
F3.25
J/I
Growing the
Mathematical Mind
through Assessment
Carrie Annable
In this session, I will outline various assessment tools and assignments that I have
used with my middle school students to help them improve their mathematics
proficiency and see that mathematics is not always about right or wrong answers.
These tools can help students build confidence in their mathematical ability and
approach learning mathematics from a growth mindset perspective rather than a
fixed mindset perspective.
F3.26
J
…back to the “basics”
Marc Husband
Tina Rapke
Sheila Delaney
Matthew Cheung
Asuman Duatepe
Paksu
How can we use a traditional task, like mad-minutes, to generate flexible
computational strategies? We asked students in a grade 4 class to identify the “easy”
or “easier” and “harder” questions after completing 1-digit by 2-digit multiplication
questions, in the form of mad-minutes. Over the course of 4 days students generated
strategies and posed their own “mad-minute” questions for their peers to solve. Our
session will look further into how we can use student thinking to generate strategies
for multiplication and encourage students to pose mathematical problems as a way
to develop reasoning and sense making skills. Video of students’ thinking will be
shared and discussed.
67
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F3.27
I/S/PS
TITLE
My Flipped
Classroom...What Now?
PRESENTER(S)
Velisa Anusic
DESCRIPTION
Have you heard of the flipped classroom? Have you tried it, but want to make it
better? Have you wondered what's next in a flipped classroom? This double session
will help participants answer such questions as: What is a flipped classroom, and why
is it awesome? How do you manage flipped class students - both in class and at
home? What should be flipped, and what really should be done in class? So, if the
videos are homework, what do you do with all that class time? We will discuss how to
turn your already flipped class into a playground where exploration and real life
problems rule (this is the fun part!). Join me for a flipping good time!
F3.28
P/J/I
Ministry Mobile
Manipulatives and
Miscellany
Ross Isenegger
Marvelous mobile manipulatives are a mere moneyless download away! Produced by
the Ontario Ministry of Education and catalogued at mathies.ca, these digital learning
resources are designed for the Ontario curriculum. Meet the developers of the
Rekenrek, mathies Notepad, Relational Rods and Whole Number Rods. These are
available on the Apple App Store and the Google Play Store as well as online for
desktop computers. They help develop early mathematical concepts and extend
quite nicely to fractions and proportional thinking. Practical examples of each will be
featured. Each app includes an annotation tool that can be used by students and
their teachers to share and explain the mathematical thinking employed.
F3.29
J/I
Fill'n the Gaps Math
John Felling
THIS IS A PRODUCT SESSION. Many students entering grades 4 - 7 lack the basic math
skills and understanding which are required to learn math concepts taught in Junior.
Participants in this session will learn strategies and games to help their students fill in
those gaps. Games use cards and dice and are easy to differentiate and modify so
that students are challenged by not frustrated. Concepts include: basic facts all
operations, operational fluency with multi-digit numbers and more. The handout
includes gameboards that can be used right away, student samples and ideas for
assessment will be shared.
F3.30
K/P/J
CANCELLED
Augmenter votre
quotient Google Ninja en
classe de
mathématiques! Version élémentaire
LISE GALUGA
Découvrez comment optimiser la collaboration, la pensée critique, la créativité et la
communication – en mathématiques – à l’aide des outils Google Apps Édition
Éducation. Des exemples réels et des applications pratiques pour les élèves de
l'élémentaire seront démontrés, discutés et partagés.
68
CODE & LEVEL
F3.31
P/J/I
TITLE
IEP Goal Writing
PRESENTER(S)
Nicole van
Woudenberg
DESCRIPTION
This hands-on session for elementary teachers, will involve deconstructing the Math
Gr. 1 - 8 Curriculum and writing SMART goals and corresponding performance tasks
that meet Ministry IEP standards. Participants should bring current hard copies of
IEPs with modified Math goals with them to the session as well as a hard copy of the
Gr. 1 - 8 Math Curriculum.
F3.32
I/S
There's An App For That!
MICHAEL LIEFF
Are you and your students ONLY using your smart phones for Facebook and Twitter?
There are a wealth of apps for both the Apple and Android platforms that can be
used to learn and support mathematics! Among other things, there are apps for Khan
Academy, Desmos and emulating the TI 83 – all free! Bring your Apple or Android
device and free up some space so you can transform it into a tool of math
construction!
F4.00-Ignite
All
OAME 2015 Ignite
Various
F4.00
F4.01
P/J
LUNCH
Featured Session:
Expanding Our
Understanding of Math:
Incorporating First
Nations Perspectives
THIS IS A DOUBLE SESSION. 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. Now, OAME 2015, in partnership with Ignite,
gives you the opportunity to listen to some of North America’s leading mathematics
educators and researchers, speak in this exciting format.
Your lineup of speakers includes: Nora Newcombe, Dan Meyer, David Petro, Alex
Overwijk, Caroline Rosenbloom, Jonathan So, Kyle Pearce, Amy Lin, Sunil Singh,
Matthew Oldridge, Dr. Chris Suurtamm, Mary Bourassa, Ron Lancaster, Marian Small,
Paul Alves and more. Join us for the continuation of a tradition at your favourite
mathematics conference: OAME 2015 Ignite!
Second of 2 available lunch time slots
The mathematics in the Ontario Curriculum is founded on Western European
mathematical perspectives. What happens when we start to consider other ways of
thinking mathematically? Ethnomathematics offers a reconceptualization of
mathematics that goes beyond school-based math to recognize and value the diverse
mathematical practices that have originated in other cultures and societies. In our
work we have been bringing together First Nations artist-educators, non-Native
educators, and First Nations and non-Native students to explore the mathematics
inherent 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 progresses, all of us – researchers, teachers,
artists, and students – have broadened our understanding of what it means to “do
math.”
Ruth Beatty
69
CODE & LEVEL
F4.02
K/P/J/I/S
TITLE
mathies website
PRESENTER(S)
Patricia Steele
DESCRIPTION
Join us for an overview of the mathies website. It is designed to give students easy
access to ministry developed mathematics resources and to support parents,
guardians, caregivers and other family members in helping children and teens learn
mathematics.<BR> Stay and explore Ministry of Education Mathematics K-12
Resources, including: EduGAINS – Mathematics K-12, mathies, Ontario Education
Resource Bank (OERB), Blended Learning packages, ministry licensed digital supports,
Homework Help, Critical Learning Instructional Path Supports (CLIPS), Gap Closing
and ePractice, Financial Literacy, lesson planning supports, and resources to support
professional learning facilitators of mathematics.
F4.03
I
Getting Students' Minds
On Math and Connected
to the Lesson!
Ereney Shenouda
THIS IS A DOUBLE SESSION. Do you want to see students focused on math as soon as
they walk into your class? Would you like to be able to give them immediate
feedback of their understanding on a daily basis? Well, this is possible! After using
the TI-Nspire CX Navigator System, with the TI-Nspire CX Handhelds alongside Mobi
Tablets, I can't imagine a lesson without them. These technologies are excellent tools
for hands-on learning, different types of assessments, student led teaching and the
list goes on. In this session, we'll explore a variety of lessons for grades 9-10 math
and you'll observe and experience the power of the combination of TI Nspires, TI
Navigator and the Mobi tablet!
F4.04
P/J/I
Learning to visualize
Beverly Caswell
through “quick image”
Joan Moss
activities: Building spatial
and numerical reasoning
for students of all ages
THIS IS A DOUBLE SESSION. Visualization, the ability to create, maintain, and
manipulate visual images in one’s mind, is a powerful tool in the teaching and
learning of mathematics. Research has shown that students who reason from images
tend to be successful mathematics students. Yet, despite the importance of
visualization, this topic remains a neglected area of elementary mathematics
instruction. In our 2-part interactive session we will explore a series of quick image
activities, designed and field-tested by our Math for Young Children research team in
a wide range of urban and rural classrooms. Quick image work, as the name implies,
invites students to have a quick look at an image, or object and then to either
recreate, describe or transform it. These visualization activities involve students in
drawing, cutting, mentally rotating, building in 2- and 3-dimensions both from
models and from memory. Designed to access geometric concepts such as
transformations and symmetry, location and orientation, perspective taking and
spatial language, our research has shown that not only do these activities support
growth/competence in geometry, spatial reasoning and number sense, but that these
activities are also easy to teach and highly engaging for students.
70
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F4.05
K/P/J
TITLE
Making Lemonade from
On-Line Lemons
PRESENTER(S)
WILLIAM LUNDY
DESCRIPTION
Developing SMART board resources from scratch is often a time-consuming process;
thus, many teachers seek ready-made ones from such sources as the SMART
Exchange. All too often, these resources fall short of the mark, though: they may
align with curricular content but not program design, they may focus on too narrow
an aspect of a topic, or they may simply fall short in their visual appeal. This session
will show some SMART Notebook skills you can use to improve those ho-hum files
you may find on the web. how to save graphics that others have already created, and
how to use themes and templates to improve the visual appeal of these files. This
session is aimed at people who already have a working knowledge of SMART
Notebook but who wish to learn the skills needed to edit existing files. Presented by a
SMART-Certified Lesson Developer.
F4.06
I/S
Rock Your Math Class!! Awesome Classroom
Activities!
Jon Orr
THIS IS A DOUBLE SESSION. Want to bring your class to life? Try these awesome
activities!!! We'll stack cups and race cars for linear relations! We'll look at Super
Mario for linear, quadratic and exponential models. Come ready to see and
experience hands-on inquiry based lessons. Walk out with lessons ready to try when
you get back to the classroom. We'll also learn a little about the ultimate graphing
calculator - Desmos! Bring your device!
