Georgian College, Barrie Strogatz The Joy of X Sarah J. Greenwald Good News Everyone! Mathematical...
Transcript of Georgian College, Barrie Strogatz The Joy of X Sarah J. Greenwald Good News Everyone! Mathematical...
Georgian College, Barrie
www.oame2016.ca
Robert J. Lang ⦿ Steven Strogatz ⦿ Sarah Greenwald
@oame2016
Leap into the Program Guide!
Table of Contents
Description Page Bookmark Table of Contents 2 Leap into Mobile 3 Keynote and Featured Speakers 4 – 8 Speakers Themes 9-11 Themes OECTA AQ Module 2 & OAME 2016 12 Conference Fees and eConference Fees 13 Fees What to Do and Where to Stay 14 Social Events 15 Events Exhibitors and Sponsors 16 Organizing Committee 17 Build your Schedule 18 My Schedule Session Descriptions 19 - 112 See below
Sessions Time Page Bookmark
Thursday, May 5th T1 8:30-9:45 19 - 25 T1-Thursday
T2 - Keynote 10:00-11:15 26 T2-Thursday Exhibitors 11:15-1145
T3 11:45-1:00 27 - 35 T3-Thursday T4 1:15-2:30 36 - 44 T4-Thursday T5 2:45-4:00 45 - 53 T5-Thursday
Friday, May 6th F1 8:30-9:45 54 - 62 F1-Friday
F2 - Keynote 10:00-11:15 63 F2-Friday Exhibitors 11:15-11:45
F3 11:45-1:00 64 - 73 F3-Friday F4 1:15-2:30 74 - 83 F4-Friday F5 2:45-4:00 84 - 91 F5-Friday
Saturday, May 7th S1 - Keynote 8:30-9:45 92 S1-Saturday
Nutrition Break 9:45-10:05 S2 10:05-11:20 93 - 99 S2-Saturday S3 11:30-12:45 100 - 106 S3-Saturday
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KEYNOTESPEAKERS
Robert Lang
Flapping Birds to Space Telescopes: The Art and Science of Origami
RobertJ.Lang isrecognizedasoneoftheforemostorigamiartists inthe world as well as a pioneer in computational origami and thedevelopmentof formaldesignalgorithmsfor folding.WithaPh.D. inApplied Physics from Caltech, he has, during the course of work atNASA/JetPropulsionLaboratory,SpectraDiodeLaboratories,andJDSUniphase,authoredorco-authoredover100papersand50patentsinlasers and optoelectronics as well as authoring, co-authoring, orediting14booksandaCD-ROMonorigami.
Steven Strogatz is the Jacob Gould Schurman Professor ofAppliedMathematicsatCornellUniversity.Hehasnumerousawards including: a Presidential Young Investigator Award,National Science Foundation (1990); MIT's highest teachingprize,theE.M.BakerAwardforExcellenceinUndergraduateTeaching (1991); theJ.P.&MaryBarger '50TeachingAward(1997);theRobert '55andVanne'57CowieTeachingAward(2001); the Tau Beta Pi Teaching Award (2006);Communications Award from the Joint Policy Board forMathematics (2007), a lifetime achievement award. Alongwithbooks,hisworkhasbeenfeatured inNaturemagazine,theNewYorkTimes,U.S.NewsandWorldReport,Discover&Newsweek,CBSNewsandBBCRadio.
Steven Strogatz
The Joy of X
Sarah J. Greenwald
Good News Everyone! Mathematical Morsels from The Simpsons + Futurama
Sarah J. Greenwald is Professor of Mathematics and a Women'sStudies core faculty member at Appalachian State University. Herscholarshipareas includeRiemanniangeometry,popularcultureas itpertainstomathematics,andwomenandminorities inmathematics,andshe isa2005MathematicalAssociationofAmericaAlderAwardwinner for distinguished teaching and the winner of the 2010AppalachianStateUniversityWayneD.DuncanAward forExcellenceinTeaching inGeneralEducation. In2010shewasalso inductedintothe Appalachian State University College of Arts and SciencesAcademy of Outstanding Teachers and in 2011 she was named theCollegeofArtsandSciencesOutstandingTeacheroftheYear.
FEATURED SPEAKERS
Marian Small
Picture It!!
MarianSmall,theformerDeanofEducationattheUniversityofNewBrunswick,writesandspeaksaboutK-12mathacrossthecountry.Herfocusisonteacherquestioningtogetattheimportant math, to include all students, and to focus oncriticalthinkingandcreativity.
Cathy Bruce
Fractions Teaching and Learning: What’s the big deal?
CathyBruceisafoundingfacultymemberoftheTrentUniversitySchoolofEducationandProfessionalLearning.Anexcitingareaofherresearchrelatestomathematicsforyoungchildren,involvingteachersandotherresearchersaswellasyoungstudentsfromJK-Grade2,toinvestigatewhatchildrenarecapableofspatiallyandmathematically, given rich tasks and adequate support in anatmosphereofplayfullearning.
Connie Quadrini
Supporting Students with Learning Disabilities in Mathematics
ConnieQuadrini isaK-12ProvincialMathematicsLead.Sheisleadingacollaborativeinquirywithseveralschoolboards,working with classroom and special education teachers,school and system administrators, curriculum and specialeducation consultants, andpsychologists to investigate theinteractions between mathematics content knowledge forteaching and the learner profile, and their impact oninstructionandstudent
Lisa Lunney Borden
Honouring Indigenous Knowledge in the Mathematics Classroom: A Learning Together Approach
Lisa Lunney Borden, an Associate Professor of MathematicsEducation at St. Francis Xavier University, began her career atWe’koqma’q First Nation Secondary School, a Mi’kmawcommunity-run school. She is most interested in examiningstrategies to transformmatheducation forAboriginal studentswith a focus on equity, diversity, and the inclusion ofmultipleworldviews.Lisaalsohelpstocoordinateaprojectcalled“ShowMe Your Math” that invites Aboriginal children in AtlanticCanadatoexploremathematics.
FEATURED
Joan Moss Expanding Horizons in K-3 Geometry and Spatial Thinking: New approaches to support all learners
JoanMoss,isanAssociateProfessorintheDep’tofAppliedPsychology and Human Development at OISE/UT and co-Principal Investigator of the Math for Young Children(M4YC) project. Recently, she has collaborated with theRobertsonProgramforInquiry-BasedTeachinginMathandScience to include four FirstNations communities and theRainy River District school Board. Joan has won manyhonours/awards including the award for DistinguishedContributionstoTeaching.
SPEAKERS
Chris Suurtamm
Developing Algebraic Thinking
Dr. Suurtamm’s (Associate Professor of MathematicsEducation, University of Ottawa) research focuses on thecomplexity of teaching mathematics with particularattentiontoassessmentthatenhancesteaching&learning.She has been the Principal Investigator on a number oflarge-scale researchprojects inOntario. Shehas expertisein both secondary and elementarymathematics teaching.She was the Co-Chair of the Early Math Expert Panel inOntario and the Canadian representative on the NationalCouncilofTeachersofMathematics.SheistheCo-Chairofthe Topic Study Group on Assessment for the upcomingInternationalCongressonMathematicsEducation
.
Ruth Beatty
Indigenous and Western Ways of Knowing Mathematics: Continuing to Build Connections
Dr. Beatty (Associate Professor, Lakehead University(Orillia Campus) teaches the math methods course forpreservice P/J teacher candidates at LakeheadUniversity.RuthisworkingwithmembersofAnishinaabe&Creecommunitiesandeducators fromOntarioschoolboardstoresearchtheconnectionsbetweenIndigenousways of knowing mathematics and the WesternmathematicsfoundintheOntariocurriculum.Thegoalisto collaboratively design culturally responsive mathinstruction forFirstNations students, to learn fromandincorporate Indigenous pedagogical perspectives ininclusiveclassroomsettings.
Nicholas Jackiw
Time's Arrow: Where School Geometry Comes From and Where It's Going
Nicholas Jackiw is a senior research scientist in SRIInternational’sCenter forTechnology inLearningwherehisinterests focus on how digital technologies can uniquelyshape mathematical propositions and learners’ intellectualandmaterialinteractionswiththem.
.
Alex Lawson Why Just Knowing the ‘Facts’
Is Not Enough AlexLawsonisanAssociateProfessorofEducationwithLakeheadUniversity. She has been the director of theMulti-DataConvergenceLab for the lastdecadewherehundreds of hours of children's thinking have beendocumented and analyzed to improve elementarymathematical instruction and learning. She recentlyauthored What to Look for: Understanding andDevelopingStudentThinkinginEarlyNumeracy.
Nathalie Sinclair
Moving geometry in the K-4 classroom: more than just vocabulary
NathalieSinclairisaProfessorintheFacultyofEducationat Simon Fraser University and the Canada ResearchChair in Tangible Mathematics Learning. Her researchinterests includetheteachingandlearningofgeometry,particularly through the use of dynamic geometryenvironments.SheistheleadauthoroftheNCTMbookDevelopingEssentialUnderstandingofGeometry.
Jill Gough
Deep Practice: Building Conceptual Understanding in the Middle Grades (Intermediate)
Jill Gough learns, serves, and teaches as theDirectorof Teaching and Learningat Trinity School inAtlanta,Georgia.Jill isalsoaNationalT³ Instructorworking incollaboration withTexas InstrumentsandT³to write,plan,anddeliverqualityprofessionaldevelopmentforteacher-learners interested in using technology tofacilitate learning and assessment that is interactive,dynamic, and collaborative.Her blog can be read at:https://jplgough.wordpress.com/
Don Fraser Taking the ‘NUMB’ out of Numbers
Don began his career as amath teacher at Emery CI inToronto.AftermanyyearsofteachingstudentteachersatUofT,DonretiredasaProfessorEmeritus.WhileattheU of T Don returned to the classroom for a full yearseveral times. This paradoxically “re-energized him andwore him out”. Since ‘retiring’ Don has done manyworkshops and keynotes across Canada, USA and NewZealand. Publications have included Mathemagic andTaking the Numb Out of Numbers – both available onamazon.comforabout1cent!Forthreesuccessiveyears,ahighlightforDonwaswritingadifferentBlueJays’MathBookwhichwasgivenouttothefirst20000spectatorsata BJ’s game…. This was in an age before bobble headdolls!
FEATURED
SPEAKERS
Ron Lancaster
I'm Thinking of a Number: Introducing your students to Micah Lexier
Ron is an Associate Professor, Teaching Stream at theUniversity of Toronto where he teaches mathematicsmethods courses for future middle and high schoolteachers. He has over 20 years of experience teachinggrades 7-12 mathematics. Ron's professional activitiesinclude consultations and conference presentations inNorth America, Asia, England, Abu Dhabi, Dubai,Qatar andAfrica. Ron is an author for theNCTM (TheMathematical Lens) andmemberof theAdvisoryBoardfortheMuseumofMathematicsinNewYorkCity.Heisthe recipient of the 2015 Margaret Sinclair MemorialAward Recognizing Innovation and Excellence inMathematicsEducationawardedby theFields Institute.https://www.fields.utoronto.ca/press/14-15/SinclairAward2015.html
THEMESAthemeinvolvesrelatedsessionsthatallowyoutheopportunitytostudyatopicindepth.YouwillspllhavetheoppontoaqendtheKeynotesandtochooseothersessions
toaqend.
APPLIEDLEVEL-hearwhatothersaredoing.-highlightsstrategiesthat
educatorsemployinAppliedLevelclasses.
FIRSTNATION,METISand
INUIT-exploresIndigenous
perspecpvesandmathemapcslearning.
LEADERSHIP-forschoolorboardlevelleaders
formathemapcs.-tohelpyousupportclassroomteacherstoaddressstudent
needs.
ESL&ELL-learnhowothereducators
addresstheneedsofstudentswheretheEnglishlanguagecanbeabarrierto
learningmathemapcs.
SPECIALEDUCATION-ofinteresttoeducatorswho
workwithstudentswhoneedextra
supportinmathemapcs.
MathP/JPart1AQ,Module2-requirementsforthePrimary/JuniorAQmodule,as
providedbyOECTA,are:T1.01,T2.Key,T3.0,T4.01,T5.01,F3.Key,F3.01,F4.01,F5.01,S1.01.
-youdonothavetobeanOECTAmembertotakethisAQcourse.
THEMES
A theme involves related topics that allow you the opportunity to study a topic in depth. You will still have the option to attend the Keynotes and to choose other sessions to attend.
APPLIED THEME
This set of sessions highlights strategies that educators employ in Applied Level classes. Choose this thread to hear what others are doing in Applied Level classes.
• T1.31 - Dive into Applied • T3.33 - Math Strategies Using Technology for Applied Classes • T4.28 - Engaging At Risk Students in Applied Math • T5.26 - Identifying and Addressing the Critical Needs of Students in Grade 9 Applied
Math • F1.19 - Project Based Learning • F3.03 - Tour of Mathematics Blended Learning Units for Grade 9 Applied • F5.34 - Fostering Productive Dispositions in Grade 9 Applied Mathematics;
Why it matters and how to get started. • S2.18 - OAME/OMCA/Uof Ottawa/MoE Grade 9 Applied Collaborative Math Project • S3.21 - Enhancing Learning in Grade 9 Applied Mathematics: Research Findings from a
Province-wide Collaborative Study Other sessions that also highlight the Applied Level
• T1.32 - Engaging2CLearning:CollaborationandCriticalThinkingInMath:ATLLPJourney
• T3.13 - OAME/OMCA/UofOttawa/MoEGrade9AppliedCollaborativeMathProject • T3.26 - Grade 7-10 Applied Mathematics Resources Documents • T5.20 - I CAN Survive • T5.32 - BlendedLearningUnitsforGrade9AppliedMathematics • F1.29 - Effective Practices in Grade 9 Applied Mathematics • F3.06 – OAME/OMCA/Uof Ottawa/MoE Grade 9 Applied Collaborative Math Project • F3.26 - MakingGrade9MathTasksContextual • F3.30A / F4.30B - MeetingtheNeedsofGrade9AppliedLearners,IncludingStudents
withLearningDisabilities • F4.35A / F5.35B - ImplementingAssessmentASLearninginAppliedMathematics
ESL & ELL THEME
Participants in these workshops will learn how other educators address the needs of students where the English language can be a barrier to learning mathematics.
• T3.27 - Strategies for encouraging participation and language for English Language Learners
• F1.09 - Supporting ELLs and Emergent Math Learners: A PRIME example • F3.33 - Leap into Math: Cycling with ELL Students • F4.09 - Supporting English Language Learners in your Math Class • S3.04 - Math & English Language Learners: Students and Educators as Co-researchers
FIRST NATIONS, METIS and INUIT THEME
This thread explores Indigenous perspectives and mathematics learning. Join two featured speakers, Lisa Lunney Borden, St. Francis Xavier University and Ruth Beatty, Lakehead University, and 3 other workshop sessions.
• T1.07 - When First Nation, Métis, and Inuit Students are at the Centre of Inquiry • T3.16A/ T4.16B - Connecting Indigenous Ways of Knowing and Western Mathematics • T5.01 - Honouring Indigenous Knowledge in the Mathematics Classroom:
A Learning Together Approach • F3.01 - Indigenous and Western Ways of Knowing Mathematics:
Continuing to Build Connections • F4.18A/ F5.18.B - An Urban Context: Honouring Indigenous Approaches to Learning in
Mathematics
LEADERSHIP THEME
If you are a school or board level leader for mathematics, the sessions in the leadership thread can help you support classroom teachers to address student needs. Ideas and strategies to support your leadership include: developing a whole school culture for mathematics learning, structuring teacher schedules to enable professional learning and facilitating inquiries to promote deeper student learning. (Possible substitutions: T3.14 for T3/T4.08A/B and F4.26 for F4/F5.05A/B)
• T1.05 - Learn to Use the EQAO Online Reporting Application – What Does it Tell Me? • T3.08A - Transforming Planning Time In Elementary Schools : Numeracy & Technology • T4.08B - Transforming Planning Time In Elementary Schools : Numeracy & Technology • T5.22 - Establishing a Positive School-Wide Culture of Math • F1.35 - Mathematics Professional Learning Facilitator Efficacy • F3.35 - Using the Lesson Study Model to transform teacher practice in the math
classroom • F4.05A /F5.05B - Facilitating Mathematics Professional Learning – Our Journey • S2.25A / S3.25B - Facilitating Effective Discussions
SPECIAL EDUCATION THEME
Good, targeted instruction is beneficial for all students and crucial for some. This set of workshops will be of particular interest to those educators who work with students who need extra support in mathematics both in the classroom and in special education settings.