F4.07
I/S
How Can We Engage Our
Students in Meaningful
Mathematics to Increase
the Probability of
Greater Student
Achievement
JEFF IRVINE
THIS IS A DOUBLE SESSION. Student engagement is recognized as a key determinant
of achievement. This double session will explore ways of gaining and sustaining
student engagement in mathematics classrooms. A key feature of the session will be
sharing of ideas, by the presenter and by the participants. There are lots of great
things being done in math classrooms that engage students. Among the dimensions
we will look at are the intelligent use of technology; investigations and problem
solving; ways to increase student choice; cooperative learning and other instructional
strategies; focusing on the big ideas of mathematics; focusing on the mathematical
process expectations; math talk learning communities; challenging but achievable
curriculum; and others. My classroom had a large banner across the back that read
"Mathematics is Not a Spectator Sport". There is no such thing as passive learning,
and this session will provide a wealth of ideas to keep your students active and
engaged throughout the learning process.
71
CODE & LEVEL
F4.08
P/J/I
TITLE
Using Social Justice Math
to Develop Student
Voice, Mindset and
Character
PRESENTER(S)
Alicia Gunn
DESCRIPTION
THIS IS A DOUBLE SESSION. 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 classroom.
F4.09
J/I
Exploring Growth
Mindset in Mathematics
at the Middle School
Level: A Co-Terminus
Project to Support the
Transition of Students in
Grades 6-9
Gianna Helling
Katharine Piotrowski
Nancy Steinhauer
THIS IS A DOUBLE SESSION. In this workshop, presenters will describe a
Collaborative Inquiry where Grade 6-9 teachers and principals from the TCDSB and
TDSB learned together about Growth Mindset and Mathematics. Using the work of
Carol Dweck and Jo Boaler, as well as suggested practices recommended by the math
departments of both the TCDSB and the TDSB, teachers and principals explored
together the potential long-term effects of infusing the three-part lesson with
concepts and language that would encourage a growth mindset stance in learning
mathematics. Together, participants learned about Growth Mindset, devised
strategies for promoting Growth Mindset, and applied these in their own practice.
Over the course of the 2014-2015 school year, members of this Collaborative Inquiry
group monitored students' attitudes and achievement in mathematics as they
explicitly incorporated Growth Mindset teaching strategies into their lessons. In this
workshop, participants will be introduced to activities they can use to teach students
explicitly about Growth Mindset and Metacognition in the context of a mathematics
classroom. They will reflect on their own mindsets about mathematics, and acquire
tools to monitor the promotion of Growth Mindset in their classroom. The presenters
will share what members of the Collaborative Inquiry group discovered through their
work together, and provide participants with interactive experiences that they can
replicate in their own classrooms. This presentation will be of interest to teachers,
administrators, and anyone interested in Collaborative Inquiry as a promising
practice for professional learning.
72
CODE & LEVEL
F4.10
K/P
TITLE
Young Mathematicians:
Using Pedagogical
Documentation to
Uncover Children's
Mathematical Thinking
and Theories
PRESENTER(S)
Lynn Strangway
DESCRIPTION
THIS IS A DOUBLE SESSION. This session will focus on the use of pedagogical
documentation to uncover young mathematicians' theories and thinking. The
facilitators will use different forms of pedagogical documentation and provocations
in an interactive session focused on young children's mathematical thinking and
learning from kindergarten to grade 3; and the responsive pedagogy related to the
learning.
F4.11
All
Transforming Your
Mathematics Classroom
with Video Podcasts
Robin Kay
THIS IS A DOUBLE SESSION. YouTube is visited over 2 billion times per day. Today's
net-generation is clearly tuned into video-based presentation of information. Why
not take advantage of video podcasts to transform your classroom? This session will
help any teacher create and store video podcasts in less than 10 minutes guaranteed. Participants in this workshop will learn how to integrate video podcasts
smoothly and effectively into their everyday teaching practices. Specifically,
participants will learn how to develop effective video podcasts to support
administrative tasks (e.g., describing assignments, sending instructions), instructionbased activities (e.g., describing concepts or how to solve a problem), the creation of
flipped-classroom modules, student assignments, and high quality assessment (e.g.,
formative and summative feedback). Finally, participants will be provided with
materials to support video podcasting in the classroom, as well links to collections of
pre-made instructional video podcasts.
F4.12
P/J
Fostering Positive Math
Mindsets in the Early
Years
simona emiliani
THIS IS A DOUBLE SESSION. This session supports teachers with understanding how
to foster positive math mindsets that set all students up for future success in
Mathematics and will identify strong intervention strategies that align with the
different paces at which students learn. Many of the routines shared in this workshop
are taken from Number Sense Routines by Jessica F. Shumway. Number Routines are
strategically-selected routines that require students to study the relationship
between numbers in a series in order to gain proficiency with mental math. If
effectively implemented, number routines can reduce "math phobia" and instill an
inherent appreciation and excitement for numbers at an early age. Educators will
take away concrete daily number routines that can be immediately implemented in
the classroom that lead to deeper understanding of number relationships for both
students and educators. All discussions and activities will be supported by
video/audio clips and other artifacts collected throughout the school year that track
four classes from K-3 in Model Schools and that evidence student and teacher
progress as a result of effective implementation of number routines. Participants will
also receive a package for students to use at home with parents/caregivers to
continue fostering a love of math along with strong foundational math skills for
future success.
73
CODE & LEVEL
F4.13
J
TITLE
Stepping Towards
Multiplicative Thinking:
What does it look and
sound like and how do
we respond?
PRESENTER(S)
Julie MacLeod
DESCRIPTION
THIS IS A DOUBLE SESSION. Through hands-on experiences, use of Ministry
resources and samples of student work, participants will begin the conversation
about how students develop multiplicative thinking. Specifically this session will
address: What is the difference between additive and multiplicative thinking? How
might we recognise this difference in students? What are the developmental phases
associated with movement from additive to multiplicative thinking? How do we
design learning opportunities involving tasks, tools and talk that help students make
the shift from additive to multiplicative thinking?
F4.14
J/I
Arithmetic Games for
Fun and Profit
Lorna Morrow
THIS IS A DOUBLE SESSION. Help students develop facility with number sense,
computation, and logic in relaxed and enjoyable situations. Explore a dozen games
and take home game boards and some accessories to start playing games tomorrow
in class. Come and have fun!
F4.15
J
Comparing and
Operating With Fractions
Keith Van De Keere
F4.16
P/J
Games for Gains!
Sherri Wylie
THIS IS A DOUBLE SESSION. This workshop will show activities that reveal the big
ideas involved in comparing and operating with fractions. These include:
connections between division and fractions
using context to help students to talk about and see the math
using models to represent student thinking and to show the math
THIS IS A DOUBLE SESSION. A hands on workshop using manipulatives (pattern
blocks, tangrams, cuisenaire rods, linking cubes), cards, and dice to play games that
can be differentiated for grades 2-6. The games can be used to develop mathematical
concepts for students and build content knowledge for teachers. We will focus on the
modeling of games and getting students to use "math talk" to enhance their
understanding and improve communication. We will model the games, play the
games, build mathematical concepts (e.g., fractions from grade 2-6), and view video
clips from various classrooms. We will hear from teachers about how games have
changed their mathematical practice, and supported assessment for learning. We will
also hear students discuss how games have changed and supported their
mathematical learning and changed their math experiences.
F4.17
J/I
Math Centers in
Intermediate? You
Betcha!
Vera C. Teschow
THIS IS A DOUBLE SESSION. Co-facilitated by an Intermediate classroom teacher and
a Board instructional coach, this session explores a practical, differentiated approach
to support the notion that ALL students can learn math and have fun doing so!
Participants will explore actual classroom learning centers (including technology),
consider implications for assessment, evaluation and reporting to families, and have
time to begin developing their own curriculum-based classroom math centers. Many
practical and classroom-ready handouts and resources will be shared!
74
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F4.18
P/J/I
TITLE
EduGAINS Mathematics: Paying
Attention to
Proportional Reasoning
PRESENTER(S)
Fred Van Elburg
Dan Peter
Dwight Stead
DESCRIPTION
THIS IS A DOUBLE SESSION. In 2011 the Ontario Ministry of Education released
Paying Attention to Mathematics Education. One of the foundational principles from
this document is to focus on important mathematics. This session will focus on
proportional reasoning and is based on the Ministry document Paying Attention to
Proportional Reasoning, released in 2012. In the summer of 2014, an Adobe Connect
Series engaged educators in components from Paying Attention to Proportional
Reasoning such as multiplicative thinking, unitizing, and proportional and nonproportional reasoning. This session, presented by the same facilitators, will engage
participants in these important components. The goals for this double session are for
participants to: develop mathematical knowledge of proportional reasoning; deepen
their knowledge of teaching proportional reasoning; investigate the grades K-12
perspective for proportional reasoning.
F4.19
K/P/J
Mental Math Using
Number Strategies and
Visual Models
Monica Rohel
Cary Hogan
THIS IS A TRIPLE SESSION (OFFSITE). Do you wonder how to develop your students'
mental math abilities? Do you have questions about how to incorporate mental math
in your lessons and throughout the school day? This hands-on and engaging
workshop will explore concepts in mental math, including strategies for developing
number sense and numeration. Participants will be engaged in hands-on activities
involving board writing, tools, and technology. They will also have the opportunity to
observe and engage in mental math activities with students in a classroom. Sample
activities will be shared with all participants. PARTICIPANTS ARE TO MEET AT THE
HOSPITALITY TABLE.
F4.20
I/S
Building Spatial Sense to
help Students
Mathematically I/S
DIANE TEPYLO
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 Grades 7-12.
F4.21
J/I
Building Math Models
for Meaningful Social
Justice Teaching
Beth Alexander
Students are motivated to learn math skills that help make the world a better place.
This session will explore activities designed to get students building physical models
that represent real-world data. Building these models will help reinforce concepts
from integers to algebra. We will also discuss strategies for dealing with social justice
topics in ways that are productive, equitable, and meaningful to students.