• T1.35 - Leveraging the Strengths and Supporting Needs in Mathematics • T3.06 - Building Mathematical Mindset and Number Sense with Students on IEPs • T4.01 - Supporting Students with Learning Disabilities in Mathematics • T5.20 - I CAN Survive • F1.26 - Leap into Workplace Activities • F3.30A / F4.30B - Meeting the Needs of Grade 9 Applied Learners, including Students
with Learning Disabilities
LEAP INTO MATHTHIS SPRINGwith OAME & OECTA
Register for OECTA’sMathematics Primary/Junior Part 1 AQ
(enrolment deadline for the Spring sessionis March 24, 2016)
Register for the OAME Conference(registration deadline April 1, 2016)
One Module of OECTA’s AQcourse delivered
through live contentworkshops at
the conference.
Register for theOAME Conference
Register for OECTA AQ Module 2of Mathematics Primary/Junior Part 1
(enrolment deadline for the Spring sessionis March 24, 2016)
Module course content deliveredthrough live workshops
at the conference.Take the remaining 3 math modules
within 2 years and receive yourMathematics AQ.
2 uniquemathematicsprofessionallearningAQ opportunities
www.oecta.on.ca for more details and to register
CONFERENCE FEES
CONFERENCE DELEGATES
(includes 1 year Digital Membership in OAME)
RETIRED OAME
MEMBERS
STUDENT
DELEGATES
Early Bird Fee
(if paid in full by Feb 29th)
Conference Fee
(payable by April 15th)
On-site Conference Fee
(space permitting) Fee Fee
Full Conference
$330 $355 $375 $280 $210
Thursday only
$205 $230 $240 $160 $100
Friday only $225 $250 $260 $160 $100
Saturday only $145 $155 $170 $120 $75
Thursday &
Saturday $275 $300 $310 $240 $160
Friday &
Saturday $295 $320 $325 $240 $160
NOTE: Delegates who select Thursday and Friday will pay the Full Conference fee, and are
encouraged to take the extra leap and select sessions on Saturday. We have many high caliber
speakers and unique sessions that are only available that day.
eConference Fees
The eConference is available for delegates for whom travel is an impediment. This year’s
eConference participants may choose to register for a single session (keynote or featured speaker),
or a combination of four or eight sessions. Details at http://annual.oame.on.ca/2016/econference/
The eConference is not available for groups inside the area from Hamilton to Kitchener to Owen
Sound to Peterborough to Oshawa.
One Session Four Sessions Eight Sessions
$75 $175 $275
What to Do and Where to Stay
Social Events
Wednesday
- Math Mystery Tour
- Georgian College Fitness Centre
Thursday
- Leap into the Wine and Cheese Event - Leaping and Flying - Flying Monkeys
Brewery - Lucky Leapers? Casino Rama Trip! - Leap Up the Wall - Rock Wall Climbing - Fold, Twist, and Leap – the Annual
OAME Banquet
Friday
- KenKen Tournament - Leap Up the Wall (Again!) -
Rock Wall Climbing
Special Program Events
OAME eConference
The OAME e-Conference 2016 is being offered to groups of teachers for whom the distance to travel to Barrie for the regular OAME 2016 Conference is a significant challenge. The e-Conference will bring the Keynote and Featured Speakers to your board office or school virtually.
OAME Ignite
Highlighted speakers are invited to share their personal and professional passions, using 20 slides that auto-advance every 15 seconds for a total of just 5 minutes. Check Friday sessions for more information!
Accommodations
Location Cost Contact Information
Georgian College Residence
& Conference Centre
$69/night based on double occupancy
1-705-730-5600
Special rate code OAME
Holiday Inn $119.99 – single/double occupancy
$139.99 – Tower Rooms
http://bit.ly/1jtsNdY
Special rate code OAM
Hampton Inn and Suites
$119 – single/double occupancy
$129 – triple or quadruple occupancy
$129 – Suites: 2 Queen beds or 1 King with pullout
http://bit.ly/1MnQWtH
Or 1-705-719-9666
Or 1-800-HILTONS
Special rate code OAM
Follow us on Twitter @OAME2016 to stay in the know!
Visit http://OAME2016.ca for full information.
Social Events
Wednesday, May 4
Math Mystery Tour Delegates who are arriving and registering on Wednesday night are invited to get to know the Georgian College
Campus while doing math. The tour can be completed in teams.
Georgian College Fitness Centre (Available May 4 - May 7) Purchase a day pass to the Georgian fitness facility – available for attendees of OAME 2016 for $5.00/day.
Thursday, May 5
Leap Into the Wine and Cheese Event Georgian College, Building C, Cafeteria (second floor) 4:00 p.m. - 5:30 p.m.
Come one, come all to the OAME 2016 Wine and Cheese Event! The event has a cash bar and complimentary
food. The cheese and nibbles will be available wherever exhibitors are located.
Leap Up the Wall - Rock Wall Climbing (Thursday and Friday) Georgian College Fitness Centre 6:00 p.m. - 7:30 p.m.
Bring your gym shoes and get your climb on! Georgian College offers a 32 foot rock climbing wall. All
experience levels are welcome! Tickets are $18 for 90 minutes.
Fold, Twist and Leap - Annual OAME Banquet Barrie Country Club 6:30 p.m. - ??
Join us as we recognize and honour this year’s Outstanding Math Educators and the Past Presidents of OAME.
World renowned physicist and master origami artist, Robert Lang, will be the guest speaker at this year’s banquet.
Tickets cost $55 and include a three-course meal and an opportunity to do origami with Robert Lang. Purchase
your ticket on MCIS, non-OAME members are welcome!
Friday, May 6
KenKen Tournament Georgian College, Room K224 1:15 p.m. - 2:30 p.m. We are excited to announce the first ever KenKen Tournament to be held during an OAME annual conference. People
of all ages and all abilities are invited to challenge each other for accuracy and speed. New to KenKen? Don’t worry.
You can find the basic rules of KenKen at www.kenkenpuzzle.com. Register in session F4 to be part of this event.
Follow us on twitter @OAME2016 to find out about more exciting KenKen events!
OAME Annual General Meeting Georgian College, Room K219 4:30 p.m.
Thank You to All of Our Exhibitors and Sponsors
Exhibitor & Sponsor Spectrum Educational Supplies
Exhibitors
3P Learning Nelson Education Ltd Autograph Canada Netmaths.net Bound2Learn Nipissing University Box Cars & One-Eyed Jacks OAME Brock University OAME 2017 Canadian Educational Warehouse Pearson Canada CCS Educational Inc. Rubicon Publishing Centre for Education in Mathematics and Computing DC Canadian Education Publishing Scholastic Education Eqaoquizzer.com Sharp Electronics of Canada Ltd Explore Learning Texas Instruments Logistics Academy TVO Marathon University of Guelph Mathematical Olympiads University of Ottawa McGraw Hill Education University of Western Ontario Wipebook Sponsors Platinum Sponsors Casino Rama OECTA (Simcoe Muskoka Elementary) OECTA (Simcoe Muskoka Secondary) Microsoft Silver Sponsors OECTA Noble Insurance Barrie Other Portage Promotionals
OAME 2016 Planning Committees
Committee
Committee Chairs Committee Members
OAME2016 Conference Co-Chairs
Greg Clarke Bruce McKay
Committee Chairs
Emeritus
Jack LeSage Bill Morrison
eConference
Marianne Auger Kelli Gates
Exhibits
Jodi Caverzan Wells Jonathan Rajalingam
Facilities & Equipment
Lyn Vause Tracey Nastasiuk Bill Morrison
Sterling Sonego Jack LeSage
Finances
Jeff Irwin
Hospitality
Kathleen Corrigan Mary Day-Mauro
Janis Foley Kyla Kadlec
Siobhan McKee Mallory Steele
Jo-Ann White-McKenna
MCIS
Ursula Irwin Greg Clarke
Stephanie Rogers
Program
Kit Luce Sandra Peirce
Lisa Boate
Paulyne Casselman Amy Lin
Sheri Nicholls Jeannette Schieck
Jay Speijer
Promotions
Victoria & Jim Baumgart
Jodi Clarke Andrew Foxcroft
Kyla McMullen-Dent Jeff Laughton Monica Park
Registration
Ursula Irwin
Stephanie Rogers
Speakers
Lyn Vause
Special Projects
Stephanie Rogers
Jocelyn Lawrence Jonathan Rajalingam
Volunteers
Darren Hand Lisa Peverill Kate Cooper
Website / Social
Media
Greg Rodrigo Ryan P Smith
SESSION DESCRIPTIONS
The following pages contain session descriptions – Keynote Speakers, Featured Speakers and Sessions.
Keynote speakers – are scheduled in the second time slot on Thursday and Friday, and in the first time slot on Saturday.
Featured Speakers – are scheduled when there isn’t a Keynote Speaker
Ignite sessions – are scheduled in time slots 4 and 5 on Friday
Themes - A theme involves related topics that allow you the opportunity to study a topic in depth. You will still have the option to attend the Keynotes and to choose other sessions to attend. This year’s themes are:
Applied Level Mathematics
First Nations Metis, and Inuit
ESL and ELL
Leadership
Special Education
Lunches – are scheduled Thursday and Friday in the 3rd and 4th time slots, - Box lunch pickups are available if you choose sessions in both lunch spots - There is a nutrition break at 9:45 on Saturday
Build Your Schedule Here Session Session # Title
T1
T2 T2.KEY From Flapping Birds to Space Telescopes: The Art and Science of Origami
T3
T4
T5
F1
F2 F2.KEY The Joy of X
F3
F4
F5
S1 S1.KEY Good News Everyone! Mathematical Morsels from The Simpsons + Futurama
S2
S3
THURSDAY May 5th 8:30 - 9:45
FEATURED SPEAKER
FEATURED SPEAKER
T1.01 PriJunIntMarianSmall
Picture It!!
Somuchofmathmakesmoresensetostudentswhenitispresentedormodelledvisually.WewilltalkaboutsomeofthemoreunexpectedmodelsyoucouldconsiderintroducingorthatyourstudentsmightcreatetomakesenseofK–8math.
T1.03 IntAgnesGraftonRossIseneggerBarbSeaton
Tour of Mathematics Digital Learning Tools, Games and Activities for Grades 7 to 8
Joinusforalookatdigitalmathematicslearningtools,games,andactivitiesthatcanbeaccessedfrommathies.ca.TheseresourcesarefreelyavailableandcreatedforOntariostudentsandclassroomeducators.StayandexploreMinistryofEducationMathematicsK-12resourcesforstudents,teachersandprofessionallearningfacilitators.
T1.04 AllMaryBourassa
Which One Doesn't Belong?
Comeexplorethewebsitededicatedtoprovidingthought-provokingpuzzlesformathteachersandstudentsfromKto12.Eachpuzzleismadeupofasetof4shapes,numbersorgraphswithareasonwhyeachonedoesn’tbelongtotheset.AsweworkthroughproblemstogetheryouwillseehowWODB?isexcellentforgettingstudentstoconstructviableargumentsandcritiquethereasoningofothers.Youwillalsolearnstrategiestohelpyoucreateyourownpuzzles.
T1.02 IntSenRonLancaster,
I'm Thinking of a Number: introducing your students to Micah Lexier
MicahLexierisanartistwhousesmathematicsandmeasurementtovisualizeinformationanddata.Throughouthislongcareerasanartistandcurator,MicahLexierhascreatedremarkableworksofartthatallowviewerstovisualizeinformationanddataconnectedtodailylifeandhispersonallife.Hisworksofartareoftenmathematicalinnatureandinvolvesystemsofmeasuringlifespansandaging.IntroducingstudentstoLexier’sartandsculpturesprovidesthemwithanopportunitytothinkmathematicallyinanartisticmannerandtoposepowerfulmathematicalquestionsrelatedtoLexier’swork.
THURSDAY May 5th 8:30 - 9:45
T1.05 PriJunIntJamieScottMikeYoung
Learn to Use the EQAO Online Reporting Application – What Does it Tell Me?
ThissessionisidealforPrincipals,Vice-Principals,secondaryschoolmathematicsdepartmentheads,numeracyconsultantsorschoolleadswhoareresponsibleforlookingintotheirschoolresultsontheEQAOassessmentsofmathematicsforGrade9studentsandforthePrimaryandJuniordivisions.JoinusasweexploretheEQAOonlinereportingapplicationandprovideinformationonwhatitoffers!Thetoolprovidesthreedifferentsetsofdata:contextual,achievementandattitudes/behaviour.Wewillexploreeachtypeincludinghowtoreviewdatafrompreviousyears.Wewilllookatsubgroupsofstudentsandhowtocreatereportsforthesestudents.
T1.07 KPriJunIntDeniseBaxterDanielleBlair
When First Nation, Métis, and Inuit Students are at the Centre of Inquiry
TheFirstPeoplesofCanadahavebeen“researchedon”andinquiredaboutsincethestartofcolonization.Yet,astheTruthandReconciliationReportstipulates,FirstNation,MétisandInuitpeoples,havetherighttoself-determination,full-participationandinformedconsent.AsinquiryemergesasacommonframeworkandmodelforprofessionallearningwithinEducationandpartofthedailyworkofteachersintheclassroom,whataretheimplicationswhentheseinquiriesfocusonFirstNation,MétisandInuitstudents?InthissessionwewillsharekeylearningsfromdifferentMathematicsandFirstNation,MétisandInuitinquiryprojectsfromacrosstheprovince.WewillexploretheconceptofworldviewandhowaWesternworldviewshapesourobservations,thinking,andinterpretationsofstudentwork,aswellastheknowledgeandpedagogyvaluedandprefacedintheclassroom.WewillthenexplorehowanIndigenousworldviewandknowledgesystemcanstrengthenandtransforminquiry,aswellassupportallstudentsinMathematics.
T1.09 AllJulesBonin-Ducharme
Leap into French Math!
Vousenseignezenimmersion!Vousenseignezlesmathsenfrançais!Vouscherchezdesidées,desactivités?Vousdésirezenconnaitredavantagesurlevocabulaireconceptuelenfrançais?Venezdécouvrirl’Associationfrancophonepourl’enseignementdesmathématiquesenOntario(l’AFEMO):sonsiteWeb,sonfacebook,sonfiltwitteretsonmagazineL’InforMATheur!Nemanquerpasdevenirvivredesactivitésintéressantesenfrançais!
THURSDAY May 5th 8:30 - 9:45
T1.11 JunIntVincentAllenRoxanneWright
Number lines for Middle school - Moving from procedures to computational fluency
DrawingfromresourceslikePamelaHarris’BuildingPowerfulNumeracyinMiddleandHighSchool,wewillshareourexperienceshelpingstrugglingmiddleschoolstudentsdeveloptheflexibilitytheyneedtobecomemoremathematicallyfluent.Wewillfocusontheuseofthenumberlineforaddingandsubtractingwholenumbers,decimals,andfractions.Numberlineshaveinvigoratedstudents’understandingofnumberrelationshipsandconfidence.Inthepastwehadnotconsideredtheneedforusingthismodelinamiddleschoolclass.Wehopetoshareourexperiencesandenthusiasmforthismodelthroughstudentsamplesandusingthenumberlineinsmallgroupstorepresentandsolveproblems.
T1.12 JunIntRalphConnelly
Sizzling School Starters
Thefirstfewminutesofamathclasscansettheattitudinalstageforstudents.Thissessionwillprovideteacherswithavarietyofproblemsolvingandnumbersenseideasthatwillgrabstudents’attention.
T1.13 PriJunIntLauraRichardsBrendaShin
Games! Games! Games!
Joinusforapractical,hands-onworkshopdesignedtogiveteachersstrategiesandactivitiestotakerightbacktotheclassroom.Usingtoolsassimpleasadeckofcardsorapairofdice,learnhowyoucanhelpyourstudentsreinforceMathconceptsandskills,allwhilefosteringMathTalkandcooperation.Thisworkshopisidealforallelementaryteachersasthegamesareeasilymodifiablesoastoreachalllearners.
T1.15 PriJunMargaretAllenRyanTackaberry
Accountable Talk and Learning Trajectories: How are they connected? The Key Components of Consolidation
Developinganaccountablemathcommunityoflearnersequipsstudentswiththetoolstostrugglethroughintentionalquestioningandparticipateinthesocialconstructionofmathematicalknowledge.Participantswillworkthroughaproblem,analyzethestrategiesusingalearningtrajectoryanddeveloptheconsolidationphaseofthelessoninordertoidentifytheKeyUnderstandings.Therewillbeanopportunitytoobservestudentsonvideo.
THURSDAY May 5th 8:30 - 9:45
T1.16 PriElisaAquinoConnieQuadrini
Paying Attention to Spatial Reasoning in Number Sense and Numeration: A Focus on Operations Involving Whole Numbers (Primary)
Comeandjoinusasweexploreseveralaspectsofspatialreasoningthatsupportthelearningandteachingofoperationsinvolvingwholenumbersintheprimarygrades!Engageinactivitiesthatfocusonimportantconceptsinvolvingquantityandoperations,throughtheuseofconcreteandMathiesdigitallearningtools.Examinevideoofstudentsexplainingtheirthinkingtoidentifytheimpactofspatialreasoningonstudents’understandingofquantityandoperations.Learnaboutdigitalresourcesthatwillfurthersupportyouinyourplanningforinstructionandassessment.Walkawaywithanewappreciationofteachingoperationsinvolvingwholenumberstoprimarystudents!(Note:PleasebringalaptopormobiledeviceifyouwishtouseMathiesdigitallearningtoolsduringthissession.)
T1.17 JunIntJamilaMonahanAmySzerminska
NumerARTSy: Integrating Numeracy and the Arts
Thishands-onsessionwillexploreinnovativeandpracticalwaystointegratemathematicsandthearts.Wewillexplorehowtheartscanactasthegreat“differentiator”forstudentsandallowthemtoaccessconceptsthroughadifferentlens.Wewillalsotouchuponusingtechtoolsandcodinginnewwaystobringtheartsandmathaliveinyourclassroom.Bringadevice,becausewewillbeactivelydocumentingourlearningjourneys,aswelookatwaystosupportthetriangulationofdatabycollectingconversationsandobservationsasassessmenttools.It’sallabouttheprocess!
T1.18 KPriJunIntTylerCavePaulyneCasselman
Collaborative Spatial Reasoning and Measurement in Robotics for All
Thissessionexplorestheuseofroboticsinthemathclassroominthedevelopmentofspatialreasoningandmeasurement.Untilrecently,Roboticshavenotbeeneconomicallyorcognitivelyappropriateinmostelementaryclassrooms.However,newlearningplatformsandhardwareareopeningupthepossibilityofmakingroboticsaneffectivemainstayinelementarymathematics.Thishands-onsession,willencourageparticipantstoengageinspatialandmeasurementproblemsusingrobots,andtoimaginethepossibilities.
T1.19 KPriChristineNicholsonDariaDziubaCatherineNorrieCherylTeolis
Bringing the Learning Trajectories to Life
OurTLLPteamhasbeenworkinghardatbringingDouglasClements’mathlearningtrajectoriestolife.Thishasmadeourjobofunderstandingthecurriculumexpectationseasier,becausethesetrajectoriesarethefoundationalgroundworkofourcurriculumandaretheintegralpartofhowchildrenlearnmathematics.Wehavedevelopedawebsitethatcanhelpeducators‘SEE’videoclipsofstudentsinactionineachstageofeachtrajectory,inthefirst3chaptersofhisbook,‘LearningandTeachingEarlyMath.’Wehavelinkstoresources,games,tools,observationsheetsandreflectionstohelpteacherswiththeirgoalofsupportingtheirstudentsastheymovethroughthetrajectories.
THURSDAY May 5th 8:30 - 9:45
T1.21 IntSenMyleneAbi-Zeid
Go Paperless with Google Classroom!
GoogleClassroomhelpskeepstudentsandteachersorganized,promotesonlinecollaborationbetweenstudents,andprovidesopportunitiesfortimelyfeedback.Thesearejustafewbenefitsofusingthisplatform.IwillsharemyexperiencewithGoogleClassroomanddescribehowI’veimplementeditsuseinallofmycoursesthisyear.WithGoogleclassroom,VNPS(verticalnon-permanentsurfaces)andVRG(visiblyrandomgroupings),thelearningenvironmenthasbeentransformed.Inthissession,teacherswillexperiencesettingupaclass,creatinganassignmentoranannouncement,providingonlinefeedback,andmore.ParticipantsareencouragedtoBYOD.
T1.23 IntSenHeatherLye
Map Your Way Through Assessment
Lookingforawaytoevaluatestudentswithouttraditionalnumbers?FamiliarwithpartsofGrowingSuccessbutnotsurehowtotakethenextstep?Thissessionwillguideyouthroughthestepsoutlinedin“RethinkingLetterGrades”(aprofessionalresourcebyteachersforteachers)tocreateOverarchingLearningGoals(OLGs-coursegoalsthatmarrythe“know”and“do”)andacorrespondingLearningMap(a“rubric”foryourcourse).Iwillsharemyexperiencesaswediscussthemotivationsbehindtheseideasandthepotentialforfurthergrowthinassessmentpractice(i.e.impactonassessmentphilosophy,triangulationofevidence,justifyinggrades).Attendingwithacolleaguewillallowforamoremeaningfulcollaboration,butallarewelcome!
T1.24 IntSenMikeEden
Inspire Your Students! Math is Being Used All Around Us
“Whenwillweeverusethismath?”Answeryourstudents’questions!LearnhowGooglehelpslimitepidemics,howorigamiisusedinsurgeryandinspace,howtsunamidetectionworks,howFacebookknowswhotosuggestasafriend.Takeawayaclassroom-readypresentationthatshowshowmathisbeingusedtosolveinterestingreal-worldproblems.
T1.25 IntSenMelindaLula
Students Take Risks, Receive Timely Feedback and Succeed with Engaging, Digital Tools
Forestablishingandmaintainingstudentcenteredmathclassroomswithacleargrowthmindset,wewilllookatmultipleefficient,digitalwaystoprovidefeedbackthatpromotesrisktakingandfostersaloveoflearning.Possibleintegratedtoolsinclude:GAFE,peardeck,nearpod,padlet,quizlet,etc.
T1.26 IntSenPostSecMichaelLieff
Desmos: dynamic graphs and data in the palm of your hand!
Areyourstudentsusingdesmostodynamicallyplotfunctionsandgeneratedatatables?Ifnot,comelearnhowtousethenextgreatmathapp(andwebsite)toputthepowerofdynamicgraphingsoftwareintothepalmofyourstudents’hands!DownloaddesmosontoyourAppleorAndroiddeviceandbringitalong!
THURSDAY May 5th 8:30 - 9:45 T1.27 IntSenIanMacpherson
The First Days of School
Thefirstminutes,hoursanddaysofasemestercanhavealastingimpactonthemonthstofollow.With25yearsintheclassroom,Ihavedevelopedanumberoffirst-dayandfirst-weekroutinesthathelptosetthestageforasuccessfulsemester.Comeandgetsomepracticaltipsforseatingplans,activitytransitions,attendanceandclassroommanagement.Thissessionwillbehelpfulforpre-serviceteachers,NTIPteachers,andexperiencedteacherswhoarelookingforhelpingettingofftoagoodstart.
T1.28 SenLauraTonin
Sorting, Spaghetti, and Springs: Rich Experiences for 3U/3M Trig
Doyoufinditdifficulttoincorporaterich,meaningful,andfunactivitiesintoyoursenior,academicclasses?Doyouwanttoengageallofyourlearnersandpromoteagrowthmindsetaboutlearning?Doyouliketheideaofbreakingoutofthetraditionalpaperandpenciltypelesson,butarenotsurewheretostart?AtthissessionIwillshareavarietyofready-to-useactivitiesthatcanbeincorporatedintothetrigonometryandsinusoidalfunctionsstrandsofbothMCR3UandMCF3M.Theserelevant,problembasedactivitiescanbeusedforeitherlearningorassessment.SomeoftheactivitiesthatIwillsharealsoincorporatetheuseofgraphingcalculatorsandCBRs.
T1.29 IntSenAmyKloseShelleyYearley
Using and Extending the Fractions Learning Pathway in Grades 9-12 Mathematics Courses
Areyoustrugglingtoengagestudentsinsecondarymathematicscontentwhentheylackunderstandingofbasicfractionsconcepts?Learnwhatthecriticalfractionsconceptsareforyourstudentsandhowtodeveloptheseunderstandingsalongsidethecoursecurriculum.WewillexaminetheFractionsLearningPathways,anon-lineresourcedevelopedthroughamulti-yearresearchprojectinOntarioclassrooms,andexplorespecific,easytoadaptinstructionalstrategiestoincreasestudentunderstandingoffractions.Youwillleavewithafreshperspectiveonfractionsandofthepossibilitiesinyourclassroom.
T1.30 SenStefanoStradiotto
Making the MDM4U Culminating Assignment Worthwhile
InthissessionIwillexploretheculminatingassignmentwhichIhavedevelopedformygrade12datamanagementclass.Forthisassignment,Iencouragemystudentstodesigntheirownsurveyaboutapossible“causeandeffect”relationshipthatisofinteresttothemandframeitasaninvestigation/researchstudy.Theyusetheirsurveytocollectdatafromtheirclassmatesorfriends,analyzethedataandmakeconclusionsaboutwhattheyhavefoundandwhatitallmeans.ThisassignmentnotonlyengagesthestudentswiththematerialtheyarelearningintheMDM4Ucoursebutitpreparesthemforthetypeofstatisticalresearchtheymayencounteratthepost-secondarylevel.Allofmyresourceswillbesharedwithattendees.
T1.31 IntToddMalarczukStephanieBriggs
Dive into Applied
ThissessionwillfocusontheAppliedLevelcourses.SpecificallyitwilldiveintoAlternativeAssessments/Evaluations;SpiralingtheCurriculumandActivity-BasedLearning.Wovenintothepresentation,willbestrategiesformathdepartmentstocreatecontinuumsbetweenthe9and10AppliedMathematicsPathway.Participantswillbe
SESSION FULL
givenmanyhands-onactivitiestousewithintheirownclassroom.
THURSDAY May 5th 8:30 - 9:45
T1.32 IntClaudioAttanasioPasqualeD’AndreaRebeccaKittoGinaPullara
Engaging 2C Learning: Collaboration and Critical Thinking In Math: A TLLP Journey
Inthissession,ourteamwillguideyouthroughourTLLPjourneyaswedemonstratecollaborationandcriticalthinkinginthegrade9classroom.Learnhowtoengageyourclassroomthroughcollaborationandcriticalthinkingcomplementedbycurrentwebtoolsandapplications(iPadandHTML5apps).Youwillbegivenaccesstoresources,videosandwebsitesthatwereusedinourProjectBasedTLLPjourney.
T1.34 JunIntCathyChaput
Mathematics: Can We Talk?
Mathconversationsnotonlyhelpchildrenlearn,theymakemathmoreengagingandsupportassessingthroughtheprinciplesofGrowingSuccess.Thisfunandactivesessionwillprovidetried-and-trueideastosupportstudentcommunicationinthemathclassroom,forstudentsfromgrade1throughtograde12.Practicalandeasystrategiesforfosteringasupportiveclassroomenvironment,andtheuseofconversationsasaformofassessmentwillbesharedanddiscussed.Walkawaywithideastoputintopracticerightaway!Let’stalk!
T1.35 JunIntTracyJoyceSallyDouglasHeidiFerguson
Leveraging the Strengths and Supporting Needs in Mathematics
InthissessionwewillshareideasandresourcesthatsupportstudentswithLDinmathematics.Weanticipatethatparticipantswilldeepentheirunderstandingofindividualstudentlearningprofilesandbeabletorespondwithprecisionandpersonalizationtostudentlearningneedsinmathematics.Effectiveinstructionalstrategiesinmathematicsemphasizetheabilitytothink,tosolveproblems,andtobuildone’sownunderstandings.Leveragingthestrengthsandsupportingtheneedsidentifiedforastudentwillenhancetheiropportunitiesforsuccess.Practicalideasandmaterialsthatyouwillbeabletotakebacktoyourownschoolwillbetheresultofourthinkingandlearningtogether..
KEYNOTE SPEAKER
THURSDAY May 5th 10:00 - 11:15
T2.Key AllRobertLang
From Flapping Birds to Space Telescopes: The Art and Science of Origami
Inthistalk,RobertLangwilldescribehowgeometricconceptsledtothesolutionofabroadclassoforigamifoldingproblems–specifically,theproblemofefficientlyfoldingashapewithanarbitrarynumberandarrangementofflaps,andalongtheway,enabledorigamidesignsofmind-blowingcomplexityandrealism,someofwhichyou’llsee,too.Asoftenhappensinmathematics,theoryoriginallydevelopedforitsownsakehasledtosomesurprisingpracticalapplications.Thealgorithmsandtheoremsoforigamidesignhaveshedlightonlong-standingmathematicalquestionsandhavesolvedpracticalengineeringproblems.Hewilldiscussexamplesofhoworigamihasenabledsaferairbags,Brobdingnagianspacetelescopes,andmore.
THURSDAY May 5th 11:45 - 1:00
T3.00 All
LUNCH
ChooseLUNCHduringthistimeslotorinthenextone.IfinsteadyouchooseasessionineachofT3andT4,aboxlunchwillbeavailableforpickupimmediatelyfollowingtheKeynote.
FEATURED SPEAKER
T3.01 KPriJunCatherineBruce
Fractions Teaching and Learning: What’s the big deal?
Thispresentationwillidentifychallengestounderstandingfractions,discusspromisingpracticesforteachingfractionconceptsandshareevidenceofwhatseemtobethecoresteppingstonestodeepfractionsunderstanding.TheFractionsLearningPathwaysframework,developedthroughclassroom-basedresearchwithOntariostudentsandteachers,willbefeaturedprominentlyinthisinteractivesession.
T3.03 KPriJunMarkusWolskiKathleenCorrigan
Tour of Mathematics Digital Learning Tools and Games K-6
Joinusforalookatdigitalmathematicslearningtools,andgamesthatcanbeaccessedfrommathies.ca.TheseresourcesarefreelyavailableandcreatedforOntariostudentsandclassroomeducators.StayandexploreMinistryofEducationMathematicsK-12resourcesforstudents,teachersandprofessionallearningfacilitators.
T3.04 PriJunMarcHusbandSheilaDelaneyJohnGoodyearTinaRapkeAnnWeir
Inquiring about inquiry-based mathematics teaching and learning
Areyouwonderingwhatinquirylookslikeinthemathematicsclassroom?Collectivelywewillexaminewhatinquiry-basedmathematicsteachingmeansandlookslikeinourownclassrooms.Inthisinteractivesessionwewillbesharinghowwetransformedourteachingpracticeinthreejuniormathlessonsabouttransformationalgeometry,probability&numbersense(multiplication).Usingthese3topics,wewillunpackhowwecanuseaninquiryapproachinourteachingbydoingmathematicstasksineachstrandandsharingourjourneyofhowwecollaboratedtoreviselessonsthatpromoteinquiry-basedapproachesinthelearningofmathematics.
SESSION FULL
THURSDAY May 5th 11:45 - 1:00 T3.05A AllShelleyYearleyTaraFlynn
Unit Fractions Across K-12 Mathematics
**DOUBLESESSION**Joinusandexplorehowpreciseinstructiononunitfractionscansupportenhancedstudentunderstandingoffractionsatallgrades.Oftenconsideredtobemainlyajuniorconcept,fouryearsofresearchinOntarioclassroomshasrevealedhowimportantthisconceptisacrossthegradesaswellasledtothedevelopmentofavarietyofengaging,thoughtprovokingtasks.ThroughactivitieswhichspanK-12,wewillexplorethestudentlearningandtheresearchfindings.Wewillshareawiderangeofclassroomreadyresources.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT4.05B**
T3.06 PriJunIntGlynnisFlemingMelanieBrown-Robson
Building Mathematical MIndset and Number Sense with Students on IEPs
WearetryingmanydifferentstrategiestomeetthemathematicslearningneedsofourstudentswithIEPsinmathematics.Ourworkhasfocusedonbuildingproductivemindsetsthroughavarietyofclassroom-basedstrategies.Joinusaswesharewhatwehavetriedandparticipateinourdiscussionofnextsteps.
T3.07 PriJunPremalathaPilankuShwetaGupta
Impact of Inquiry-Based Math on Student Achievement, Engagement and Motivation
Inspireyourstudents(includingESLandSpecialNeeds)toleapintomathprocessesinthe5mathstrandsthroughthefollowinginquiries:Environmentalinquiry,Eco-friendlyinquiry(Energysaving,garbageandrecycling),“LeaderinMe”SevenHabitsinquiry,Sinkholeinquiry,NaturalandMan-madeStructuresinquiry,AnalogueClockinquiry,PersonalFinanceandBudgetinginquiryandFibonacciPatterninquiry.ParticipantswillexplorehowFlippedClassroom,CollaborativeDocumenting,Blogs,EssentialQuestions,andKnowledgeBuildingDiscussionshelpdevelopmathematicalprocessesinaninquiry-basedmathclassroom.