F4.22
J
Great Ideas for Teaching
Junior Geometry
MIKE JACOBS
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.
75
CODE & LEVEL
F4.23
I/S
TITLE
Growth Mindsets:
Getting the best effort
and performance out of
your math students
PRESENTER(S)
Jay Speijer
DESCRIPTION
In this session participants will explore tools and strategies that foster growth
mindsets in mathematics. How can my students become confident risk takers? How
can they improve test performance? How can I provide multiple and varied
opportunities to demonstrate learning in practical and manageable ways? What role
do observations and conversations play? What about professional judgment? And at
the end of the day, how do I ensure that the professional integrity of the
mathematics program is maintained? These questions and others will frame
discussions that will focus on setting high expectations for all students and providing
support for reaching them.
F4.24
I
Building growth mind
sets with split
academic/applied Grade
9 classes
BRUCE MCLAURIN
Applied or Academic? The decision by students and their parents is often based on
outdated notions concerning university acceptance. Students frequently choose
grade 9 Academic but it may not match their learning style or their skills. The
students who do enrol in Applied classes frequently enter with a sense of failure and
a lack of confidence and motivation. We have formed Applied/Academic split classes
as a response to these issues. To provide for their diverse skills and talents, we have
developed collaborative problem solving activities that permit a wide range of entry
points. In this session we will share our challenges.
F4.25
P
5-Minute Strategies to
Increase Early Number
Sense with Struggling
Primary Learners
Kristen Goberis
We will share how the ideas of a child's growth mindset led us on a journey to
improve number sense in the early years. Our inquiry focused on how to support the
development of number sense in struggling young learners. Come explore and
examine hands on activities designed to boost skills in counting, quantity and
relationships. We will share ideas for diagnostics and assessment that worked. This
session will focus on kindergarten to grade 2 learners.
F4.26
P/J
Impact through Inquiry:
Improving Student
Achievement in Junior
Mathematics, UCDSB
Tracey Moffatt
Lorelee Hamilton
Michael Kennedy
Christopher Stewart
Tracy Armstrong
Nichola Bond
THIS IS A DOUBLE SESSION. In recent years, Ontario Educators have been watching
students' engagement and achievement in Mathematics decline. As we believe that
ALL students can learn Mathematics, and do so well, we have accepted responsibility
for the struggles that many of our students experience in Mathematics. As a result of
our Program Department's efforts and implementation of several classroom
strategies by teachers, our Board has documented and measured spectacular growth
in students' abilities to solve math problems in Grade 6 Patterning & Algebra along
with improvement in flexible use of number. During this workshop, participants will
have an opportunity to engage in collaborative, group study, in the area of Junior
Mathematics (i.e., Patterning & Algebra) and reflect upon how this type of
experience might apply to their own practice. Participants will then hear about how
this type of study has greatly impacted student achievement in the Upper Canada
DSB.
76
CODE & LEVEL
F4.27
I/S
TITLE
Autograph Math
Software Workshop
PRESENTER(S)
Betty Temmer
F4.28
I
A Tangy Mix - Fraction to
Ratio to Algebraic
Thinking
David Watson
David DeBelle
Rudy Neufeld
DESCRIPTION
THIS IS A PRODUCT SESSION. Autograph is a leading edge dynamic software used in
math classrooms world wide. 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.autograph-maths.com. Participants
will receive a free copy of the software.
THIS IS A PRODUCT SESSION. We will model 3 part lessons to address the conceptual
connection from fraction to ratio to algebraic thinking. Specific lessons aligned to
Ontario Expectations will model differentiated instruction through multiple entry
points as well as multisensory experiences within diverse learning environments.
Participants will be given access to software and lessons to support both content and
instruction. (grades 6 to 8)
F4.ThreadConcept Thread: Concept Study:
All
Teachers CoConstructing
Mathematics
KATHY KUBOTAZARIVNIJ
Brent Davis
If multiplication is repeated addition, how does one go about adding 1.2 to itself 3.4
times? Questions like these will be investigated through "Concept Study"-- a
systematic set of research-based strategies collectively co-constructed by
kindergarten to grade 12 teachers to deepen their own understanding of math
content, while supporting their students' understanding. This thread consists of 5
sessions, including: T4-T5, F4-F5, and S3.
F4.ThreadLD
J/I
Connie Quadrini
Connie Gray
Classroom teachers of mathematics, special education teachers, and professional
learning facilitators are invited to participate in this innovative thread! Students with
learning disabilities have average to above average cognitive ability and therefore
great potential to learn mathematics. So what’s important to know and understand
about the challenges that these students face when learning mathematics? This
interactive session will provide educators with the opportunity to develop
understanding of the profile of students with learning disabilities. Through
experiencing math specific simulations, they will gain insights into the cognitive
processes that impact students' mathematics learning. During this session, educators
will apply new perspectives and insights gained as they work collaboratively to
unpack the IEPs of students with learning disabilities through a mathematics lens,
and analyze mathematical tasks and student thinking. In addition, they will consider
next steps for student learning including selection of precise and personalized
accommodations that leverage student strengths and respond to needs.
Interventions for students with learning disabilities will be explored with a focus on
assessing students' mathematical readiness, and selecting appropriate resources and
supports that move these students forward in their mathematics learning. This
thread consists of 5 sessions, including: T4-T5, F4-F5, and S3.
Thread: Supporting
Students with Learning
Disabilities in
Mathematics
77
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F4.ThreadTech
J/I
TITLE
Thread: Manipulating
Mathematical Thinking
with Technology
F5.00-Ignite
All
OAME 2015 Ignite
F5.01
I/S
Featured Session:
Mathematical Modeling
in Abu Dhabi:
Architecture, design and
mathematics
PRESENTER(S)
CAROLINE
ROSENBLOOM
Mirela Ciobanu
Ron Lancaster
DESCRIPTION
In Session 1 of the thread : Manipulating Mathematical Thinking with Technology. As
a novice or a tech-savvy educator, we will provide steps you can take to contextualize
tool technologies in your mathematics instructional design. These strategies will
deepen students’ ability to think critically as they participate as knowledgeable,
reflective, creative and analytical members of a collaborative digital space. We will
show how technology for instruction and assessment was used in our partnership
project where students were part of a learning community to discover, explore, and
conjecture about mathematical ideas collaboratively and cross-culturally. In Part 2 of
this thread. Successful students can fluently “see” mathematical relationships. During
this session, participants will engage in problem solving and use various models of
representations, including the Singapore Model Drawing and the open number line
model used in Japan. Additionally, we will explore how dynamic technologygenerated representations are easily manipulated to increase students’ ability to
identify the relationships between known and unknown quantities in the problems
they solve. We will share samples of collaboratively generated problem
representations, as a result of the mathematical partnership created among various
math classroom communities. In Part 3 of this thread we will show the role parents
play as critical members in our learning partnership for student success. From parent
engagement sessions to classroom blogs, we will explore different ways technology
can be used to link the home and school to involve parents in our learning
community. This thread consists of 5 sessions, including: T4-T5, F4-F5, and S3. BYOD
for the full experience!
THIS IS A DOUBLE SESSION. 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. Now, OAME 2015, in partnership with Ignite,
gives you the opportunity to listen to some of North America’s leading mathematics
educators and researchers, speak in this exciting format.
Your lineup of speakers includes: Nora Newcombe, Dan Meyer, David Petro, Alex
Overwijk, Caroline Rosenbloom, Jonathan So, Kyle Pearce, Amy Lin, Sunil Singh,
Matthew Oldridge, Dr. Chris Suurtamm, Mary Bourassa, Ron Lancaster, Marian Small,
Paul Alves and more. Join us for the continuation of a tradition at your favourite
mathematics conference: OAME 2015 Ignite!
We will examine mathematical models and activities related to astonishing buildings
in Abu Dhabi, including one that responds to sunlight and another in the shape of a
circle. We will discuss connections between the 7-12 mathematics curriculum,
architecture and design and how mathematical modeling can be done with buildings
anywhere in the world.
78
CODE & LEVEL
F5.02
K/P/J/I/S
TITLE
The Paying Attention to
__ Mathematics
Documents
PRESENTER(S)
Sharon Ulett-Smith
DESCRIPTION
Do you have a passion for “Paying Attention to Mathematics Education”? Join us for
an overview of what this series of documents has to offer in increasing content
knowledge for teaching in four critical mathematics content areas: proportional
reasoning, algebraic reasoning, spatial reasoning, and fractions.<BR> Stay and
explore the Ministry of Education Mathematics K-12 Resource room, including:
EduGAINS – Mathematics K-12, mathies, Ontario Education Resource Bank (OERB),
Blended Learning packages, ministry licensed digital supports, Homework Help,
Critical Learning Instructional Path Supports (CLIPS), Gap Closing and ePractice,
Financial Literacy, lesson planning supports, and resources to support professional
learning facilitators of mathematics.
F5.03
I
Getting Students' Minds
On Math and Connected
to the Lesson!
Ereney Shenouda
THIS IS A DOUBLE SESSION. Do you want to see students focused on math as soon as
they walk into your class? Would you like to be able to give them immediate
feedback of their understanding on a daily basis? Well, this is possible! After using
the TI-Nspire CX Navigator System, with the TI-Nspire CX Handhelds alongside Mobi
Tablets, I can't imagine a lesson without them. These technologies are excellent tools
for hands-on learning, different types of assessments, student led teaching and the
list goes on. In this session, we'll explore a variety of lessons for grades 9-10 math
and you'll observe and experience the power of the combination of TI Nspires, TI
Navigator and the Mobi tablet!
F5.04
P/J/I
Learning to visualize
Sarah Naqvi Zack
through “quick image”
Hawes Beverly
activities: Building spatial Caswell Joan Moss
and numerical reasoning
for students of all ages
THIS IS A DOUBLE SESSION. Visualization, the ability to create, maintain, and
manipulate visual images in one’s mind, is a powerful tool in the teaching and
learning of mathematics. Research has shown that students who reason from images
tend to be successful mathematics students. Yet, despite the importance of
visualization, this topic remains a neglected area of elementary mathematics
instruction. In our 2-part interactive session we will explore a series of quick image
activities, designed and field-tested by our Math for Young Children research team in
a wide range of urban and rural classrooms. Quick image work, as the name implies,
invites students to have a quick look at an image, or object and then to either
recreate, describe or transform it. These visualization activities involve students in
drawing, cutting, mentally rotating, building in 2- and 3-dimensions both from
models and from memory. Designed to access geometric concepts such as
transformations and symmetry, location and orientation, perspective taking and
spatial language, our research has shown that not only do these activities support
growth/competence in geometry, spatial reasoning and number sense, but that these
activities are also easy to teach and highly engaging for students.
79
CODE & LEVEL
F5.05
J/I
TITLE
Growing the Mind Set of
Exceptional Grade 9
Students
PRESENTER(S)
THACH-THAO PHAN
DESCRIPTION
As Learning Support/Math teachers, we will share our experiences of engaging and
supporting exceptional grade 9 students in the classroom by incorporating strategies
of growth mind set - math talks, cooperative learning, engagement activities, and
differentiated assessment. We will discuss common issues of Applied and Academic
students and accommodating the spectrum of exceptionalities, and share the
strategies and activities that have and haven't worked for us.
F5.06
I/S
Rock Your Math Class!! Awesome Classroom
Activities!
Jon Orr
THIS IS A DOUBLE SESSION. Want to bring your class to life? Try these awesome
activities!!! We'll stack cups and race cars for linear relations! We'll look at Super
Mario for linear, quadratic and exponential models. Come ready to see and
experience hands-on inquiry based lessons. Walk out with lessons ready to try when
you get back to the classroom. We'll also learn a little about the ultimate graphing
calculator - Desmos! Bring your device!
F5.07
I/S
How Can We Engage Our
Students in Meaningful
Mathematics to Increase
the Probability of
Greater Student
Achievement
JEFF IRVINE
THIS IS A DOUBLE SESSION. Student engagement is recognized as a key determinant
of achievement. This double session will explore ways of gaining and sustaining
student engagement in mathematics classrooms. A key feature of the session will be
sharing of ideas, by the presenter and by the participants. There are lots of great
things being done in math classrooms that engage students. Among the dimensions
we will look at are the intelligent use of technology; investigations and problem
solving; ways to increase student choice; cooperative learning and other instructional
strategies; focusing on the big ideas of mathematics; focusing on the mathematical
process expectations; math talk learning communities; challenging but achievable
curriculum; and others. My classroom had a large banner across the back that read
"Mathematics is Not a Spectator Sport". There is no such thing as passive learning,
and this session will provide a wealth of ideas to keep your students active and
engaged throughout the learning process.
F5.08
P/J/I
Using Social Justice Math
to Develop Student
Voice, Mindset and
Character
Alicia Gunn
Jonathan So
THIS IS A DOUBLE SESSION. 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 classroom.
80
CODE & LEVEL
F5.09
J/I
TITLE
Exploring Growth
Mindset in Mathematics
at the Middle School
Level: A Co-Terminus
Project to Support the
Transition of Students in
Grades 6-9
PRESENTER(S)
Gianna Helling
Katharine Piotrowski
Nancy Steinhauer
DESCRIPTION
THIS IS A DOUBLE SESSION. In this workshop, presenters will describe a
Collaborative Inquiry where Grade 6-9 teachers and principals from the TCDSB and
TDSB learned together about Growth Mindset and Mathematics. Using the work of
Carol Dweck and Jo Boaler, as well as suggested practices recommended by the math
departments of both the TCDSB and the TDSB, teachers and principals explored
together the potential long-term effects of infusing the three-part lesson with
concepts and language that would encourage a growth mindset stance in learning
mathematics. Together, participants learned about Growth Mindset, devised
strategies for promoting Growth Mindset, and applied these in their own practice.
Over the course of the 2014-2015 school year, members of this Collaborative Inquiry
group monitored students' attitudes and achievement in mathematics as they
explicitly incorporated Growth Mindset teaching strategies into their lessons. In this
workshop, participants will be introduced to activities they can use to teach students
explicitly about Growth Mindset and Metacognition in the context of a mathematics
classroom. They will reflect on their own mindsets about mathematics, and acquire
tools to monitor the promotion of Growth Mindset in their classroom. The presenters
will share what members of the Collaborative Inquiry group discovered through their
work together, and provide participants with interactive experiences that they can
replicate in their own classrooms. This presentation will be of interest to teachers,
administrators, and anyone interested in Collaborative Inquiry as a promising
practice for professional learning.
F5.10
K/P
Young Mathematicians:
Using Pedagogical
Documentation to
Uncover Children's
Mathematical Thinking
and Theories
Lynn Strangway
THIS IS A DOUBLE SESSION. This session will focus on the use of pedagogical
documentation to uncover young mathematicians' theories and thinking. The
facilitators will use different forms of pedagogical documentation and provocations
in an interactive session focused on young children's mathematical thinking and
learning from kindergarten to grade 3; and the responsive pedagogy related to the
learning.
81
CODE & LEVEL
F5.11
All
TITLE
Transforming Your
Mathematics Classroom
with Video Podcasts
PRESENTER(S)
Robin Kay
DESCRIPTION
THIS IS A DOUBLE SESSION. YouTube is visited over 2 billion times per day. Today's
net-generation is clearly tuned into video-based presentation of information. Why
not take advantage of video podcasts to transform your classroom? This session will
help any teacher create and store video podcasts in less than 10 minutes guaranteed. Participants in this workshop will learn how to integrate video podcasts
smoothly and effectively into their everyday teaching practices. Specifically,
participants will learn how to develop effective video podcasts to support
administrative tasks (e.g., describing assignments, sending instructions), instructionbased activities (e.g., describing concepts or how to solve a problem), the creation of
flipped-classroom modules, student assignments, and high quality assessment (e.g.,
formative and summative feedback). Finally, participants will be provided with
materials to support video podcasting in the classroom, as well links to collections of
pre-made instructional video podcasts.
F5.12
P/J
Fostering Positive Math
Mindsets in the Early
Years
simona emiliani
Christina Stone
THIS IS A DOUBLE SESSION. This session supports teachers with understanding how
to foster positive math mindsets that set all students up for future success in
Mathematics and will identify strong intervention strategies that align with the
different paces at which students learn. Many of the routines shared in this workshop
are taken from Number Sense Routines by Jessica F. Shumway. Number Routines are
strategically-selected routines that require students to study the relationship
between numbers in a series in order to gain proficiency with mental math. If
effectively implemented, number routines can reduce "math phobia" and instill an
inherent appreciation and excitement for numbers at an early age. Educators will
take away concrete daily number routines that can be immediately implemented in
the classroom that lead to deeper understanding of number relationships for both
students and educators. All discussions and activities will be supported by
video/audio clips and other artifacts collected throughout the school year that track
four classes from K-3 in Model Schools and that evidence student and teacher
progress as a result of effective implementation of number routines. Participants will
also receive a package for students to use at home with parents/caregivers to
continue fostering a love of math along with strong foundational math skills for
future success.
82
CODE & LEVEL
F5.13
J
TITLE
Stepping Towards
Multiplicative Thinking:
What does it look and
sound like and how do
we respond?
PRESENTER(S)
Julie MacLeod
MAXINE HIGHET
DESCRIPTION
THIS IS A DOUBLE SESSION. Through hands-on experiences, use of Ministry
resources and samples of student work, participants will begin the conversation
about how students develop multiplicative thinking. Specifically this session will
address: What is the difference between additive and multiplicative thinking? How
might we recognise this difference in students? What are the developmental phases
associated with movement from additive to multiplicative thinking? How do we
design learning opportunities involving tasks, tools and talk that help students make
the shift from additive to multiplicative thinking?
F5.14
J/I
Arithmetic Games for
Fun and Profit
Lorna Morrow
THIS IS A DOUBLE SESSION. Help students develop facility with number sense,
computation, and logic in relaxed and enjoyable situations. Explore a dozen games
and take home game boards and some accessories to start playing games tomorrow
in class. Come and have fun!
F5.15
J
Comparing and
Operating With Fractions
Keith Van De Keere
THIS IS A DOUBLE SESSION. This workshop will show activities that reveal the big
ideas involved in comparing and operating with fractions. These include: -
F5.16
P/J
Games for Gains!
Sherri Wylie
Kendra Frolander
THIS IS A DOUBLE SESSION. A hands on workshop using manipulatives (pattern
blocks, tangrams, Cuisenaire rods, linking cubes), cards, and dice to play games that
can be differentiated for grades 2-6. The games can be used to develop mathematical
concepts for students and build content knowledge for teachers. We will focus on the
modeling of games and getting students to use "math talk" to enhance their
understanding and improve communication. We will model the games, play the
games, build mathematical concepts (e.g., fractions from grade 2-6), and view video
clips from various classrooms. We will hear from teachers about how games have
changed their mathematical practice, and supported assessment for learning. We will
also hear students discuss how games have changed and supported their
mathematical learning and changed their math experiences.
F5.17
J/I
Math Centers in
Intermediate? You
Betcha!
Vera C. Teschow
Lise Grimwood
THIS IS A DOUBLE SESSION. Co-facilitated by an Intermediate classroom teacher and
a Board instructional coach, this session explores a practical, differentiated approach
to support the notion that ALL students can learn math and have fun doing so!