T3.08A KPriJunCarrieSouthwellAngeloCariatiJenniferShepleyLeanneWylie
Transforming Planning Time In Elementary Schools : Numeracy & Technology
**DOUBLESESSION**HowcanyourschoolLibraryLearningCommonsfunctionasa“MathTechLearningCentre”tosupport21stCenturyNumerateLearners?RidgeviewPublicSchool,inthePeelDistrictSchoolBoard,transformeditsapproachtoplanningtimetosupportteachersandstudentsdevelopcriticalnumeracyskills.Throughco-planningandco-teachingwhileusingtechnology(e.g.,QRcodes,Kahoot,Padlet,PicCollage,Skitch,ExplainEverything,Tellagami,Popplet)inaninquiry-basedsetting,Ridgeviewstudentsexplore,inquire,create,communicate,connect,reason,andreflect.Joinusandexplorelessons,studentworksamples,appsandnewlearningthatyoucantakebacktoyourclassroom.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT4.08B**
THURSDAY May 5th 11:45 - 1:00
T3.09 IntSenDarrylMarchand
Formative Assessment Using Technology
“CheckforUnderstanding”hasbeenaphraseineducationfordecades.ComeandseehowtoengagestudentsusingTItechnology.Letstudentsexplore,discoveranduseinquiryskillsallthewhiletheteacherisassessingtheclassforunderstanding.Combinethiswithelectronicsummativeassessmentsandyougreatlyincreaseyourabilitytoevaluatelearning.Allparticipantswillrecievefreesoftware.
T3.10 PriJunJohnFelling
Math Fun’die’mentals
Whoknewregulardicecouldbeusedtoteachsomanyareasofthecurriculum?Comeplaywiththisinexpensive,andeasilyfoundmanipulativeandlearngamesforthefollowingconcepts:alloperationsandfactfluency,placevalueincludingroundingandexpandingnumbers,decimals,fractionsandmore.Thegamesareeasytodifferentiatetomeettheneedsofalllearnersinyourclassroomandaregreatfordailyjournalwriting,mathtalkandassessment.Gameboardsandstudentsampleswillbeshared.
T3.12A KPriMarielaCarranzaAngelaSciortino
Pedagogical Documentation to Support student learning in Number Sense in the Early and Primary Years: Two Teachers’ Journeys
**DOUBLESESSION**Ourinquiryjourneywillprovideeducatorswithanopportunitytogaininsightintothepowerofpedagogicaldocumentation-“visiblelistening”.Wewillsharehowthistoolcanbeusedtostudystudents’mathematicalworkingtheories,feelings,attachmentsandinterests,inordertomakeintentionalinstructionaldecisionsandpromoteincreasedengagementandachievementinnumbersense.OnejourneywillfocusonMathTalkintheFrenchImmersionclassroomandtheotherwillfocusonlearningtrajectories.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT4.12B**
T3.13 IntTeachersfromtheGrade9Project
OAME/OMCA/UofOttawa/MoE Grade 9 Applied Collaborative Math Project
Forthepasttwoyears,theOAMEandtheOMCAhavecollaboratedonaresearchprojectwiththeUniversityofOttawatopilotanddocumenttheimplementationofGrade9AppliedMathematicsthroughschoolteamsinninedifferentschoolboards.TheschoolteamsarefocusedonenhancingtheirunderstandingoftheGrade9AppliedMathematicscurriculumandimplementingthecurriculuminwaysthatbestmeettheneedsoftheirstudents.In2015/2016,someschoolsextendedtheirworktoincludegrades7and8orgrade10Applied.Cometoasessionwheretheteachersinvolvedintheprojectwillsharetheirexperiencesandwhattheyhavelearned.TherewillalsobeinformationabouttheSummerLearningInstituteonGrade9AppliedMathematicsinAugust.
THURSDAY May 5th 11:45 - 1:00
T3.14 KPriJunIntChristineWalerKellyPhillips
Leap into Mathematics Leadership
KellyPhillips,instructionalcoach,andChristineWaler,elementaryprincipal,willpresentaworkshopforsystemandschoolleadersonbuildingcapacityinmathematics.Startingfromasystemvisionofconsistencyindelivery(Scope&Sequence),withprofessionallearningcoordinatedthroughouttheyear,withthemathstrandsbeingtaught,andteachersofferedfreemathAQcourses,totimetablingandcollaborativeinquiry,encouraginggrowthmindsets,providingessentialresourcestoteachers,investingintechnology(Dreambox),offeringincentivesforDreamboxcompletionathome,attheschoollevel,thefocusofthepresentationwillbehowleadershipcanmakeadifferenceinmathachievement.
T3.15 KPriErinWood
Using the (free) Seesaw App to Document Student Achievement
Documentationismorethantakingphotos.InthisBYODsession,participantswilllearnhowtolinkphotostothecurriculum,engagestudentsindocumentingtheirlearning,andexploretheoptionofsharinglearningwithparents.UsingthefreeappSeesaw,inthishands-onsession,youwillexplorehowtodocumentlearninginmathandothersubjectareasinameaningfulway.Inordertogetthemostfromthissession,pleasedownloadtheSeesawappandbringacopyofyourclasslist.
T3.16A KPriJunAnneGeorgeJodyAlexanderMikeFitzmauriceBrianGauthierHeatherLettHeatherMcEwenChristinaRuddyTamaraWhiteduck
Connecting Indigenous Ways of Knowing and Western Mathematics
**DOUBLESESSION**ForthepastthreeyearswehavebeenexploringtheconnectionbetweenAlgonquinculturalpracticesandOntariocurriculummathematics.WhatwehavediscoveredisthepowerofplacingIndigenouscultureattheheartofmathematicsteachingandlearning.DuringthisinteractivesessionwewillexplorevariousAlgonquinculturalpracticesthatsupportstudents’mathematicalthinking,andwillengageinactivitieswithafocusonidentifyingandhighlightingtheirmathematicspotential.Wewillalsoviewvideorecordingsofstudentthinking,anddiscusshowtomeaningfullyintegrateIndigenousperspectivesinthemathematicsclassroom.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT4.16B**
T3.17 KPriJunIntFarahSlimatiSylviaMoll
Promoting Communication in Mathematics Through Number Talks
TheNumberTalkapproachdevelopsstudents’communicationskillswhileusingmentalmathtosolveproblems.Inasafeenvironmentthatpromotesagrowthmindset,studentshavetheopportunitytoproveandjustifytheirthinkingastheybuildamenuofstrategies.
THURSDAY May 5th 11:45 - 1:00
T3.18 JunIntAlicaDartShaw
In-Class Flipped Math
ThisdynamicsessionwillgivestrategiestohelpreachdiverselearnersinMathusingavarietyofdigitalandtraditionaltools.Learnerswillgetstrategiesfordiagnosticassessment,givingongoingfeedback,evaluatingstudentprogressanddevelopingtasksforassessmentoflearning.
T3.19 JunIntSenChadHarrisRhondaHergott
Using Peer Feedback in a Project Based Mathematics Classroom
Thissessionwillexplorehowpeerfeedbackcanbeadrivingtoolinaprojectbasedlearningenvironment.Itwillincludeabriefoverviewofhowprojectbasedlearninginamathematicsclassroombringsauthenticityandimprovedretentiontostudents.Themainfocuswillexaminehowyoudevelopacriticalfriendculturewithinyourclassroomandthebenefitsforbothteacherandstudents.Examplesfromsuccessfulprojectswillbeshared.
T3.20 KPriJunIntJillMacAlpineTylerCaveTinaDeLaire
The Evolution of School and Classroom Learning Cultures by Making Math Thinking & Learning Visible
Wewillexploreourcollaborativeinquiriesinmath,examiningatboththeschoollevel,aswellasinindividualclassroomshowlearningculturesshiftedfromcompliancetocommitment.Makingmathematicalthinkingandlearningvisibleamongstudentsandeducatorswasapriority,andwewilllookathowtheuseoftriangulationofdataandpedagogicaldocumentationhelpedtobuildcommunitiesoflearnersandimproveteachingandlearning.
T3.21 JunIntDavidPellegrini
Squeezing PYTHON in Math Classes
Howmanytimeshaveyouheardyourstudentssay“Mathisboring?WhenwillIeverusemathinreallife?”Let’schangeupandteachmaththroughcoding.ByusingsimplecomputerprogrammingsuchasPYTHONforjunior/intermediatestudents,mathlearningbecomesfun.Pythonisamulti-paradigmlanguage,meaningitisimperative(describeshowtheprogramoperates),procedural(aseriesoffunctioncalls),object-oriented(aclassbasedprogramwithdifferentobjects),andmore.Computercodingwillmakethemathconcepttangiblebecausethestudentscanmanipulatetheobjectsonthescreen.Thegoalofthisseminaristoshowdifferentwaysofincludingcodingindailylessonsandconnectingittomathtohelpengagestudentsinameaningfulway.ParticipantswillneedtodownloadPython3.5.1https://www.python.org/downloads/becausetheywillbecodingduringthesession
THURSDAY May 5th 11:45 - 1:00
T3.22 JunIntNajwaChalabiWilliamSoraine
Hearing the Silence behind Learning Goals and Success Criteria
Educatorsscrambletodefinelearninggoalstoanswer“WhatdoIteach?“.Studentssearchfortheanswerto“HowdoIlearn?”Inresponsetothis,the“LearningGoals”and“SuccessCriteria”strategyhasbeencreated.Thispresentation’sintentionistocommunicateaninquiryprocesswhichindicatesthat“LearningCriteria“evolveoutof“LearningGoals”andthat“SuccessCriteria”evolveoutof“SuccessGoals.“ThisprocesswillcomplementthepresentdrivetoadvancethepracticeoftheFourPartsMathLesson,whichcanbemappedintotheBefore--During--After--ConsolidationandAssessmentfor,at,andofpartsofalessonplan.
T3.23 IntSenLisaUuldriksJenniferJewiss
Effective Assessment Strategies
Areyoulookingforpracticalassessmentstrategieswhichyoucouldeasilyimplementinasecondaryclassroom?SupportedthroughGrowingSuccess,LearningintheFastLaneandGradingSmarterNotHarder,thissessionwillprovideactionstoassistmathteachersintheongoingprocessofgathering,analysingandreflectingonevidencetoimprovefuturestudentlearning.Thestrategiesthatwillbepresentedareauthenticclassroomexamplesthatwehavecollectedoverthepast3yearsinourworkasSecondaryCurriculumConsultants.
T3.24 IntSenTomSteinke
An Nspiring 360 classroom
Studentsinrandomgroupsofthreestandingatwhiteboardsworkingtogethertosolverichproblems?InthissessionwewillexplorehowVNPS(VerticalNon-PermanentSurfaces)andVRG(VisiblyRandomGrouping)havehelpedourstudentsbecomemoreengaged,collaborative,risk-takinglearners.Tomwillsharethesuccessesandchallengesofourcollaborativelearningadventureaswejourneyedtoamoreinquiry-basedapproachtolearningmath.TomwillalsosharehowweincorporatedtheTI-NspireAppforiPadandhandheldsintothisexcitingprocess.Finally,Tomwillsharehowwehelpedsupportourteachers,students,parents,andadministratorsmakeasmoothtransitiontothisNspiringnewapproachtolearning.
T3.25 SenDavidMcCowan
Algebra is a Balance: Extensions to the Law of the Lever
Algebraismuchsimplertounderstandandusesuccessfullyifstudentskeepthelawoftheleverinmind.Appreciatingthatalgebraisabalance–averysimplemachinecalleda“lever”--canleadstudentstoderiveor“engineer”slightlymorecomplexmachinesandcognitivetoolsbyprogressivelyusingcriticalandcreativethinkingskills.Analysisofasimplysupportedtrusswillbegivenasoneexampleofthecriticalthinking.
THURSDAY May 5th 11:45 - 1:00
T3.26 IntCarolynGallagherIreneMcEvoyBarbSeatonDwightStead
Grade 7-10 Applied Mathematics Resources Documents
Therearesomanywonderfullearningresourcesforgrade7-10mathematics.TheGrade7,8,9Appliedand10AppliedMathematicsResourcesDocumentsidentifykeyclassroomresourcestosupportthelearningandteachingofmathematics.HighlightedarethebrandnewexcitingBlendedLearningmaterialsaswellasresourcesfromTIPS4RM,HomeworkHelp,OERBactivities,CLIPSLearningTools,Gizmos,Sketchpad,Demos,Geogebraandotherinteractivedigitallearningtools.Eachdocumentdescribeshowtointegratethesedigitalresourcesintoyourgradeorcourseofstudytosupportstudentsinmanydifferentlearningenvironmentssuchasface-to-face,blendedlearningclassroomsandcreditrecovery.
T3.27 IntSenBradenColesBillAida
Strategies for encouraging participation and language for English Language Learners
ComingtoCanadaandlearningmathinanewlanguagecanbedifficult.Whenyouaretheonlystudentintheclasswhodoesn’tspeakEnglish,itisintimidatingaswell.TeachingatanESLschoolinSt.Catharines,IfoundthattheissuesthatmynewcomersfacedwereuniquecomparedtothoseboardswithlargepopulationsofELLs,manyofwhomspeakthesamelanguage.ThisyearwereceivedaTLLPgranttoexplorestrategiesthatwouldsupportourELLslanguagedevelopmentandencouragetheirparticipationinourmathclasses.Inthissessionwewillsharesomeofthesestrategies,mostofwhichwefoundnotonlybenefitedourwiderangeofELLs,butalsotherestoftheclass.
T3.28 IntSenPostSecVarvaraNikaElenaCorinaGeorgescu
Enhance Curiosity To Provoke Context Of Learning Mathematics With Rich Topics And Various Problem Solving Techniques.
TheYork-FieldsMathCircleprovidesopportunitiesforhighlymotivatedandinterestedstudentstoworkbeyondthecurriculumexpectationsandtodiscoverthebeautyandcaptivationofmathematics,throughexplorationofadvancedmathematicstopicssuchasnumbertheory,realanalysis,cryptography,graphtheory,advancedcountingtechniquesandproblemsolvingstrategies.Thepurposeofourpresentationistoprovideopportunitiesfortheparticipantstogaininsightsintotheteachingmethodsandtechniquesthatengagetalentedstudentstocollaborate,tolearnandtoapplydifferentmathematicalalgorithmsandmodelsinordertosolvechallengingproblemsandtoprovemaththeoryandcontent.Theywillbenefitfromexperiencingrichmathematicstopics,variousproblemsolvingtechniquesandcreativemathematicsideasthatprovidestudentswithaprovocativecontextoflearning,enhancecuriosityandcontributetoincreaseunderstandingandhighperformanceinmathematics.
THURSDAY May 5th 11:45 - 1:00
T3.29 IntSenAlexanderOverwijkMaryBourassaBruceMcLaurinJonOrrSheriWalker
Panel on Spiraling Curriculum
DuringthissessioneducatorsfromacrossOntariowillsharetheirexperienceswithspiralingcurriculum-interleaving(studyingrelatedskillsorconceptsinparallel)versusblock(practicingoneskillorconceptatatime,beforethenext)teaching.Afterashortintroductiontospiralingpanelmemberswillanswerasetofquestionsfollowedbyaquestionandanswer.
T3.30 SenAllanRichards
A Math YouTube channel & the Flipped classroom
Learnhowyoucancreatedigitalmathlessonsortutorials.Anydigitalcontentcanbescreencapturedandhaveaudioaddedtotherecording.YoucancreateyourownYouTubechannelanduploadyourvideos.ThesecaneasilybesharedwithyourstudentsoranyoneontheplanetwithInternetaccess.IusePowerPointmainlytocreatethebackboneofmylessons,butyoualsocanscreencapturefromasmartboardoranyapplicationonacomputer.IemployascreencaptureapplicationcalledCamtasia,madebyTechsmith.Thepresenterwill(withtheworkshopparticipants)co-createashortmathlesson/tutorialduringtheworkshop,recordthetutorialandthenuploadittoaYouTubechannel.IwillexplainhowIrunaflippedclassroomusingthevideosfrommyYouTubechannelfortheAdvancedFunctions(MHF4U)course.TheflippedclassroomisorganizedandsharedonlineusingGoogledocs.**ThissessionwillbealivebroadcastfromIgnace,OntariotoOAME2016atGeorgianCollege.**
T3.32 SenMichaelChan
Maths in Artificial Intelligence, Augmented Reality and Virtual Reality
ArtificialIntelligenceVirtualRealityandAugmentedRealitytechnologiesarenowcommonpartsofourdailylife.Mediaandequipmentusetheminallscales.Itistheintentofthispresentationtomotivatestudentstorealizethatmathematicshaseverythingtodowithgrowingtechnology,fromGrades9to12.Practicalexamplesofmathematicalapplicationsaregiven:Bar&QRcodings,Objects&Colorrecognition,3-Dmodeling,GPSlocations.
THURSDAY May 5th 11:45 - 1:00
T3.33 IntJudeMiranda
Math Strategies Using Technology for Applied Classes
Thissessionexploreshands-onstrategiesthatincreaseengagementforstudentsinappliedclasses.Learnaboutpuzzleworksheets,integerandratiocomputergames,the“MulletRatio”,andgraphing-along-the-gym-wall,tonameafew.HaveyourstudentsuseD2Ltosubmitphotosoftheirwork,forassessment.Participantswilltakeawaysomefunnewadditionstotheirstudentengagementtoolkit.
T3.35 IntSenNouhaObagi-Fakhouri
Group Work Everyday: Creating Curiosity and Encouraging Problem Solving and Collaboration
Groupworkcanpromotelearning,engagementandself-confidenceinmathematics.Ihavecreatedanatmospherewherebystudentsareresponsiblefortheirlearningandaccountabletoeachother.IwillexplainthedifferentrolesthatIgivetothestudentsonarotationalbasis.Iwillshareseveralteachingstrategiesonhowtogeteverystudentengaged-eventhosewhoareconvincedthattheycan’tdomath.Ihaveseveralactivitiestoshareforgrades9to11.Iwillshowhowusingthedocumentcameraallowsstudentstoparticipatemoreinclassandsharetheirideaswithothers.Idon’tteachbutratherIdirectlearningandsometimesthereisnodirectionneededasstudentstakeonchallengesontheirownandleadtheclass.
T3.36 SenGlenMcMillan
Kaboom! A New Trajectory for Quadratics in MBF 3C
TheexpectationsrelatedtoquadraticrelationshipsintheMBF3Ccourseareabstractandchallengingformanystudents.Inthissession,Glenwillsharehisideasonimplementingthisunitwithamaximumlevelofunderstandingandaminimumleveloffrustrationforstudentsandteachers.Sometimewillbeleftattheendofthesessionforteacherstosharetheirownbestpractices.
THURSDAY May 5th 1:15 - 2:30
T4.00 All
LUNCH
ChooseLUNCHduringthistimeslotorinthepreviousone.IfinsteadyouchooseasessionineachofT3andT4,aboxlunchwillbeavailableforpickupimmediatelyfollowingtheKeynote
FEATURED SPEAKER
T4.01 JunIntConnieQuadrini
Supporting Students with Learning Disabilities in Mathematics
Studentsidentifiedwithalearningdisabilityhaveaveragetoaboveaveragecognitiveability,yetwhydosomanyofthesestudentsstrugglewhenlearningmathematics?Overthepastseveralyears,specialeducationandmathematicseducatorshaveengagedincollaborativeinquirywithafocusonunpackingmathematicscontentandlearnerprofiles.Theinteractionsbetweenthesetwoimportantareasofstudyhaveprovidedgreatinsightintothestrugglesthatstudentswithlearningdisabilitiesfacewhenlearningmathematics,andpromptednewwaysofthinkingabouthowtoenablethesestudentstoreachtheirfullpotential.Comehearaboutthelearningjourneyofeducatorsinvolvedinthiscollaborativeinquiry,whichincludessomeoftheinstructional,assessment,andremediationstrategiesthataremakingadifferenceforstudentswithlearningdisabilities.
T4.03 JunIntSharonKorpanBarbSeaton
Tour of the Mathematics Blended Learning Units for Grades 4 to 8
JoinusforalookattherefreshedandexpandedversionofTIPS4RMmathematicsunitstosupportblendedlearninginyourclassroom.Thisresourceisready-madeandincludesteachernotesandlinkstodigitallearningmaterials.StayandexploreMinistryofEducationMathematicsK-12resourcesforstudents,classroomeducators,professionallearningfacilitators,andschoolleaders.
T4.04 PriJunSandraHuehn
How to Engage Parents in Math
FrontierCollegeisanationalnon-profitorganizationthathasextensiveexperiencewithengagingparentsintheirchild’seducation.Ourparentengagementactivitiesfocusonfamiliesthathavelessaccesstoeducationalresources.Thisworkshopwilltraineducatorsonhowtheycandelivereffectiveworkshopsthathelpparentstobettersupporttheirchildinmath.Wewilldiscussworkshopbestpractices,diversepresentationmethodsand
keymessages.Aswell,sampleagendas,parentresources,andworkshopactivitieswillbesharedduringthissession.
THURSDAY May 5th 1:15 - 2:30
T4.05B AllTaraFlynnShelleyYearley
Unit Fractions Across K-12 Mathematics
**DOUBLESESSION**Joinusandexplorehowpreciseinstructiononunitfractionscansupportenhancedstudentunderstandingoffractionsatallgrades.Oftenconsideredtobemainlyajuniorconcept,fouryearsofresearchinOntarioclassroomshasrevealedhowimportantthisconceptisacrossthegradesaswellasledtothedevelopmentofavarietyofengaging,thoughtprovokingtasks.ThroughactivitieswhichspanK-12,wewillexplorethestudentlearningandtheresearchfindings.Wewillshareawiderangeofclassroomreadyresources.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT3.05A**
T4.06 PriJunIntMelanieBrown-RobsonGlynnisFleming
Building Computational Fluency with Mini-Lessons, Strings, and/or Number of the Day
Botheredbypersistentachievementgapsincomputationalfluencyamongherstudents,Melanieundertooktoreallydosomethingaboutit!Withherfriendandcolleague’ssupport,alongwithhernewlearningfollowingaFosnotInstitute,Melaniehastransformedherownpracticeanddramaticallyimprovedherstudents’computationalfluencyand“cando”attitudetowardmath.Youcandoitwithyourstudents,too!Pleasecomeandjoinusasweshareallofthepractical,classroom-readyhighlightsofourjourney.
T4.07 IntSenKimOattesJillLazarus
Technology in Mathematics Classroom Assessment
Technologycanposevariouschallengesandimportantopportunitiesinmathematicsclassroomassessment.Duringthissessionwewillsharefindingsfromacollaborativeteacherinquiryprojectinwhichwefocusedonmathematicsassessmentthroughtheuseoftechnology.Wewillshareandinviteparticipantstodiscussdifferentstrategies,challenges,andpossiblesolutionsforusingtechnologytosupportassessmentas,for,andoflearninginmathematics.
T4.08B KPriJunAngeloCariatiCarrieSouthwellLeanneWylie
Transforming Planning Time In Elementary Schools : Numeracy & Technology
**DOUBLESESSION**HowcanyourschoolLibraryLearningCommonsfunctionasa“MathTechLearningCentre”tosupport21stCenturyNumerateLearners?RidgeviewPublicSchool,inthePeelDistrictSchoolBoard,transformeditsapproachtoplanningtimetosupportteachersandstudentsdevelopcriticalnumeracyskills.Throughco-planningandco-teachingwhileusingtechnology(e.g.,QRcodes,Kahoot,Padlet,PicCollage,Skitch,ExplainEverything,Tellagami,Popplet)inaninquiry-basedsetting,Ridgeviewstudentsexplore,inquire,create,communicate,connect,reason,andreflect.Joinusandexplorelessons,studentworksamples,appsandnewlearningthatyoucantakebacktoyourclassroom.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT3.08A**
THURSDAY May 5th 1:15 - 2:30
T4.09 JunIntJaneRutledgeMelissaPeddie
Empowering Student Learning in the First X Days
Creatingaclimatefordeepthinkingandlearninginmathematicsisthegoalofeverymatheducator.Empoweringstudents’mathematicalthinkingwithinthefirstdaysofschooliscrucialforshapingstudents’“mathitudes”andhabitsofmind.HowcanwecreatetheseconditionssoALLstudentscanbesuccessfulinmathematics?Participantswillexperienceaday-by-dayplan,whichwillinspireyourstudentsthroughfun,openandcreativemathematicalexperiences.Thishands-onworkshopwillalsoincludegrowthmindsetandspatialreasoningactivities,aswellas,effectivepracticessuchasNumberTalks,developingaMathTalkCommunityandusingworthwhiletasks.Educatorswillleavewithmanyideasandmaterialsthatwillsendstudentsonthejourneytolivingandlovingmath.
T4.10 KPriJunIntLindaGrant
Math in the Garden
IhavebeenresearchingtheeffectsofusinginquirybasedmathematicscontextualizedbyaschoolgardeninasmallFirstNationcommunity.Theresultsofthisresearchhaveshownthatthegardenengagesstudentsandhelpstocreatearichlearningenvironment.Differentiationhappensnaturallyandstudentsbenefitfromadeepunderstandingofmathematicalconceptsmakingthisprojectfunandworthwhileforbothteacherandstudents.InthissessionIwillgiveexamplesofinquirymathproblemsconnectedtotheOntarioElementaryMathematicsCurriculumK-8.Participantswillhaveahandsonexperienceandtakeawayinquirymathproblemideastousewithgardeningandotherclassroomprojectsforimplementationintheirownclassrooms.
T4.11 AllElisabethHeathfieldGeorgeHart
STEAMing Hot Math
ComejoinElisabethandGeorgeforavarietyofexcitingandoriginalhands-onmathactivitiesthatcanbeusedinyourownclassroom(fromprimarytohighschool).Theseworkshopactivitiesrangefromgeometricballoontwistingtochopstickhyperboloidstogiantpolyhedralconstructions.Youwilllearnhowtouserecreationalmathintheclassroomtoinspireandchallengeyourstudentsandtoenrichthecurriculum.Let’sworktogethertoputtheMbackintoSTEAMbyshowingyourstudentsthatmathiscreativeandfun!
T4.12B KPriAngelaSciortinoMarielaCarranza
Pedagogical Documentation to Support student learning in Number Sense in the Early and Primary Years: Two Teachers’ Journeys
**DOUBLESESSION**Ourinquiryjourneywillprovideeducatorswithanopportunitytogaininsightintothepowerofpedagogicaldocumentation-“visiblelistening”.Wewillsharehowthistoolcanbeusedtostudystudents’mathematicalworkingtheories,feelings,attachmentsandinterests,inordertomakeintentionalinstructionaldecisionsandpromoteincreasedengagementandachievementinnumbersense.OnejourneywillfocusonMathTalkintheFrenchImmersionclassroomandtheotherwillfocusonlearningtrajectories.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF4.12A**
SESSION FULL
THURSDAY May 5th 1:15 - 2:30 T4.13A KPriJunDwightSteadJohnRodgerDavidZimmer
Measurement May be the Key
**DOUBLESESSION**WebelievefocusingonmeasurementmightbethethemosteffectivewaytodeveloprobustunderstandingofessentialconceptsintheNumberSense,GeometryandPatterningstrands.Measurementlearningactivitiestendtobemorehands-on,moreengaging,andcrossstrandboundariesmorenaturallythanactivitiesdesignedforotherstrands.Participantsareinvitedtoexperienceseveral,hands-onmeasurementactivitieswhichwillbeshared.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT5.13B**
T4.14 KPriJunIntChristineCorsoSamanthaAndersonMikeJacobsNatalieReid
Problem Solving Continuum
Q:Whathappenswhenteachersparticipateinacollaborativeinquirytoinvestigatehowstudentsuseconcrete,pictorialandabstractthinkingwhenproblemsolving?A:Acontinuumiscreatedthatdescribesforteachersandstudentskeymarkersforexpectedstudentachievement.Thecontinuumprovidesnextstepsforstudentstodeveloptheirconceptualandproceduralunderstandingofmathematics.Joinusinaconversationthatexaminestheprocessofhowwecreatedacontinuumandhowitchangedbothteacherandstudentunderstandingofproblemsolving.Thissessionwillprovideahands-onopportunityforparticipantstouseourcontinuumwithactualstudentwork.
T4.15A PriJunIntSenSharonUlett-SmithCraigFeatherstone
K-12 Make-up session
**DOUBLESESSION**DidyoumisstheK-12Fall2015sessions?Comeandengageinhands-onactivitiesfocusedonthelearningandteachingoffractionswithanemphasisonunitfractions,comparingfractions,andoperationswithfractions(additionandsubtraction).DesignedforMathematicsProfessionalLearningFacilitators,thesessionwillfocusonbuildingefficacyandagencybyfocusingonmathematicscontent.Leavewithmaterialsready-for-useinyourprofessionallearningsessions.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT5.15B**
T4.16B KPriJunChristinaRuddyJodyAlexanderMikeFitzmauriceAnneGeorgeHeatherLettHeatherMcEwenTamaraWhiteduck
Connecting Indigenous Ways of Knowing and Western Mathematics
**DOUBLESESSION**ForthepastthreeyearswehavebeenexploringtheconnectionbetweenAlgonquinculturalpracticesandOntariocurriculummathematics.WhatwehavediscoveredisthepowerofplacingIndigenouscultureattheheartofmathematicsteachingandlearning.DuringthisinteractivesessionwewillexplorevariousAlgonquinculturalpracticesthatsupportstudents’mathematicalthinking,andwillengageinactivitieswithafocusonidentifyingandhighlightingtheirmathematicspotential.Wewillalsoviewvideorecordingsofstudentthinking,anddiscusshowtomeaningfullyintegrateIndigenousperspectivesinthemathematicsclassroom.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT3.16A**
THURSDAY May 5th 1:15 - 2:30
T4.17 JunIntKateSiennaSaraPresswood
Promoting Student Accountability in the Junior/Intermediate Math Classroom
Fromgroupworktoindividualreflection,thissessionwillexplorestrategiesandtoolsteacherscanusetopromotestudentaccountabilityinthejunior/intermediatemathclassroom.Participantswillleavewithatoolkitofresourcesthatwillhelpthemimplementthesestrategiesintheirclassroom.
T4.18A PriJunIntAliciaGunn
Using Social Justice Math to Develop Student Voice, Mindset and Character
**DOUBLESESSION**Socialjusticemathhappenswhenstudentssolveproblemsusingnumbersinacontextthatreallymatters.Studentsbecomepassionateandempoweredastheyusemathtoreadandwritetheworld.Teachingmathematicsforabetterworldhelpsstudentsdevelopvoiceandseethemselvesascapablelearnersandchange-makers.Participatingteacherswilldiscusshowteachingmathematicsthroughasocialjusticelensimprovesstudents’attitudesandfeelingsaboutmath,aswellastheireffortandcriticalthinkingskills.Participantswillworkthroughsocialjusticemathproblems,hearfromstudentsabouttheirexperiencesandlookatcurrentresources.Theywillalsoplanarelevantandengagingsocialjusticemathlessontotakebacktotheirclassrooms.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT5.18B**
T4.20 PriJunBritneyColeman
Developing A Positive Math Mindset for Girls
Theoddsarestackedagainstgirlsasmathlearners.Mediabiasandgenderdiscrepancyinmathandsciencecareersarejusttwoofthemanyissues.Asteachers,wecanhelptomakeachange.Throughamulti-tieredapproach,participantswillexperiencehowagirl’smindsetcanbepositivelyshiftedinordertothinkflexibly,embracechallengesandtrulylovemath.RootedinresearchbyCarolDweckandJoBoaler,attendeeswillbeintroducedtoajourneyofempoweringgirlsasmathlearnersthroughmonthlymindsetthemes,adailyNumberTalkandmathproblemsworthtackling.Participantswillgainapplicablestrategiesandideastouseintheirclassrooms.
THURSDAY May 5th 1:15 - 2:30
T4.23 IntSenPaulAlves
Coding on the 83/84
Weknowaboutliteracyandnumeracybutcodingmaybethenewliteracy.IfyouhaveasetofTI83/84inyourdepartment,theycandoalotmorethangraphingandcalculating.Theycanalsogiveyouanopportunitytoexplorecodingwithyourstudents.Youcancreateaprogramafterexploringaconceptthatallowsthemtoconsolidatetheirunderstandingofthatconcept.ThissessionwillgiveyouanintroductiontothecodingcapabilitiesoftheTI83/84.Wewilllearnsomeofthebasicsofprogrammingonthe83/84andworktowardmakingasimpleprogram.Itisintendedmoreforbeginnersbutallarewelcome.Deviceswillbeavailableforuseduringthesession.
T4.24 SenMichaelCampbell
Activities in MDM4U to Engage Students
FacingalackofcomputeraccessforMDM4U,wewereforcedtocreateinterestingactivitiesthatdidnotrequirelabtime.Fromthoseeffortsemergedamoreengagingcourseformystudentsandamoreenjoyablecourseforme.Icontinuetodevelopnewactivitiestoenhancestudentlearning.Havingstudentsworkproblemscollaborativelyonwhiteboardshasalsoincreasedengagement.IwillsharemyfavouriteideasandresourcesforMDM4UandIhopethatallparticipantswilltakeawayonenewactivitytheywilluse.
T4.25 IntSenJudyMendaglio
Math Fuzion
Studentstoooftenexperiencemathematicsasaseriesofdiscretetopics.Oftenthosetopicsarerememberedasrandom“rules”and“tricks”.Inthissession,Iwillsharewaysto‘in-fuze’instructionwithmeaningfulconnectionsbetweenconceptsfromdifferentstrandsandunits,‘fuz-ing’seeminglydisconnectedmathematicalpiecestogether,providingstudentswithadeeperunderstandingofthecontenttheyarelearningaswellasagreaterdesiretocontinuetoexplorethisamazingsubject.