Participants will explore actual classroom learning centers (including technology),
consider implications for assessment, evaluation and reporting to families, and have
time to begin developing their own curriculum-based classroom math centers. Many
practical and classroom-ready handouts and resources will be shared!
83
CODE & LEVEL
F5.18
P/J/I
TITLE
EduGAINS Mathematics: Paying
Attention to
Proportional Reasoning
PRESENTER(S)
Daniel Peter
Fred Van Elburg
Dwight Stead
DESCRIPTION
THIS IS A DOUBLE SESSION. In 2011 the Ontario Ministry of Education released
Paying Attention to Mathematics Education. One of the foundational principles from
this document is to focus on important mathematics. This session will focus on
proportional reasoning and is based on the Ministry document Paying Attention to
Proportional Reasoning, released in 2012. In the summer of 2014, an Adobe Connect
Series engaged educators in components from Paying Attention to Proportional
Reasoning such as multiplicative thinking, unitizing, and proportional and nonproportional reasoning. This session, presented by the same facilitators, will engage
participants in these important components. The goals for this double session are for
participants to: develop mathematical knowledge of proportional reasoning; deepen
their knowledge of teaching proportional reasoning; investigate the grades K-12
perspective for proportional reasoning.
F5.19
K/P/J
Mental Math Using
Number Strategies and
Visual Models
Monica Rohel
Cary Hogan
THIS IS A TRIPLE SESSION (OFFSITE). Do you wonder how to develop your students'
mental math abilities? Do you have questions about how to incorporate mental math
in your lessons and throughout the school day? This hands-on and engaging
workshop will explore concepts in mental math, including strategies for developing
number sense and numeration. Participants will be engaged in hands-on activities
involving board writing, tools, and technology. They will also have the opportunity to
observe and engage in mental math activities with students in a classroom. Sample
activities will be shared with all participants. PARTICIPANTS ARE TO MEET AT THE
HOSPITALITY TABLE.
F5.20
K/P
Numeracy Planning Time
(K-3)? What's that all
about?
Elizabeth Maitland
Does your school have a strong numeracy focus? Are you thinking about a different
way to support both teachers and students in numeracy? In this session, learn how
Kindergarten and Primary Numeracy planning time roles have been implemented to
support a vision of building a collaborative learning culture that reinforces number
sense concepts in K-3. Find out about how it all started, the kinks, the setbacks, and
of course, the successes that we've encountered throughout the initial year in both
FDK and the primary grades...and where we're hoping to go next!
84
CODE & LEVEL
F5.21
I/S
TITLE
MathsJam!
PRESENTER(S)
Dan Allen
Chad Richard
DESCRIPTION
First the Beatles, then One Direction and now for the next British Invasion:
MathsJam! MathsJam is a monthly opportunity for like-minded self-confessed maths
enthusiasts to get together and share stuff they like. Puzzles, games, problems, or
just anything they think is cool or interesting. We will be bringing along tasks we have
used and will be encouraging participants to bring along their own favorite problems,
games and so on. In your school, MathsJam fosters student & teacher engagement
and allows classrooms to connect internationally in a recreational mathematics
environment. It encourages professional discourse, rich math talk and the sharing of
rich tasks. Visit www.mathsjam.com to see how it has spread internationally! We will
be live tweeting the session using the hashtag #OAMEMathsJam!
F5.22
K/P/J/I
Build Teacher Leadership
Capacity in Mathematics
- A school's journey
Amy Platt
This session will describe the journey one school took to build leadership capacity
among elementary teachers - specifically in the area of school culture and
mathematics teaching. Three different in-school elective PLCs will be described and
the way they came together to build math instructional capacity will be explored.
Participants will have an opportunity to think about how they could develop math
teacher leadership through a similar process.
F5.23
I/S
CANCELLED
Mais oui!!! Des
ressources de
mathématiques gratuites
disponibles - en français!
Version secondaire.
LISE GALUGA
Les enseignants francophones de l’Ontario ont accès à de multiples ressources
produites par des institutions franco-ontariennes. Ces ressources sont gratuites et
disponibles sur Internet pour une utilisation en tout temps et en tout lieu. Venez : ›
naviguer les sites des partenaires en éducation de l’Ontario; › connaître les
ressources gratuites disponibles au personnel scolaire de l’Ontario.
F5.24
S
Making the MDM4U
Culminating Assignment
Worthwhile
Stefano Stradiotto
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.
85
CODE & LEVEL
F5.25
I/S
TITLE
Developing Growth
Mindsets by Facilitating
Collaborative Inquiry for
Teachers
PRESENTER(S)
Sharon Young
DESCRIPTION
This session will invite participants to gather and try out strategies to facilitate
collaborative inquiry for teaching teams, including those looking to nurture growth
mindsets with their students. The strategies shared have been very successful when
used with teaching teams looking to improve their practice in response to urgent
student learning needs. Sign up for this session to learn more about building
consensus in goal setting, planning with groups, and strategies to keep the work
momentum going, including data collection, analysis, assessment and reflection.
(Some content modified from Collaborative Inquiry for Educators: A Facilitators Guide
to School Improvement by Jenni Donohoo.)
F5.26
P/J
Impact through Inquiry:
Improving Student
Achievement in Junior
Mathematics, UCDSB
Tracey Moffatt
Lorelee Hamilton
Michael Kennedy
Christopher Stewart
Tracy Armstrong
Nichola Bond
THIS IS A DOUBLE SESSION. In recent years, Ontario Educators have been watching
students' engagement and achievement in Mathematics decline. As we believe that
ALL students can learn Mathematics, and do so well, we have accepted responsibility
for the struggles that many of our students experience in Mathematics. As a result of
our Program Department's efforts and implementation of several classroom
strategies by teachers, our Board has documented and measured spectacular growth
in students' abilities to solve math problems in Grade 6 Patterning & Algebra along
with improvement in flexible use of number. During this workshop, participants will
have an opportunity to engage in collaborative, group study, in the area of Junior
Mathematics (i.e., Patterning & Algebra) and reflect upon how this type of
experience might apply to their own practice. Participants will then hear about how
this type of study has greatly impacted student achievement in the Upper Canada
DSB.
F5.27
I/S
Autograph Math
Software Workshop
Betty Temmer
THIS IS A PRODUCT SESSION. Autograph is a leading edge dynamic software used in
math classrooms world wide. 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.autograph-maths.com. Participants
will receive a free copy of the software.
86
CODE & LEVEL
F5.28
I/S
TITLE
Descriptive Feedback vs.
Marks
PRESENTER(S)
Mylène Abi-Zeid
DESCRIPTION
Students value what they believe their teacher values. In this session, we will
examine descriptive feedback, its advantages and challenges in our everyday
classroom, and possible strategies for effectively implementing descriptive feedback.
Also, we will discuss how we can help students to grow their mindset and improve
their understanding in math class. I have moved away from numbers/levels on
evaluations and instead, provide only feedback to students. I will share the successes
and challenges experienced by all in the math classroom.
F5.29
P/J/I
Shifting from Feedback
to Feedforward Supporting growth
mindsets in Mathematics
through formative
assessments
Jamila Monahan
Formative assessment and feedback is the most powerful tool we can use for
promoting growth mindsets in the classroom. How do we use formative assessment
to improve learning in mathematics? How can technology be used to provide
feedback to students and enable them to improve their work? Within this workshop,
our intention is to explore and develop new ways to use technology to improve
assessment and promote growth mindsets.
F5.ThreadConcept Thread: Concept Study:
All
Teachers CoConstructing
Mathematics
KATHY KUBOTAZARIVNIJ
Brent Davis
If multiplication is repeated addition, how does one go about adding 1.2 to itself 3.4
times? Questions like these will be investigated through "Concept Study"-- a
systematic set of research-based strategies collectively co-constructed by
kindergarten to grade 12 teachers to deepen their own understanding of math
content, while supporting their students' understanding. This thread consists of 5
sessions, including: T4-T5, F4-F5, and S3.
F5.ThreadLD
J/I
Connie Gray
Connie Quadrini
Classroom teachers of mathematics, special education teachers, and professional
learning facilitators are invited to participate in this innovative thread! Students with
learning disabilities have average to above average cognitive ability and therefore
great potential to learn mathematics. So what’s important to know and understand
about the challenges that these students face when learning mathematics? This
interactive session will provide educators with the opportunity to develop
understanding of the profile of students with learning disabilities. Through
experiencing math specific simulations, they will gain insights into the cognitive
processes that impact students' mathematics learning. During this session, educators
will apply new perspectives and insights gained as they work collaboratively to
unpack the IEPs of students with learning disabilities through a mathematics lens,
and analyze mathematical tasks and student thinking. In addition, they will consider
next steps for student learning including selection of precise and personalized
accommodations that leverage student strengths and respond to needs.
Interventions for students with learning disabilities will be explored with a focus on
assessing students' mathematical readiness, and selecting appropriate resources and
supports that move these students forward in their mathematics learning. This
thread consists of 5 sessions, including: T4-T5, F4-F5, and S3.
Thread: Supporting
Students with Learning
Disabilities in
Mathematics
87
CODE & LEVEL
F5.ThreadTech
J/I
TITLE
Thread: Manipulating
Mathematical Thinking
with Technology
PRESENTER(S)
Mirela Ciobanu
CAROLINE
ROSENBLOOM
DESCRIPTION
In Session 1 of the thread : Manipulating Mathematical Thinking with Technology. As
a novice or a tech-savvy educator, we will provide steps you can take to contextualize
tool technologies in your mathematics instructional design. These strategies will
deepen students’ ability to think critically as they participate as knowledgeable,
reflective, creative and analytical members of a collaborative digital space. We will
show how technology for instruction and assessment was used in our partnership
project where students were part of a learning community to discover, explore, and
conjecture about mathematical ideas collaboratively and cross-culturally. In Part 2 of
this thread. Successful students can fluently “see” mathematical relationships. During
this session, participants will engage in problem solving and use various models of
representations, including the Singapore Model Drawing and the open number line
model used in Japan. Additionally, we will explore how dynamic technologygenerated representations are easily manipulated to increase students’ ability to
identify the relationships between known and unknown quantities in the problems
they solve. We will share samples of collaboratively generated problem
representations, as a result of the mathematical partnership created among various
math classroom communities. In Part 3 of this thread we will show the role parents
play as critical members in our learning partnership for student success. From parent
engagement sessions to classroom blogs, we will explore different ways technology
can be used to link the home and school to involve parents in our learning
community. This thread consists of 5 sessions, including: T4-T5, F4-F5, and S3. BYOD
for the full experience!