THURSDAY May 5th 1:15 - 2:30
T4.27 JunIntPaulyneCasselmanNeilFinney
Leaping into the Effective Use of Manipulatives in the Junior/Intermediate Math Class
LeapintoManipulativeUse!HowdoweengageourJuniorandIntermediatestudentsinMath?Cantheuseofmanipulativesreinforcestudentunderstandingofabstractconcepts?THEYCAN!Studentscanusesnapcubestodevelopalgebraicthinking.Theycanusepatternblockstosupportunderstandingofoperationswithfractions.Thissessionwillprovideopportunitiestoexplorehands-onactivitiesandapproachestosupportstudentmathematicalthinking.Participantswillwalkawaywithpracticalusesandexamplesofhowmanipulativescanbeeffectivelyembeddedintotheirmathprograms.Let’sgetourlearnon...withmathmanipulatives!
T4.28 IntSamGarrisonAnnissaHosein
Engaging At Risk Students in Applied Math
AskanyMathematicsteacherwhatcoursetheyfindthemostchallengingtoteach,andyouwillalmostcertainlyhearthemtalkabouttheirexperiencesingrade9AppliedMath.Inthishands-onsession,twocurriculumleadersfromtheTorontoDistrictSchoolBoardwillbesharingtheirstrategies,resourcesandphilosophiesofteachingwhattheybelieveisthemostchallengingandrewardingcourseinsecondarymathematics.Inthissession,wewillbesharingrealexamplesofwaysyoucanengageevenyourmostdisengagedstudentsinmathematics,includingstrategiesforintegratinggames,journals,groupdiscussions,mathtrails,blendedlearning,learninggoals,openquestions,andothertechniquesinwaysthatactuallyworkwithstudents.
T4.30A IntMaryBourassa
Rethinking Your Grade 10 Math Class
**DOUBLESESSION**Whatshouldagrade10mathclasslooklike?Howdowefosterstudentengagement?Whatwarmupactivitieswillimprovenumbersense,developagrowthmindsetandgetstudentsthinkingaboutmath?Whataretheadvantagesofspirallingacurriculum?Whatdoesspirallinglooklike?Whatdoesgoodfeedbacklooklike?Howcanyouprovideformativeassessmentthatisn’taquiz?Whatactivitieshookstudentsandmakethemwanttodothemath?WhatistheroleoftechnologieslikeDesmosandGeoGebra?Doourevaluationsmatchhowweteach?Inthissession,youwillhavetheopportunitytotryoutsomeactivities,shareyourfavouritesandengageinmeaningfuldiscussionsintendedtohelpusallbebetterteachers.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT5.30B**
THURSDAY May 5th 1:15 - 2:30
T4.31 IntSenLynnPacarynuk
Designing tests in a math class: using rubrics, defining criteria and measuring levels of quality
Forthelastseveralyearsteachershavebeenworkingtochangeassessmentpracticesbasedonsecondaryschoolreform:implementinganewcurriculumthatemphasizesadiverserangeofskillsandabroaderdefinitionofmathematicsbeyondmerecomputationalefficiency;usinganachievementchartthatdescribescriteriaandlevelsofquality;incorporatingassessmentfor,as,andoflearning;andusingteachercollaborationandmoderationtoimproveassessmentpractices.Howdoweaccountforallofthesedimensionsonourmathevaluations?Howdowedesignevaluationstoaddressoverallexpectationsandprovidecriteriatomaketheprocessmoretransparentandusefulforallstudents?Howdowedesignquestionsthatallowforentrypointsforstrugglinglearnersyetappropriatechallengesforstudentsaimingforlevel4?Workingwithparticipants,thissessionwillusesamplesofevaluations,rubrics,andstudentsworktocollaborateonresponsestothesequestionsandtocreatecriteriafora“good”mathevaluation.
T4.32 PriJunIntMarianSmall
That’s Too Hard!
Weoftenhearaboutorreadaboutapossibletaskforourstudentsandourfirstresponseis,“That’stoohard!”.Butoftenitturnsoutnottobetoohard,ifwejustsettherightconditions.Whydowereactthatwayinthefirstplace?Whymightourstudentsreactthatwayinthefirstplace?Whataretheconditionsweshouldsetsothatitreallyisnottoohardandwedon’tthinkitis.
T4.33A IntSenAlexanderOverwijkBruceMcLaurin
Creating a Thinking Classroom
**DOUBLESESSION**Inourclasseswestriveforemotional,physicalandmentalengagement.BasedontheresearchbyPeterLiljedahlwehaveembracedtheideasofverticalnon-permanentsurfaces(VNPS)andvisiblyrandomgroupings(VRG)tocreatethinkingclassrooms.Ourroomshaveturnedintospacesthatareconducivetostudentsthinkingindividuallyandcollectively.Studentsandteacherslearntogetherbyconstructingknowledgeandunderstandingthroughactivityanddiscussion.Byusingengagingactivitieswehavelearnedtocreateflow.DuringthissessionyouwillexperienceflowwhileyouengagewithVNPSandVRG.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT5.33B**
SESSION FULL
THURSDAY May 5th 1:15 - 2:30
T4.36 PriJunDavidCostello
Self-Monitoring Mathematical Comprehension
Whatismoreimportant:thehow,orthewhy?Toooften,studentsmemorizeprocesseswithlittleunderstandingofmathematicalconcepts,andhavedifficultyinrecognizingmisconceptions.Itisimperativethatinstructionconsistofstrategiesthatdeepenstudentmathematicalcomprehension.Thispresentationwillfocusoninstructionalstrategiesthathelpstudentsstrengthentheirabilitiestoself-monitormathematicalcomprehension.
FEATURED SPEAKER
THURSDAY May 5th 2:45 - 4:00
T5.01 AllLisaLunneyBorden
Honouring Indigenous Knowledge in the Mathematics Classroom: A Learning Together Approach
WiththemandateinmanyprovincestoincludeIndigenousperspectivesinallcontentareas,Iamoftenaskedwhatthismightlooklikeinamathematicsclassroom.InthispresentationIwillshareamodelforconsideringwaysinwhichIndigenouslanguages,communityvalues,waysofknowing,andculturalconnectionscanimpactmathematicslearningforIndigenouslearners.IwilldescribethepedagogicalimplicationsofthismodelandshareapproachesthatcanbeusedtosupportIndigenouslearnersinthemathematicsclassroom.Furthermore,Iwillshareexamplesofhowcommunitybasedinquiry,thathonoursIndigenousknowledge,canprovideaspaceforrichmathematicslearningthatalsopromotesgreatercrossculturalunderstanding.
T5.03 PriJunIntSenAlisonMacaulay
Tour of Financial Literacy Resources
JoinusforalookatvideosandlessonplansofOntarioteachersimplementingfinancialliteracyeducationacrossabroadrangeofgrades,subjects,courses,andpathways.StayandexploreMinistryofEducationMathematicsK-12resourcesforstudents,teachersandprofessionallearningfacilitators.
T5.04 SenPostSecTimSibbald
Mathematics through the Ebola epidemic.
TheEbolavirusdiseasecrisesbeganunfoldinginearly2014andcontinuedintothefallof2015.ThispresentationwillfollowthetimelineusingmaterialscollectedfromWHOandCBC.Howthesuppliedmaterialscanbeusedtoinfuseyourmathclasswithdatamanagement,currentevents,andhumandetailswillbediscussed.Theorientationofthepresentationwillbetowardgrade12datamanagement,butitcanbeusedinmanyothercoursesandtheapproachdemonstratesmanyskillssuitedtopreparingstudentsforproject-orientedmathematics.
T5.05 KPriJunIntMelissaPoremba
Add a Trip to Your Library and Your Skills Will Multiply
Theschoollibraryistheperfectspringboardfor“leaping”intomathematics!Whilelibrarieshaveareusuallyseenassupportingthetraditionalliteraciesofreadingandwriting,theyalsohavegreatpotentialtosupportnumeracyskillsdevelopment—oftenatthesametime!Cometothissessiontolearnhowtousethelibrary’sfictionandnonfictioncollectionsaswellasitsorganizationalstructuretocombinemathematicscontentwithcross-curricularprogramssuchasSTEAMinitiatives.Theschoollibraryistheperfectplacetocreatethe“cultureofnumeracy”whichisessentialtohelpstudentsconnectmathconceptstotheirrealworldinmeaningfulways.Teachersandstudentsalikewilldiscoverthatbyaddingatriptotheirlibrary,theirskillswillmultiply!
THURSDAY May 5th 2:45 - 4:00
T5.06 PriJunMichelleSwyersBethEdwards
Making the Leap from Additive to Multiplicative Thinking
Thissessionwillexplorestrategiesthatsupportstudentsastheymaketheshiftfromadditivetomultiplicativethinkingthroughtheprimaryandjuniorgrades.Emphasiswillbeplacedonplanningfortasksandassessmentsthatuncoverandaddressmisconceptionsthatoccurasstudentsmakethistransition.
T5.07 JunJudyCathcart
Promoting Number Talks in the Junior Grade
Areyourjuniorstudentsstuckinproceduresformathematicaloperations,withoutactuallyunderstandingtheconcepts?Doyourstudentshavedifficultyarticulatingtheirthinkinginmath?Thenthissessionisforyou.Basedonthebook“MakingNumberTalksMatter”byCathyHumphreys&RuthParker,thissessionwillexploretheimplementationofthestrategiessuggestedinjuniorclassroomsandhowtheyhaveimpactedourstudentsthroughouttheyear.
T5.08 PriJunIntRossIseneggerAgnesGraftonMarkusWolski
Marvelous Mobile Math Manipulatives
MeetthedevelopersoftheRekenrek,NotepadandMoneybymathies.caapps.ThesemobilemathlearningtoolsareameremoneylessdownloadawayattheAppleAppStore,attheGooglePlayStoreandatmathies.caasadesktopcomputerversion.Eachappincludesanannotationtoolthatcanbeusedtoshareandexplainmathematicalthinking.Participantswillhavetheopportunitytoexploremathematicalconceptswiththeappsusingpracticalexamples.
T5.10 KPriJunIntMarianSmall
Becoming a Confident Math Teacher
Teachingmathwithoutfollowingatextbookcanbeveryrewarding,butalsoverydaunting.Youwanttobesureyouaredoingthebestforyourstudents,butperhapsyourownexpertiseinmathislimitedandyoufeltmoresecurewiththe“textpert”tohelpyou.HavinghadtheprivilegeofworkingwiththousandsofOntarioteachers,IthinkIhaveasenseofwheretheircomfortanddiscomfortinteachingmathlies.Inthissession,wewilldiscusswhatIthinkiscriticalforteacherstothinkaboutwhentheycreatemeaningfulmathlessonsfor2016andbeyondandthekindofsupportteacherscanandshouldreceive.
SESSION FULL
SESSION FULL
THURSDAY May 5th 2:45 - 4:00
T5.11 PriJunIntMarciDuncan
Minecraft: Crafting Learning
LeapintothecreativeandimaginativeworldofMinecraft!Whydostudentsofallagesloveitsomuch?MinecraftplayersapplythecombinedprinciplesofSTEAM,todig(mine)andcraft(build)withnaturalresources(blocks)inavarietyofdifferentlandscapes.Playerscancreateanythingandarelimitedinthecomplexityoftheirdesignonlybytheirimagination.Whileapplyingthemathematicalprocessesofselectingtoolsandstrategies,connectingandproblemsolving,craftersalsodevelopandextendcontentknowledgeinvolvinglocationandmovement,transformationsand3-dimensionalspatialreasoning.ParticipantsinthissessionwilllearnhowclassroomsintheSimcoeCountyDistrictSchoolBoardhaveusedMinecraftEduandMinecraftPEtomaketheirthinkingvisible,collaborateandengageindeeplearning.Warning:Minecraftishighlyeducational,immenselyaddictive,andextraordinarilyfun!
T5.12 IntSenRonLancaster
Math Trails: Seeing, doing and talking about math outside of the classroom
JoinusforamathematicalwalkonthecampusofGeorgianCollegeNorthandexperienceforyourselfthebenefitsofviewingtheworldthroughamathematicallens;collaboratingwithotherstoposeandanswerquestionsrelatedtotheworldaroundus;talkingaboutmathematicsandgettingsomephysicalexercise.Yourstudentswillnotbeabletojoinusattheconference,buttheywillbeabletojoinyouinthefutureonatrailthatyouwillbeinspiredtocreatewiththemonthecampusofyourschooloralmostanywhere.YourMathTrailwillhelpyourstudentsvaluemathematicsforitsrelevancy,applicability,beauty,anduniversality.Youandyourstudentswillneverseetheworldthesamewayagain.
T5.13B KPriJunDavidZimmerJohnRodgerDwightStead
Measurement May be the Key
**DOUBLESESSION**WebelievefocusingonmeasurementmightbethethemosteffectivewaytodeveloprobustunderstandingofessentialconceptsintheNumberSense,GeometryandPatterningstrands.Measurementlearningactivitiestendtobemorehands-on,moreengaging,andcrossstrandboundariesmorenaturallythanactivitiesdesignedforotherstrands.Participantsareinvitedtoexperienceseveral,hands-onmeasurementactivitieswhichwillbeshared.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT4.13A**
SESSION FULL
SESSION FULL
THURSDAY May 5th 2:45 - 4:00
T5.14 KPriJunIntGinaBettsDaveParsonsPatriciaJosephson
Making Learning Visible via Math Maps
Areyoutiredofpostingmathematicaltermsandconceptsthatstudentsdon’tuse?Whataremathmapsandhowaretheydifferentfrommathwalls?Inthisworkshop,wewilllearnabouttheimportanceofvisualdocumentationofstudentthinkingandhowtoengageandinspirestudentsbygivingthemavoiceaswellasaninteractiveresourcetoreferto.Comeandlearnabouthowtogetstartedonthisjourneyanddiscoverthemanyexcitingadventuresthatawait,bothforyouandyourstudents!Danscetatelier,nousallonsapprendrel’importancedeladocumentationvisuellepourengageretinspirernosélèvesdanslaclassedemathématique.Venezetdécouvrezcommentutilisercetoutilpourl’évaluation,pourstimulerladiscussionoraleetpourfairedesliensaveclesdifférentsdomainscurriculaires.
T5.15B PriJunIntSenCraigFeatherstoneSharonUlett-Smith
K-12 Make-up session
**DOUBLESESSION**DidyoumisstheK-12Fall2015sessions?Comeandengageinhands-onactivitiesfocusedonthelearningandteachingoffractionswithanemphasisonunitfractions,comparingfractions,andoperationswithfractions(additionandsubtraction).DesignedforMathematicsProfessionalLearningFacilitators,thesessionwillfocusonbuildingefficacyandagencybyfocusingonmathematicscontent.Leavewithmaterialsready-for-useinyourprofessionallearningsessions.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT4.15A**
T5.16 PriLaurieMoherTaraFlynn
What Every K-3 Teacher Needs to Know about Building a Strong Foundation for Fractions
Dofractionsmakeyoufeelanxious?Learnhowmuchyoureallydounderstandaboutfractionsconceptsthroughfractionstaskswhichyoucanuseinyourclassroomtosupportyourstudents’learning.WewillexaminetheFractionsLearningPathways,anon-lineresourcedevelopedthroughamulti-yearresearchprojectinOntarioclassrooms,andexplorespecific,easytoadaptinstructionalstrategiestoincreasestudentunderstandingoffractions.Youwillleavewithafreshperspectiveonfractionsandofthepossibilitiesinyourclassroom.
THURSDAY May 5th 2:45 - 4:00
T5.18B PriJunIntAliciaGunn
Using Social Justice Math to Develop Student Voice, Mindset, and Character **DOUBLESESSION**Socialjusticemathhappenswhenstudentssolveproblemsusingnumbersinacontextthatreallymatters.Studentsbecomepassionateandempoweredastheyusemathtoreadandwritetheworld.Teachingmathematicsforabetterworldhelpsstudentsdevelopvoiceandseethemselvesascapablelearnersandchange-makers.Participatingteacherswilldiscusshowteachingmathematicsthroughasocialjusticelensimprovesstudents’attitudesandfeelingsaboutmath,aswellastheireffortandcriticalthinkingskills.Participantswillworkthroughsocialjusticemathproblems,hearfromstudentsabouttheirexperiences,andlookatcurrentresources.Theywillalsoplanarelevantandengagingsocialjusticemathlessontotakebacktotheirclassrooms.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT4.18A**
T5.19 JunIntShariKingstonAnn-MariMaatta
Using EQAO Questions to Explore the Curriculum from Grade 6 to Grade 9
Haveyoueverwonderedaboutwhatstudentslearningrade6andhowitisrelatedtowhattheylearningrade9?Thisexplorationwillprovideyouwiththeopportunitytocompareandcontrastgrade6andgrade9EQAOassessmentquestions.Throughthisexploration,participantscanbegintomakeconnectionsbetweenspecificEQAOquestionsattheselevelsandcandiscussthelinkstothecurriculumexpectations.Participantswillalsobepromptedtocollaborateasagrouptosharetheirinsights,observations,andsuggestionsastohowtoaddressthetrendinachievementontheEQAOassessmentfortheJuniorDivisiontoachievementontheGrade9assessments.