S1.01
All
Featured Session:
Concept Study Becoming an Expert Who
Can Think Like a Novice
KATHY KUBOTAZARIVNIJ
Brent Davis
Jon said, "I don't get multiplication. How do I multiply "pi" by itself r-squared times?
During this session, participants will experience aspects of "Concept Study" - a
systematic set of research-based strategies, collectively co-constructed by
kindergarten to grade 12 teachers to develop their math content knowledge and
understand what it takes to learn mathematics as a novice.
S1.02
J/I
Experimenting with
mindsets for equitable
mathematics teaching
Indigo Esmonde
This session is presented by a group of researchers and teachers who have been
working together on action research projects for equitable mathematics teaching for
5 years. We will discuss some of the interventions we have used to try to promote
growth mindsets, the results of those interventions, and our reflections on the use of
mindset interventions to support equitable mathematics teaching and learning.
S1.03
I
OAME/MoE/OMCA
Grade 9 Applied Math
Collaborative Project
TBA
This year OAME, in conjunction with the Ministry of Education and OMCA, are
running a project to improve student learning in Grade 9 Applied Math. Come to a
session where we will share our experiences and what we have learned.
88
CODE & LEVEL
S1.04
P/J/I
TITLE
Project Based Learning in
the Mathematics
Classroom
PRESENTER(S)
Rhonda Hergott
DESCRIPTION
An overview of successful Project Based Learning units in the mathematics
classroom. Specifically, how to assess, how to monitor progress, how to cover core
curriculum in a project setting, how to implement differentiated instruction, how to
bring authenticity to the math concepts being covered which result in a higher
understanding and retention. Example of a student created documentary on building
a geodesic dome in a grade 7 math class:
http://www.youtube.com/watch?v=4q8uteX-bUU
S1.05
All
Using Technology to
Promote Spatial
Reasoning in
Intermediate Math
Classes
Co-teaching &
Collaboration in the
Junior Math Classroom
sharla mackinnon
This session will provide you with digital resources and strategies to engage your
students while promoting the use of spatial thinking within and beyond geometry.
Meaningful and playful opportunities will be provided to investigate and explore
spatial reasoning using concrete and virtual materials.
Sandra Chow
Co-teaching is quickly becoming a buzzword amongst educators. What is coteaching? How does it work? Does it improve student achievement in mathematics?
Will it address the needs of Special Need students? Join our journey as a teaching
team as we share various forms of collaboration and co-teaching in a one-to-one
laptop environment to support student learning. This session will include web 2.0
tools (e.g. Google Docs, Class Dojos, Crowdmark) for co-planning, co-instructing and
co-assessing. Practical considerations such as time and space will also be addressed.
S1.07
J
Fractions and Decimals:
One Big Idea
Keith Van De Keere
Decimals and fractions are key areas of number sense that students need for success
in Junior High Math. We will look at: - meaningful activities to promote a deep
understanding of decimals - decimals as an extension of our place value system and
as fractions with special rules - work with “unit fractions” and “unit decimals” misconceptions that kids may have regarding decimals
S1.08
I
Scoring an EQAO Grade 9 Paul Hogue
Applied or Academic
Mathematics OpenResponse Question in a
Group
S1.06
J/I/S
Have you ever had the opportunity to work with other educators in the province and
discuss student work on an EQAO Grade 9 Applied or Academic mathematics openresponse question? During this session, you will first learn about EQAO’s processes
regarding how a question is developed, how EQAO maps questions to the categories
of knowledge and skills, and how EQAO scores open-response questions using the
codes 10, 20, 30 and 40. After describing the process used in EQAO’s Range-Finding
sessions, you will work on a Grade 9 Applied or Academic question in a small group.
You will discuss the student responses with your group members and decide what
code to assign. Each group will select a sample of student work at each code to
represent the codes and the anchors that were selected by the EQAO Range-Finding
committee will also be revealed.
89
CODE & LEVEL
S1.09
I
TITLE
Homework Help:
Supporting Teachers In &
Out of the Classroom
PRESENTER(S)
Christina
Georgopoulos
DESCRIPTION
Free tutoring for students, lesson plans and resources all conducted and created by
Ontario Certified Math Teachers! Homeworkhelp.ilc.org is a Ministry of Education
initiative which provides math support for teachers and students in grade 7 through
10. Homework Help is easy to navigate and has many educational tools & activities
for students-all free of charge. You will leave this workshop knowing how to register,
how to incorporate HH resources into your classroom, the strategies our tutors use
to help students excel and how HH can contribute to the success of your students.
Come try your hand at online learning with Homework Help!
S1.10
K/P/J/I
Parents are part of the
equation -working with
parents to support
student mathematicians
Kathleen Corrigan
Parents can be a positive, integral part of their children’s mathematics learning. We
know that parents want to support their children’s learning but they may not always
know how. Join us as we explore effective ways to engage parents and help them be
enthusiastic members of the learning team. We will highlight Ministry tools, games,
and apps from sources such as mathies, CLIPS, and WINS that will excite and
encourage family mathematics.
S1.11
P/J/I
CANCELLED
Building Student Math
Efficacy Through
Accountable Talk: Math
Buddies
Jennifer Nalon
The knowledge and skills needed to be a competent problem solver in math is
complex. To help facilitate growth in primary, junior, and intermediate students,
student belief in themselves must be positive and present. By allowing for student
leadership, older students are helping younger students make the connections in
math while building a social relationship and math talk. Our workshop will include an
explanation of why we began teaming up our classes and the process of our math
buddy sessions, along with our success indicators. It will also explain the evolution of
our Math Buddies from two classes to whole school and between classes in different
schools. Accountable talk builds self-efficacy of students as well as allows students to
communicate their understanding to others or gain understanding from the
questioning of a buddy. We look forward to sharing our excitement and passion for
math and our Math Buddy system.
S1.12
J/I
Sometimes All You Have
is Paper, Pencils and
Markers
Brenda Dalglish
Participants will work in small groups to do a math task suitable for grades 6, 7 or 8
using just chart paper, pencils and markers (maybe with a protractor or ruler or
calculator or number cube or pattern blocks as well). The student tasks will cover
each of the 5 strands. Small groups will report back to the large group about their
work and how they think they can apply this to their own teaching situation.
Participants will receive a handout of the student tasks.
S1.13
P/J/I
Assessment Through
Problem Solving
Lisa MacLennan
Christina Schroeder
Wondering how you can make collaboration more meaningful for you and your
students? The goal of this session is to provide teachers with an opportunity to delve
into collaboration and assessment in problem solving.
90
CODE & LEVEL
S1.14
I/S
TITLE
Problem Solving without
Algebra: Ratios and
Proportions
PRESENTER(S)
Serguei Ianine
S1.15
P/J
Can we do math instead? Elisabeth Heathfield
This session will explore ways to change young students' mindsets about
mathematics and their ability to solve problems. Participants will work together to
design lessons that highlight the fun and magic of problem solving, encouraging
young learners to discover the beauty of math, while gaining confidence in their
ability to work with numbers. Participants will explore ways to engage all learners
using STEAM based pedagogy and activities. We will discuss how to set up afterschool math clubs as well as math parties to foster a positive school culture around
the subject. This session will include geometric sculpture, origami, spatial and
proportional reasoning, magic and much more...
S1.16
I
A Different Starting Place
for Grade 9 Applied
Grade 7 & 8 students are comfortable creating and describing patterns; it is a good
lead-in topic for Grade 9 and offers the opportunity to use a variety of manipulatives
along with technology. Using the resource, From Patterning to Algebra by Cathy
Bruce and Ruth Beatty, the class completes the first 9 lessons using tiles. This
provides a foundation in creating and describing linear relations, graphing, and
solving equations in an informal manner. As new topics of scatter plots, differences,
direct and partial variation, proportional reasoning, solving equations etc. is
introduced, a link is made back to the information on the anchor charts for the two
general patterns with which the course started. Additionally, students use
manipulatives and graphing calculators to facilitate their understanding. I will share
my successes, challenges and materials of this approach with the Grade 9 Applied
classes.
KATHY PILON
DESCRIPTION
Solving word problems is considered as one of the most difficult areas in teaching
Mathematics. Too often, especially at intermediate and high school levels, word
problems are tackled only with algebra. This implies that problem-solving strategies
should be taught only after introduction to algebra. As a result, students tend to
reach for algebra even in situations when problems can be easily solved with logical
reasoning and elementary arithmetical methods. In this presentation, I will
demonstrate several strategies and tools to solve word problems on ratios and
proportions without algebra. As we will see, those tools are suitable even for grade 6,
7 and 8 students, and in fact, produce a significant positive impact on development of
spatial ability, number sense, and logical reasoning. Participants will receive materials
with explanations, examples, and sets of problems with full solutions. The session will
be beneficial for both intermediate and high school teachers.
91
CODE & LEVEL
S1.17
I
TITLE
Patterning and Algebra,
7 to 9
PRESENTER(S)
Kerri Evershed
DESCRIPTION
Who me? Patterning and Algebra? We will investigate Patterning and Algebra in
grade 7 and 8 and the changes students experience going into grade 9. We will be
looking at the continuum of curriculum expectations across grades and seeing the
variety of vocabulary used. How to create opportunities for students to see the
connections between the visual pattern, the table of values, the algebraic expression,
and the graph will be explored.