T5.20 IntRichardGallantStephanieRogers
I CAN Survive
ICAN(ImprovingConfidenceandAchievementinNumeracy)isaprogramtargetedatstudentsenteringgrade9thathavegapsintheirelementarymathknowledgeandunderstanding.Thissessionwillexplainhowwearehelpingthesestudentsgainconfidenceandachievesuccesswiththegrade9mathcurriculum.Theprogramfocusesondevelopingagrowthmindsetwithstudents,improvinglearningskillsandworkhabits,andusingtechnologytosupportlearning.SimcoeMuskokaCatholicDistrictSchoolBoardispromotingthisprogramatallofitssecondaryschools.Thissessionwouldbeofinteresttoclassroomteachers,administrators,studentsuccessteachers,andsuperintendents.
THURSDAY May 5th 2:45 - 4:00
T5.21 JunIntBlakeEnzelLianneGoldsmithKarenLidorShoshanaTaitz
Idiot’s Guide to Blending Your Math Class - Learning from the mistakes of an ambitious, but green teaching team
Oftentimesonemaylearnmorefromtheirmistakesthantheirsuccesses.Comelearnfromoneteam,whoasaninexperienced,grade7and8mathteachingteam,madeawholebunchofmistakesflippingtheirclass,implementingtechnology,andchangingintermediatelevelmathculture.Bringyourowntechnology-tabletorlaptoppreferred-tointeractwithavarietyoftoolsandteachingpractices.Bepreparedtodiveintotheclassroomofanever-changingmathcultureandleavewithsometips,tricks,orevenabrandnewwayofthinking.
T5.22 PriJunIntMicheleCooper
Establishing a Positive School-Wide Culture of Math
Michelewillshowyouhowtoengagebothteachersandstudents,andcreateacultureofmathexcitementschool-widebygivingmathagreaterpresenceandprominenceduringtheschoolday.Startbyimplementingweekly“MathMonday”openresponsetaskstopromoteproblem-solvingstrategiesandtheuseofthemathematicalprocesses.Theseready-to-useactivitiesallowstudentstoactivatetheirpriorknowledgeandalsoallowstudentstodemonstratetheirunderstandingofmathconceptssuchasproportionalreasoning.Studentresponsesare,inturn,usedbyteacherstoteachstudentshowto“bumpuptheiranswers”and/ortorecognizeerrorsmadebyotherstudents.
T5.23 SenMishaalSurti
Getting Students Talking... Effective Questioning in 3U and 4U Math.
Inthissession,teacherswillexplorequestioningstrategiesthatcanbeusedtoprovokestudentthinkingandmathtalkintheseniormathematicsclassroom.Inparticular,wewillexplorehowtodevelopmathcommunicationanddiscoursebyintegratingopenquestionsandopenmiddlesinMCR3U,MHF4U,andMCV4U.
T5.24 JunIntSenSaarahBroadbent
Differentiate Your Lessons For All Learners With ExploreLearning Gizmos
WithGizmos,teacherscantakeadvantageofresearch-proveninstructionalstrategiestohelpstudentsofallabilitylevelsdevelopconceptualunderstandinginmathandscience.Investigatehowteacherscansupplementandenhanceinstructionwithpowerfulinteractivevisualizationsofconceptswhileadaptingandmodifyinglessonmaterialsforalllearners.Participantswillalsodiscoverhowgifted,multipleintelligences,accommodations,modifications,andindividualeducationplanrequirementscanbesupportedbyGizmoslessons.AccesstoGizmosisprovidedbytheMinistryofEducationthroughOSAPAC.
SESSION FULL
THURSDAY May 5th 2:45 - 4:00 T5.25 IntSenJanetJubyMikeSzarka
Introducing and Implementing a Mathematics Lab
ImagineamathematicslessonwheretheONLYinstructionisasingleinquiryquestionandstudentsdirecttheirownlearning.Welcometotheconceptofamathlab.Amathematicslaboratoryisaspacewherestudentsareengagedinauthentic,meaningfulmathematicsthinking.Studentsinvestigateaconceptbymovingfreelyattheirlabstation,thinkingmathematically,talking,hypothesizing,andprovingthemathematics.Studentsdrawanddesignastheyseefittoaidtheirmathematicsthinking;theycollaborateandcommunicatemathematically;theyreasonandrepresenttheirideas.Inalab,studentthinkingdrivesthemathematics.Jointhissessiontolearnhowwecreatedaninteractiveandcollaborativelabwherestudentsinvestigateconceptswiththeirpeersandmanipulativesarenotprojectiles(unless,ofcourse,theyareinvestigatingquadratics).Leavethissessionwithaclearunderstandingofwhatamathlabis,howtobuildone,whyschoolswillwanttobuildone,andhowtoimplementlablessonsacrossthegrades.
T5.26 IntElenaCorinaGeorgescuStefanoStradiotto
Identifying and Addressing the Critical Needs of Students in Grade 9 Applied Math
Inthissession,wewilldiscusssomeofthemethodsthatweuseatourschooltoidentifythecriticalneedsofthestudentsingrade9appliedmath,includingmeetingwiththeelementaryteachers,assessingpreviousEQAOresults(Grade3and6),andprovidingdiagnostictesting.Furthermore,wewillalsodiscusssomeoftheinterventionsweareusingtoaddressthesecriticalneedsincludingafterschoolnumeracyclasses,mathEQAObootcamp,andpeertutoring.
T5.27 SenPatriciaClarkDianneDreefFionaSmith
Departmental Collaboration: Let’s take the leap together!
Inthisworkshopwewilldiscussstrategiestopromoteadepartmentalcultureofcollaborationbyfocusingonour3yearjourneytoimplementacyclingapproachtothecurriculuminMPM1D,MPM2D,MFM2P,andMCR3U.Workingwithotherscanpresentmanychallengesincluding:timeconstraints,differingteachingmethodologies,curriculumemphasis,andpersonalities.Wethinkitisworthittoovercomethesechallengesandtaketheleapasstudentscanbenefitfromablendofmanyteachers’approaches,experiences,andknowledge.Thecollaborativeenvironmentleadstoimprovedpracticesinourclassroomwhichwebelieveleadstoanincreaseinstudentlearning.Wewillshareideasthatwehopeyoucanusetoimplementateamapproachinyourdepartmenttoo!
T5.28 IntSenPostSecEmilyBrown
CSAP Online Diagnostic Assessment & Remediation
AtOAME2014,theCollegeStudentAchievementProject(CSAP)teamdescribedanewdiagnosticassessmentforbasicmathematicstopicsthatwasthenindevelopment.Now,followingfieldtrialsinvolving10,000students(atOntariosecondaryschoolsandcolleges)theCSAPassessmentandremediationsystemiscompleteandoperatinginbothEnglishandFrench.Teachersattendingthissessioncanobtainafreetrialoftheonlineprogramfortheirstudents.
THURSDAY May 5th 2:45 - 4:00
T5.29 PriJunDonnaKnoell
Employing Effective Questioning Strategies and Mathematical Discourse to Increase Achievement
Thespeakerwillengageattendeesusingeffectivequestioningstrategiesappliedtocomplex,real-worldproblems.Shewillmodelhowtodesigninstructionwhereeverystudent’sinstructionalneedsareaddressed,thinkingisvisible,studentfeedbackinformsinstruction,andstandards-basedlearningresultsfromthinking-notmemorization.Conceptualdevelopment,criticalthinkingandreasoning,andapplicationofprocessestorealworldproblemswillbestressed.
T5.30B IntMaryBourassa
Rethinking Your Grade 10 Math Class
**DOUBLESESSION**Whatshouldagrade10mathclasslooklike?Howdowefosterstudentengagement?Whatwarmupactivitieswillimprovenumbersense,developagrowthmindset,andgetstudentsthinkingaboutmath?Whataretheadvantagesofspirallingacurriculum?Whatdoesspirallinglooklike?Whatdoesgoodfeedbacklooklike?Howcanyouprovideformativeassessmentthatisn’taquiz?Whatactivitieshookstudentsandmakethemwanttodothemath?WhatistheroleoftechnologieslikeDesmosandGeoGebra?Doourevaluationsmatchhowweteach?Inthissession,youwillhavetheopportunitytotryoutsomeactivities,shareyourfavourites,andengageinmeaningfuldiscussionsintendedtohelpusallbebetterteachers.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT4.30A**
T5.31 KPriJunIntSenPostSecAllHillaryRogers
Coding, Robotics, & Student Voice
Thisinteractivesessionwillfocusonhowcodingandroboticscanbeintegratedintheclassroomandutilizedtoengageandempowerstudents.Particularlyforstudentswhostrugglewithtraditionalpaperandpentasks,roboticscanbeutilizedtodifferentiateinstructionandprovidegreaterownership.InthesessionIhopetoprovideparticipantswiththeopportunitytotryoutEV3andWeDoroboticsaswellasvariousappsandwebsitesforcoding.Inadditiontoprovidinglessonideas,Iwillsharemypersonalexperienceswithteachingcodingandrobotics.Thisincludingtakinganelementaryroboticsteamtoahighschoolanduniversitytournament.MyroboticsteamwastheyoungestteamandfirstelementaryteamtoeverparticipateintheUOITEngineeringRoboticsCompetitionintheevent’s10yearhistory.Despitesomeofthestudentshavingbehaviouralandacademicchallenges,thestudentsdidextremelywellinthecompetitionplacingfirstinmanyroundsandmakingittothesemifinals.AfterwinningatrophyandbeinginterviewedbyCityTV,thestudentsfoundanewsenseofconfidenceandprideinthemselves.Thisledtoimprovementsintheiracademicperformanceatschool.Thesestudents,whobeforeneverfeltliketheyhadanyvoiceintheschool,nowhaveahugevoicenotonlyintheschoolbutalsoinourboardastheyarenowhelpingtodeveloptrainingvideosfortheEV3robotics.Thesevideoswillbeusedtohelptotrainallteachersreceivingroboticskitsinourboard.
THURSDAY May 5th 2:45 - 4:00
T5.32 IntIreneMcEvoyBarbSeaton
Blended Learning Units for Grade 9 Applied Mathematics
ComeandexperiencetherefreshedandexpandedversionofTIPS4RMmathematicsunitstosupportblendedlearninginyourclassroom.Thisready-maderesourceincludesthreepartlessonplans,engagingandinteractivedigitallearningmaterials,andpracticeandassessmentquestionswithfeedback.TeacherNotessuggesthowtheactivitiescanbeadaptedtosuityourclassroomandindividualstudentneeds.
T5.33B IntSenBruceMcLaurinAlexanderOverwijk
Creating a Thinking Classroom
**DOUBLESESSION**Inourclasseswestriveforemotional,physical,andmentalengagement.BasedontheresearchbyPeterLiljedahlwehaveembracedtheideasofverticalnon-permanentsurfaces(VNPS)andvisiblyrandomgroupings(VRG)tocreatethinkingclassrooms.Ourroomshaveturnedintospacesthatareconducivetostudentsthinkingindividuallyandcollectively.Studentsandteacherslearntogetherbyconstructingknowledgeandunderstandingthroughactivityanddiscussion.Byusingengagingactivitieswehavelearnedtocreateflow.DuringthissessionyouwillexperienceflowwhileyouengagewithVNPSandVRG.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORT4.33A**
T5.34 IntEmidioDiAntonio
Concrete Manipulatives - A Blast from The Past
Usingtechnologyinthemathematicsclassroomisalltheragethesedays,butwhataboutthoseofuswhodon’treadilyhaveaccesstotechnologyinourclassrooms?Nodoubtthereisaclosetsomewhereinyourschoolthatisjam-packedfulloflearningtoolsthathavebeenlongforgotten.Participantswillbeledthroughtheuseofsomeofthemostpopularmanipulativesfromdayspast,inhands-onactivitiesthattheycanuseintheirclassrooms.
FEATURED SPEAKER
FRIDAY May 6th 8:30 - 9:45
F1.01 KPriJoanMoss
Expanding horizons in K-3 Geometry and Spatial Thinking: New approaches to support all learners
Geometryisinherentlyspatial,involvingperceiving,visualizing,manipulating,transformingandreasoningaboutspatialrelationships—abilitiesknowntounderpinsuccessinmathematicsandtheotherSTEMdisciplines.Yet,despitegrowingawarenessofthecrucialimportanceofspatialthinking,thefocusofgeometryteachinginearlyyearsisnotonvisualandtransformationalreasoning,butratheronthemoretraditionalapproachofnamingandsortingshapes.InthistalkIpresentexamplesofplayfullessons,tasksandquickimageactivities,allwithaspatialfocus,thathaveproventobeeffectiveinsignificantlyimprovingstudents’geometricandspatialthinking,aswellastheirbasicnumberskills.Theexamplescoverfiveareasofgeometry:composingandde-composingin2-and3-dimensions,symmetry,perspectivetaking,navigation,andcodingskills.
FEATURED SPEAKER
F1.02 JunIntSenChrisSuurtamm
Developing Algebraic Thinking
Thispresentationwillfocusondevelopingalgebraicthinkingacrossallgrades.MajorconceptsinalgebraicthinkingwillbehighlightedandactivitiesandideasthatfocusonthoseconceptswillbepresentedasacontinuumfromGrades1–12.Thetalkwillengageyourownthinkingandwillprovideyouwithmaterialsandideastotaketotheclassroom.
F1.03 IntSenRossIseneggerDwightStead
Tour of Mathematics Digital Learning Tools, Games and Activities for Grades 9 to 12
Joinusforalookatdigitalmathematicslearningtools,games,andactivitiesthatcanbeaccessedfrommathies.ca.TheseresourcesarefreelyavailableandcreatedforOntariostudentsandclassroomeducators.StayandexploreMinistryofEducationMathematicsK-12resourcesforstudents,teachersandprofessionallearningfacilitators.
FRIDAY May 6th 8:30 - 9:45
F1.04 KPriJunIntAndrewMorrison
Incorporating STEAM into Elementary Schools
STEAMeducatorslooktoprovideanenvironmentwherestudentsmaymakerelevantconnectionsbetweeninterestsandsubjectareas.TheemphasisofSTEAMprogrammingisontheprocessoflearningandtheinquirymindsetsthatsetthestagefordeepunderstanding.TheOAMESTEAMroomprovidesasamplingofobjects,activitiesandinquiriestakendirectlyfromSimcoeCountyschools.Supportingtheseactivitiesareclassroomteachers,teacherlibrarians,andresourceteacherswhocananswerquestionsaboutSTEAMactivitiesandtheirrelationshiptothemathematicscurriculum.FacilitatorsarealsoreadytoanswerquestionsrelatedtorunningSTEAMactivitiesandenvironmentsinavarietyofschoolsettings.Inanenvironmentwherebudgetisusuallyoneofthefirstconsiderations,itisimportanttohaveinteresting,relevant,andlowcostinvestigationsavailable.WithintheOAMESTEAMroom,wewilldiscussavarietyofactivitiesthatmaybeusedtosupportinquirylearninginmathematics.TheremainingsessiontimewillallowparticipantstoexploreSTEAMstationsandtodiscusstheresourceswithintheelementarylearningenvironment.
F1.05 IntSenDarrylMarchand
Integrating TI Technology in Math Every Day
Thissessionwillshowhowtointegratesomespecificactivitiesintotheregulareverydaypracticesforsecondarymath.UsingTItechnologystudentswillbeabletosharework,exploreandinvestigatemathconceptsandcommunicatewiththeteacherelectronically.FreeresourcesembeddedintotheONstandardsallowsteacherstoenhancelearningwithtechnology.Seehoweasyitistostartrightawaywiththefreesoftwarethatallparticipantswillreceive.
F1.07 PriJunIntMarcNeadLisaAarssenLeslieForbes
Reasoning in the elementary mathematics classroom
Studentsmakesenseofmathematicsthroughreasoning.Howdowehelpstudentsbuildanorganized,analyticalapproachtolearningcontentthatsupportsdeeperunderstandinginlearningmathematics?Thissessionwilldemonstratewaystodevelopstrongreasoningskillsinstudentsthrougheffectivemathematicalinstruction.