S1.18
I/S
Set It, Build It, Grow It
Patricia Clark
We said goodbye to traditional “units” in MPM1D and MPM2D and instead focused
on making connections between curriculum expectations. We gave students time to
exercise their brain and reflect on their learning before revisiting topics multiple
times and making that muscle grow! Don’t “set it and forget it”, how about “set it,
build it, and connect it”. This approach allows students to direct their learning both in
breadth and depth. Big ideas are revisited multiple times to give the students
opportunities to see connections and to develop deeper understanding starting with
a conceptual foundation and building in procedural skills. We will share our approach
as well as activities and assessment tools we have tried.
S1.19
I/S
Setting the Stage for
Successful Inclusion
Amy Scales
This session will assist you with developing ideas for programming in your math
classroom for students with significant special education needs (e.g. autism, mild
intellectual disabilities, developmental disabilities, physical disabilities,
communication issues, significant learning disabilities). We will share community
building strategies and Universal Design for Learning which support the creation of a
classroom environment that supports diverse learners and makes accessibility a part
of the culture. A portion of the session time will be devoted to a round table
discussion of specific scenarios from your own classroom with the purpose of
brainstorming strategies to take back with you.
S1.20
K/P/J/I
Tasks, Technology, and
Feedback: What engages
the learner?
Katie Rich
The Center for Elementary Mathematics and Science Education (CEMSE) at the
University of Chicago is currently working on a development project called the
Number Stories Project. Number stories are online, dynamic mathematics activities
based on real-world contexts and aimed at a wide variety of users, though our
current focus is on learners in Kindergarten through high school. A major goal of the
project is design activities that engage an individual learner in the problem-solving
process. In this session, participants will explore some of the number stories activities
that our field testers have found most engaging. We’ll discuss the elements of the
activities that we believe have made them successful, including features of the task,
the ways the activities take advantage of the dynamic environment, and what kind of
feedback is provided to the learner. Participants should bring their own laptops if
they wish to explore the activities.
92
CODE & LEVEL
S1.21
K/P/J
CANCELLED
TITLE
Understanding student's
numeracy through their
talk about numbers
PRESENTER(S)
David Pugalee
DESCRIPTION
Research shows that the early development of number concepts is a better predictor
of future academic success that traditional literacy measures. Children's talk about
number reveals the depth of their mathematical understanding. Using a framework
for describing critical development in counting, comparing, number composition and
decomposition, and place value provides teachers with rich data related to students'
numeracy. The framework is developed by looking at student work, discussions, and
interviews which contribute to a formative assessment foundation which informs
instruction.
S1.22
S
Doing Data Management
with a Social Justice
Focus
Jesse Bergman
Students want connections to the real world in their mathematics courses. Educators
want a curriculum that inspires and motivates young people. The integration of Social
Justice (a broad term that can be said to describe the social, political, economic and
cultural inequities that permeate our planet) into our math classes is a way to tackle
the concerns of both students and educators alike. And few mathematics courses
lend themselves to an infusion of Social Justice into the curriculum as well as MDM4U
Data Management. Come to this workshop for ideas, strategies and the sharing of
resources regarding the delivery of Data Management with a Social Justice lens. We
will share tools, strategies, assessments and more. Come prepared to learn and
listen, but also to have the opportunity share your own strategies and resources
relating to Social Justice.
S1.23
K/P/J
Thinking about Pattern
and Structure
Roy Reed
Participants in this session will extend their understanding of pattern and structure,
exploring what the big ideas in patterning are, and seeing how an understanding of
pattern reveals the structure of mathematics in all the other strands.
93
CODE & LEVEL
S1.24
I/S
TITLE
Meant4Teachers.com
PRESENTER(S)
Julia Ahadie
DESCRIPTION
Being an effective teacher consists of two main things: having a deep understanding
of the material you’re teaching, and being able to effectively deliver your instruction
to help your students learn. The latter requires differentiated instruction; varied tools
when creating assessments for, as and of learning; engaging strategies and much
more. However, it is difficult for teachers to always have fully interactive and
engaging lessons given the time constraints. Meant4Teachers.com was created as a
free resource for teachers (currently aimed at high school teachers, but expanding in
the future), designed around the Ontario curriculum, and embedded with
simulations, animations, worksheets, quizzes, labs and worksheets that are in line
with the curriculum. For example, in math, demonstrating a concept via multiple
strategies will lead to a deeper understanding of the material and allow students to
make their own discoveries. The site is still growing, and is always encouraging
contributions from teachers of ideas/resources that can help other teachers. Major
defining characteristics of Meant4Teachers.com that sets it apart from other sites is
that (1) it’s free for everyone to use (2) no registration required and (3) it is one veryconvenient site with which teachers can make any subject in any grade more
engaging and interactive, thus, more fun to learn. Participants are encouraged to
bring a laptop or tablet to access the site’s features in the guided-demonstration.
S1.25
J/I/S
Struggling Mathematics
Learners: Building
Growth Mindsets
DIANE TEPYLO
Students often enter applied and essentials mathematics classes with the attitude, 'I
can’t do math'. This session looks at strategies to build growth mindsets through a
variety of teaching strategies including engaging problems and formative assessment.
Low floor, high ceiling problems provide multiple entry points so all students
experience success while presenting significant mathematics to challenge all
students. Additionally, this session looks at how formative assessment/error
analysis—unobtrusively integrated into activities—allowing the teacher to move
students from confusion to understanding. See how students move from “I added
because I can’t multiply,” to believing mathematics should make sense and struggling
to find appropriate strategies and tools for the task.
S2.Keynote
All
Keynote Address: Picture
This: Teaching and
Learning Mathematics
Using Spatial Thinking
Nora Newcombe
Children who think spatially learn mathematics more quickly and easily. But why?
And how can teachers use this linkage between space and math in teaching math? In
this talk, Dr. Newcombe will begin by explaining what spatial thinking is, and
presenting the evidence linking spatial thinking to mathematical thinking. She will
then discuss how to strengthen spatial skills, beginning in early childhood, and
present some examples of how to teach mathematics spatially. The supportive value
of spatial thinking seems to apply across individual differences in children and across
lower and higher mathematical abilities. Hence spatializing the math curriculum can
be expected to help all learners.
94
CODE & LEVEL
SN.00
TITLE
Nutrition Break
PRESENTER(S)
DESCRIPTION
So I won’t go hungry during the final session
S3.01
All
Featured Session:
Rethinking mindsets,
rethinking disabilities
Indigo Esmonde
As mindset research has shown, how we think about learning can have powerful
effects on what we do when we try to learn something. This session will begin by
uncovering our attitudes and definitions for mindsets, learning, and disabilities. I will
then propose a few different ways we might think about these three topics, and the
connections between them. With this background information in mind, we will
engage in some activities to explore powerful ways to engage mathematically with
students who have been identified with learning disabilities.
S3.02
K/P
Picture This Workshop:
Teaching and Learning
Mathematics Using
Spatial Thinking
Nora Newcombe
Dr. Newcombe will answer questions about her keynote address, and discuss several
specific examples of spatial issues involving the early math curriculum: teaching
shapes, angles, measurement, and scaling.
S3.03
J
Using math
understandings to solve
21st-century issues—a
growth mindset
approach
Laura Inglis
Vidya Shah
George
Karagiorgakis
In this session, participants will learn how to incorporate math understandings within
lessons to help comprehend 21st-century issues. Teachers will learn about the
importance of growth mindset within this approach and how it can be easily
implemented in any junior or intermediate classroom. This approach will help
students become critical consumers of the world around them and help them to
challenge inequities with the goal of promoting sustainability, humanitarianism, and
a more just world. Attendees will participate in learning activities and receive
samples of the presenters' work with teachers.
S3.04
J/I
Blue Jays Math
Don Fraser
Hit a home run with your students this season. 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!
95
CODE & LEVEL
S3.05
All
TITLE
Reasoning with
Quadrilaterals using
hands, eyes, and
technology
PRESENTER(S)
Walter Whiteley
DESCRIPTION
Using multiple representations, and multiple supporting manipulatives, we will
present a conceptual network for the classification of quadrilaterals, accompanied by
investigations ready for classroom use. We will use paper-folding, sand pouring, hand
gestures, MIRA, and manipulation of GSP sketches in these investigations of the
pattern or hierarchy of quadrilaterals in the plane (and beyond). We will share
sketches, activity sheets and possible assessment tasks. These approaches connect to
big ideas in geometry and mathematical reasoning, such as the essential role of
symmetries, and how symmetries combine, and the essential reasoning role of
inclusive definitions in mathematics and mathematical reasoning. The approaches
also focus on the essential role of spatial reasoning in supporting work on these
topics. We will point to how spatial reasoning strengthens connection on through
multiple grades and multiple topics.
S3.06
J/I
New Elementary Math
Resources for
Technology Enabled
Learning within the
Provincial Virtual
Learning Environment
Barbara Seaton
This session will showcase the new elementary (junior/intermediate) math resources
created by Ontario teachers for e-Learning Ontario. Find out how to integrate these
free (Ministry provided) math resources and the provincially licensed Virtual Learning
Environment into your math program. Three-part lessons, interactive learning
objects, integrated CLIPS, teachers’ guides, ePortfolio and online tools make these
resources perfect for personalized, differentiated, and meaningful math lessons for
your 21st century learners.
S3.07
I/S
Musical Mathematics
GREGORY TAYLOR
Songs can be used to make math concepts more memorable, even at the high school
level. There are many examples of this online already, as created by students and
educators alike. The session will feature live performances by the presenters,
instruction on writing song lyrics and finding backup music, an opportunity to write a
rhyme or song lyrics, and watching some of our favourite existing math music videos
(URLs provided) that could be shown in class.
96
CODE & LEVEL
S3.08
I
TITLE
La classe inversée
PRESENTER(S)
Johanne Séguin
DESCRIPTION
This session will focus on how to organise the flipped learning environment to
maximize student participation. We will look at: how to make interesting videos
(different types of videos for different groups or subjects - length, style...) in
particular ones for French language schools; how to use sites that let you incorporate
your videos to make them more interactive for the students; how to use these sites
to monitor student participation; how to use these sites to find out where your
students have difficulties and where they manage well, giving you a chance to
organize the class activities to focus more on where the students need the help
integrating the learning; how to change a boring lesson into a funny one using
cartoons that are easy to work with; how to use programs to record your voice and
change it to a cartoon character voice. With this in mind, I would like to organize a
forum where French speaking teachers could start putting up their videos as they
make them. This way, we could create a bank of flipped courses for the French
speaking community.
S3.09
P/J/I
Ipads4Math- Evolving
the Mindset
Ted McKinney
We believe the current research is encouraging us to shift our teaching. Our goal as
educators is engaging our students to become believers in their learning. Our focus
will be on providing effective use of iPads and Apple TV for math instruction that is
linked to the learning goals and success criteria utilizing the Learning Management
System (LMS/D2L) through e-learning Ontario, and the Ontario Educational Resource
Bank. This session will focus on looking at the apps and online resources to help
capture student interest and to promote a positive mindset through student success.
Overcoming the challenges faced when spearheading such use of technology in your
classroom will be discussed. Feel free to bring your iPad with you for or just follow
along.
S3.10
P/J
Accountable Talk and
Math Problem Solving
Tony Moscone
Manuela Filippone
The purpose of the workshop is to share an action research project that took place in
a junior classroom on accountable talk strategies and assessment (in pairs, small
groups, whole class) with rich tasks for students to improve thinking dispositions and
be more iterative in their approach to learning mathematics. Through this practice,
the hope was that students would develop a growth mindset towards math and
better understand mathematical concepts and communicate their thinking using
everyday language, mathematical vocabulary, and mathematical conventions. We
will look at talk structures, assessment strategies and different problem solving
models to use with students and how to set up a culture of collaboration within the
classroom.
97
CODE & LEVEL
S3.11
I/S
TITLE
Problem Solving without
Algebra: Percent
PRESENTER(S)
Serguei Ianine
DESCRIPTION
Solving word problems is considered as one of the most difficult areas in teaching
Mathematics. Too often, especially at intermediate and high school levels, word
problems are tackled only with algebra. This implies that problem-solving strategies
should be taught only after introduction to algebra. As a result, students tend to
reach for algebra even in situations when problems can be easily solved with logical
reasoning and elementary arithmetical methods. In this presentation, I will
demonstrate several strategies and tools to solve word problems on percent without
algebra. As we will see, those tools are suitable even for grade 6, 7 and 8 students,
and in fact, produce a significant positive impact on development of spatial ability,
number sense, and logical reasoning. Participants will receive materials with
explanations, examples, and sets of problems with full solutions. The session will be
beneficial for both intermediate and high school teachers.
S3.12
P/J/I/S
Digitizing Assessment
with Google Apps for
Education
Emmet Mellow
S3.13
P
Building primary math
thinking
Patricia Fraser
Have you ever wondered how Google Apps for Education can inform your
assessment practice or how you can involve your students in their own assessment?
In this session we will share examples and explore how Google Apps for Education
can be used for assessment in your classroom. We will provide strategies that can be
used across divisions to engage your students in their own assessment and give you
an accurate picture of student achievement. Highlights of the presentation include:
capturing student learning in a variety of ways, diagnostic quizzes, providing
descriptive feedback with text and voice, collaborative consolidation and Google
Classroom for organization, saving time, enhanced communication and assessment.
In this sixty minute a session we will look at integrating knowledge based learning
with techniques for students to communicate their thinking through mental math
activities. We will provide participants with an overview of how mental math minilessons are structured; the professional resources we use to support implementation;
how we use tools and models to support student thinking. This is a teacher’s
perspective on implementation. There are not any products sold in this session.
S3.14
I/S/PS
Geometer’s Sketchpad
and GeoGebra: a
comparison
Kate Mackrell
GeoGebra is relatively new in Ontario, and makes many exciting claims. However,
Geometer's Sketchpad is Ministry licensed in Ontario, and therefore freely accessible
by teachers and students. In this session we will look in detail at the affordances of
each program for a particular task involving the integration of number, algebra,
geometry, and handling data and will also discuss more general issues in order to
consider what we should be offering our students.
98
CODE & LEVEL
S3.15
K
TITLE
Engagement & Inquiry: A
Mathematical Journey in
Full Day Kindergarten
PRESENTER(S)
Klara Redford
DESCRIPTION
This session will highlight how math inquiry, the math processes and mathematical
thinking is inherently integrated in the play-based nature of Full Day Kindergarten.
The session will demonstrate inquiry-based learning as well as communication of
math ideas and outcomes with kindergarten classes, parents and the broader public
using technology (Twitter, Skype). Three recent inquiries will be highlighted: "Dot Day
Art & Math", "Pumpkin Rolling" and "Snakes Are Good At Math". We will share
problem solving using the "Uh-Oh Problem", a flipped classroom idea that gets
families involved in sharing math thinking at home. Make and take math games will
be part of the session.
S3.16
S
Why Using IPads to
Teach High School
Mathematics?
Elena Corina
Georgescu
The purpose of this qualitative study is to explore creative ways that teachers use to
integrate IPad apps to enhance the process of teaching and learning high school
mathematics. The participants in this study, six Ontario secondary school
Mathematics teachers, were recruited at a course designed to train teachers how to
effectively use IPad apps in the classroom. Data was collected by using qualitative
techniques, such as classroom observations, individual interviews with the teachers,
a focus group interview, and examinations of various documents consisting of lesson
plans, teachers’ notes, assessment and evaluation items, and students’ marks. The
results of this study suggest that teachers consider IPad apps to be significant
resources, as they provide fast and easy access to information, have the power to
engage and motivate students to explore and learn mathematics actively and
collaboratively, and enable students to deepen and strengthen their conceptual
understanding and to maximize their potential and achievement. Examples of use of
IPad apps are presented, teachers’ reflections about the benefits and pitfalls of using
IPad apps are discussed, the next steps to improve the mathematics instruction with
IPad apps are recommended, and suggestions for further research are provided.
KATHY KUBOTAZARIVNIJ
Brent Davis
If multiplication is repeated addition, how does one go about adding 1.2 to itself 3.4
times? Questions like these will be investigated through "Concept Study"-- a
systematic set of research-based strategies collectively co-constructed by
kindergarten to grade 12 teachers to deepen their own understanding of math
content, while supporting their students' understanding. This thread consists of 5
sessions, including: T4-T5, F4-F5, and S3.
S3.ThreadConcept Thread: Concept Study:
All
Teachers CoConstructing
Mathematics
99
CODE & LEVEL
S3.ThreadLD
J/I
TITLE
Thread: Supporting
Students with Learning
Disabilities in
Mathematics
PRESENTER(S)
Connie Quadrini
Connie Gray
DESCRIPTION
Classroom teachers of mathematics, special education teachers, and professional
learning facilitators are invited to participate in this innovative thread! Students with
learning disabilities have average to above average cognitive ability and therefore
great potential to learn mathematics. So what’s important to know and understand
about the challenges that these students face when learning mathematics? This
interactive session will provide educators with the opportunity to develop
understanding of the profile of students with learning disabilities. Through
experiencing math specific simulations, they will gain insights into the cognitive
processes that impact students' mathematics learning. During this session, educators
will apply new perspectives and insights gained as they work collaboratively to
unpack the IEPs of students with learning disabilities through a mathematics lens,
and analyze mathematical tasks and student thinking. In addition, they will consider
next steps for student learning including selection of precise and personalized
accommodations that leverage student strengths and respond to needs.
Interventions for students with learning disabilities will be explored with a focus on
assessing students' mathematical readiness, and selecting appropriate resources and
supports that move these students forward in their mathematics learning. This
thread consists of 5 sessions, including: T4-T5, F4-F5, and S3.
100
CODE & LEVEL
S3.ThreadTech
J/I
TITLE
Thread: Manipulating
Mathematical Thinking
with Technology
PRESENTER(S)
CAROLINE
ROSENBLOOM
Mirela Ciobanu
DESCRIPTION
In Session 1 of the thread: Manipulating Mathematical Thinking with Technology. As
a novice or a tech-savvy educator, we will provide steps you can take to contextualize
tool technologies in your mathematics instructional design. These strategies will
deepen students’ ability to think critically as they participate as knowledgeable,
reflective, creative and analytical members of a collaborative digital space. We will
show how technology for instruction and assessment was used in our partnership
project where students were part of a learning community to discover, explore, and
conjecture about mathematical ideas collaboratively and cross-culturally. In Part 2 of
this thread. Successful students can fluently “see” mathematical relationships. During
this session, participants will engage in problem solving and use various models of
representations, including the Singapore Model Drawing and the open number line
model used in Japan. Additionally, we will explore how dynamic technologygenerated representations are easily manipulated to increase students’ ability to
identify the relationships between known and unknown quantities in the problems
they solve. We will share samples of collaboratively generated problem
representations, as a result of the mathematical partnership created among various
math classroom communities. In Part 3 of this thread we will show the role parents
play as critical members in our learning partnership for student success. From parent
engagement sessions to classroom blogs, we will explore different ways technology
can be used to link the home and school to involve parents in our learning
community. This thread consists of 5 sessions, including: T4-T5, F4-F5, and S3. BYOD
for the full experience!
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102