FRIDAY May 6th 8:30 - 9:45 F1.08 AllAmyLin
Staying in Touch: Multimodal Learning of Mathematics
Thefastestgrowingmovementinmathematicseducationistheincreaseindigitallearningbothinsideandoutsideoftheclassroom.Inourschools,thereisadesiretobe“paperless”andprovidetechnology-richandmedia-richlearningenvironmentsforourstudents.Thiscomeswithpositivechangesthatmayengagestudentsinmorevisualrepresentations,leadtodeeperunderstanding,andmakelearningintrinsicallyrewarding.Ontheotherhand,itcanalsobeathinveneerofgamingontopoftediousdigitalversionsofworksheetspromotingcompetitivedrillandpracticegamesforstudents.ThispresentationwillsharehowmathapplicationswerereviewedusingaframeworkthatconvergestheSAMRandtheTPACKmodels.Futuredesigndirectionswillbediscussedwhenconsideringtheuseoftouchscreensforsupportingembodiedcognitionandtheimpactitmayhaveonteachingandlearningmathematics.
F1.09 KPriJunCarlenePowellChristineAlexanderMelanieChoukour
Supporting ELLs and Emergent Math Learners: A PRIME example
ProfessionalResourcesandInstructionforMathematicsEducators(PRIME)isanassessmentfor/as/oftoolforallstrands.ParticipantswillhaveanopportunitytohearhowweusedPRIMENumberandOperationsKitasourinitialassessmenttooltocreatestudentprofiles.Participantswillbegivenacompletedassessmentandwillbeaskedtoidentifyinstructionalstrategiestheywouldusetomeetthestrengthsandneedsofthelearner.TheywillalsohearthelearningjourneyofthecollaborativepartnershipbetweentheNumeracyPlanningTimeteacherandClassroomteacherastheymovestudentsforward.
F1.10 JunIntBethAlexander
The Beauty of Math and Code: Python for Beginners
Evenifyou’veneverwrittenacomputerprogrambefore,introducingcodetoyourmathclassesisfunandeasytodo.ThePythonlanguageisuser-friendly,andcangeneratebeautifulpatternsthatillustratemathconcepts.Inthissession,participantswilllearnhowtousePythontoteachaspectsofalgebra,geometry,exponents,andintegeroperations.Thisworkshopisappropriateforabsolutebeginners,aswellasthosewithsomecodingexperience.Ifpossible,participantsshoulddownloadPython(whichisfree)ontotheirlaptopsaheadoftime.
F1.11 PriJamieFraser
StrADDegy
Abalancedmathematicsclassroomrecognizestheneedforchildrentohaveautomaticfactrecallandcomputationalproficiency.Thepurposeforthismastery,however,istoprovidechildrenwiththetoolsnecessarytobefluentmathematically:tosolveproblems,thinkcriticallyandtodevelopreasoningskills.JoinJamieFraserasheexploresfactacquisitionthroughtheuseofstorycontexts,visualtools(ten-frames,rekenreks),numberstrings,gamesandinvestigations.Allparticipantswillbeprovidedwithacomprehensivehandout,includingteachingnotesandactivitymatsforthegamesintroduced.ThissessionissponsoredbyBound2Learn.
FRIDAY May 6th 8:30 - 9:45
F1.12 JunNatalieWilson
Math Clubs - a Fun Way to Engage Students
FrontierCollegeisanationalnon-profitorganizationthatdeliversout-of-schooltutoringprograms.WehavedevelopedaMathClubprogrammodelthatwewouldliketosharewithothereducators.ThepurposeoftheMathClubistoengagechildreninmathgamesandactivitiesinafunbutstructuredenvironment.TheMathClubmodelusesfivethemeswhicharebasedontheOntarioMathCurriculum.Eachthemeincludes10to12gamesandactivitiestobeexploredover3to4sessions.Thisprogramcanberunduringnutritionbreaksorafterschool.ParticipantsinthissessionwilllearnabouthowtosetupaMathClub,participateinsampleactivitiesandgainaccesstofreeresources.
F1.13 JunMikeJacobsChristineCorso
Great Ideas for Teaching Junior Geometry
Thishands-onsessionwilllookathowwecangetkidstotrulylearnaboutGeometry.Wewillusepolydronstoconstructnets,geoboardstocreateimpossibleshapes,seehowwecanusetheworkofM.C.Eschertoexploretransformationsandcreatetheworld’scheapestmanipulative.
F1.14 PriJunIntJonathanSo
Making our Students Doers of Math instead of Doing
Roteversusconceptuallearningisahottopicintoday’smathsphere;however,doesitneedtobesobipolar?Asmanyofusknowitisaboutabalancebetweenthetwo.Theproblemishowdoweachievethis?InthispresentationwewilldiscusspracticalwaystomakeourstudentsDoersinsteadofjustdoingmathematics.Wewilllookatthepowerofnumbertalksandhowtheycancreatepurposefuldiscussionaboutfactsandstrategies,aswellashowtheycreategreatobservationsaboutyourstudents.Thishands-onpresentationwillhaveyoucreating,doingandassessingthesevaluabletalks.
FRIDAY May 6th 8:30 - 9:45 F1.17 KPriJunIntTracyWhite
Daily Conceptual Development of Fractions
FractionsshouldNOTbeaunitofstudythatwe‘cover’forafewweeksthroughouttheyear;rather,itshouldbeacontinuoususeofnumberandmagnitudethatwediscuss,exploreandmodelindifferentwaysonadailybasis.ThisworkshopwillexaminepracticalwaysthatwecanincorporatefractionalconceptsthroughoutelementarymathematicsstartingatKindergartenandworkinguptoGrade8.Itwillhelpyoudiscoverfractionalconnectionsinnumerical,linear,area,and3Dapplicationsacrossmathematicalstrands.Byapproachingfractionsinthisway,theresultishopefullyadeepunderstandingofnotonlyfractional,butalsodecimalandpercentbenchmarksandanearlierstarttothedevelopmentofproportionalreasoning.
F1.18 JunIntElizabethMulhollandCristinaCorbett
Leaping Forward: Fostering Growth Mindset and Establishing Mathematics Routine Leaping Vertically: the Use of Vertical Non-Permanent Work Spaces when Problem Solving
Thissessionisdesignedtosupportgrade4-8teachersintodevelopinganengagingmathematicsenvironmentforstudents.Wewillsharepractical,hands-onideassuchasfosteringagrowthmindsetinmathematics,implementingthefirst20daysinmathtoestablishroutineaswellasoursuccesswiththeuseofverticalnon-permanentworkspacestohelpstudentssucceedinproblemsolving.BasedontheinnovativeworkoftheTwoSisters,PeterLiljedahl,JoBoalerandMarianSmall,wewillbeputtingitalltogethertoLeapforwardinfosteringmathlearning.Wewillsharehowthefirst20daysofmathclassunfoldinourclassroomsothatstudentsarewellversedintheroutinesnecessarytosupportarichmathematicslearningenvironment.Theimplementationofroutinesallowsforteachertoworkwithsmallgroupstoreviewconceptsstudied,givemorepractice,helpstudentsdecreasegapsinlearningorextendstudentthinkingwhiletheotherstudentsaremeaningfullyengagedinmathematicsthinking.Studentsareallottedtimetoworkinpairsorindividuallydeveloptheirmathematicsthinking.Activitieswillbesharedforpromotingagrowthmindsetinstudents.Wehaveworkedwithkidstoshowthemhowmistakesarenecessarytohelpthebraingrowandtobeopentotakingrisksandmakingmistakesinserviceoflearning.Wewillalsosharerichmathematicaltasksthatallowstudentstogrowtheirbrain!SinceattendingtheOECTAmathconferencelastyear,wehavebeenhavingstudentsuseverticalnonpermanentworkspaceswhenproblemsolving.TheresearchofDr.Lilejhdalandhisteamhasshownthistobeanextremelyeffectivewaytohavestudentsshowtheirmaththinking.Asalwaysinproblemsolving,itisnecessarytohavearichtaskforthestudentstoworkon.Researchshowsthatstudentsneedtomoveandstandandthisplatformallowsthemtostandandworkandrisktakebecausethenonpermanentnatureofthespacefreesthemtoshowtheirmaththinking.Standingwhileproblemsolvingallowsforeaseofmonitoringfortheteacherbecauseeveryoneisateyelevel.Itiseasytodeterminewhoisontaskandwhoneedsredirectionorsupport.
FRIDAY May 6th 8:30 - 9:45
F1.19 JunIntMaddisonMolyneuxVelisaAnusicEngyBoutrosJeffreyHebert
Project Based Learning
OutliningtheprocessofProjectBasedLearning,goingthroughapproach,designandassessment.TheteamwillpresentPBLunitstheyhaveimplementedinthegrade9appliedmathclassroomalongwithdiscussionsaroundsuccessesandchallengestheyhavefacedinimplementation.
F1.20 PriKristenWideen
Using iPads in Primary Classrooms
WiththeinfluxofiPadsintoprimaryclassroomsmanyteachersarewonderinghowtogobeyondthe“drillandkill”mathapp.ThisworkshopisdesignedtoshowhowiPadscanbeusedinpurposefulandauthenticwaysbyexploringopen-endedcreativemathapplications.Youwillexploreavarietyofappsthatsupportbestpracticeandhelptocreateaclassroomthatisinnovative,collaborative,creationandchoicedriven.Afterexamplesaresharedand“howto”demonstrationsaregiven,participantswillthenhavesomehandsonlearningwithvariouscontentcreationapps.Participantswillexperiencethetransformationthatoccursinamathprogramwhentechnologyisusedinapurposefulandauthenticway.Participantswillleavewithavarietyofmathlessonideasthatcanbeusedimmediatelythatwillmeettheuniqueandindividuallearningstylesoftheirstudents.PleasehavethefollowingappsdownloadedonyouriPadforfullparticipation:PicCollage,ExplainEverythingandGeoboard.
F1.21 SenDouglasHenrich
Mathematical Paradoxes
Isitpossibletotakeacarapartcompletelyandthenputthepartsbacktogethermakingtwocarsexactlyidenticaltotheoriginalcar?Inatownwithonebarberwhereeveryonegetsahaircutwhocutsthebarber’shair?CanItruthfullysaythatthissentenceisfalse?Domathematicalparadoxesactuallyexist?TofindouttheanswerstothesequestionsandlearnhowyoucanusemathematicalparadoxestofullyengageyourstudentsatadeeperleveldonotnotattendtheMathematicalParadoxessession.
F1.22 KPriCrystalCarbinoHeatherMaKristenMuscat-Fennell
Capturing Mathematical Thinking in the Early Years
Thissessionwillexplorehoweducatorshavemadeuseoftechnologytocapturethinkingandpromotepedagogicaldocumentationpracticesbystudentsandeducatorsinkindergartenandgradeoneclassrooms.DiscussionswillincludehoweducatorshavesuccessfullyutilizedappssuchasEasyBloggerJr,ExplainEverythingandGoogleAppsForEducation(e.g.,Drive,ClassroomandForms)intheearlyyearstosupportmathematicalthinkingandlearning.Highlightsofhowlearningwassharedbyandbetweeneducatorsthroughvarioussocialmedia(e.g,.Twitter)willalsobeincluded.
FRIDAY May 6th 8:30 - 9:45
F1.23 JunIntSteveRubachaKimberleyBlanchetCarlaGrossiBartVanslack
Student success within an Inquiry Based math classroom
Presenterslookedatinquirybasedmathteachingatdifferentlevelswithinaregularschoolsettingtotesttheeffectivenessofstudentsuccess.Thepresentersalsousedacontrolgrouptocompareandcontraststudentsuccess.Thepurposeoftheprojectwastoobtainmeaningfuldataontheeffectsofstudentachievementwhentheteacherusedaninquirybasedteachingstyle.Participantswillgaininsightintothestagesofteachingthroughinquiry-strategiestobuildinquirybasedteaching-(ie.cardsthatstudentsuseintheearlystages)andparticipantswillparticipateinaminiinquirybasedlesson-togainadeeperunderstandingofitsimpactonpotentialstudentlearning.
F1.24 IntSenWayneErdman
Hands-On Summative Evaluations
Evaluationdoesn’tneedtobeonlypaper-and-pencilassignmentsandtests.Arichproblemusesopenquestionsandparalleltasks,whichallowthestudentstoexploretheproblem,tochoosetheappropriatemathematicaltools,andtocommunicatetheirunderstanding.Let’slookatsomehands-onsummativeactivitiesthatcanbeusedtoevaluatestudentachievementandbroadenyourbaseofassessmentandevaluationtechniques.Participantswillhavetheopportunitytotrydifferentactivitiesfromavarietyofmathcoursesfromgrades7to12.
F1.25 SenStephanieGirvanJamieMitchell
Spiraling the Advanced Functions Curriculum
AdiscussiononhowtheteachersatDrFrankJ.HaydenSSabandonedunitsandutilizedfreetechnologytodelivertheMHF4Ucurriculuminadifferentway.Teachersutilizedgraphingtechnology,oneononeinterviewing,inquiryandtheconceptofSpiralingCurriculumtorestructuretheflowofthecourse.
F1.26 IntSenCandidaThompson
Leap into Workplace Activities
Makingmathcomealiveinlocallydevelopedandworkplaceclassrooms.Thepurposeofthissessiontoprovideteacherswitheasytouseactivitiesthattheycanintheirclassrooms.Thefocuswillbeforlocallydevelopedandworkplaceclasses,buttheactivitiescanbeusedinAppliedandAcademicclasses.Wewillexploreactivitiesthatincludegraphing,fractions,proportions,patterning,finace,literacy,andmanymore.
F1.29 IntAlisonMacaulay
Effective Practices in Grade 9 Applied Mathematics
Inthissession,IwillsharelessonslearnedfrommycasestudyresearchoffourschoolswithbetterthanaveragesuccessonGrade9AppliedMathematics,asmeasuredbyEQAOscores.Wewillexplorethethingsthatprincipals,mathheads,teachers,andotherleaderscandotosupportstudentsuccessintheappliedclassroom.
FRIDAY May 6th 8:30 - 9:45
F1.30 IntLindaMacrisConnieQuadrini
Paying Attention to Spatial Reasoning in Number Sense and Numeration: A Focus on Fractions (Intermediate)
Comejoinusasweexploreseveralaspectsofspatialreasoningthatsupportthelearningandteachingoffractionsinintermediate!Engageinactivitiesthatfocusonimportantfractionsconceptsthroughtheuseofconcreteandmathiesdigitallearningtools.Examinevideoofstudentthinkingtoidentifytheimpactofspatialreasoningonstudents’understandingoffractions.Learnaboutdigitalresourcesthatwillfurthersupportyouinyourplanningforinstructionandassessment.Walkawaywithanewappreciationofteachingfractionstointermediatestudents!(Note:Pleasebringalaptopifyouwishtousemathies.cadigitallearningtoolsduringthissession.)
F1.31 SenJoeSisco
Strategies for Successful Secondary e-Learning Classes
Thissessionfeaturesstrategiesandtipsforcreatingsuccessfule-learningsecondarymathclasses.FindoutaboutMinistryprovidede-LearningmathcontentwithintheprovinciallylicensedVirtualLearningEnvironment.Topicswillincludestrategiesforassessment;meetingtheneedsofidentifiedlearners;creatingsafe,collaborative,reflectivecommunitiesoflearningforsecondarymathstudents,allinanonlineenvironment.
F1.32 SenJaniceBernsteinLynnPacarynuk
Still spiralling upwards in MHF4U
Spiralingthroughacourseallowsstudentstoseethesamecourseexpectationsseveraltimesduringthesemesterandhavemultipleopportunitiestoshowtheirunderstanding.Joinusonourjourney!ForthepastthreeyearswehavebeencollaboratingintensivelyontheMHF4Ucourse.Wehavemademanychanges:ourclassroomsarenowverticalwithstudentssolvingproblemsatawhiteboard,studentsnolongertakenotesfromtheteacher,wemaintainablogforstudentstorefertoclassnotesintheformofpicturesoftheirworkatthewhiteboards,wehavedevelopeddailyactivitieswhicharestudentcentredandourevaluationsaremulti-strand.Thissessionisacontinuationofourpresentationfromlastyear“SpiralingthroughMHF4U”.Wewilldiscusshowourassessmentshavebeenorganizedintocyclestobetterreflectthespiral.Ourdailypracticeassignmentsnowinvolvelaggedhomeworkwhichspreadsthetopicsoverseveraldays.Dependingontheaudiencesizeandinterestswewilldifferentiatethepresentationtoaccommodatetheneedsofbeginningspirallers,mid-spirallersandsuper-spirallers.Joinusonourjourney!
FRIDAY May 6th 8:30 - 9:45
F1.33 IntKatyFunstonPaulHogue
Developing Grade 9 EQAO Mathematics Open-Response Question Scoring Materials
HaveyoueverwonderedwhatmaterialsareprovidedtoscorerswhentheyscoreEQAOquestions?Haveyouwonderedwhatanchors,trainingpapersandqualifyingtestsare?CometothissessiontoexperiencehowscoringmaterialsarecreatedbyEQAO.YouwillbetrainedasamemberofEQAO’sRange-FindingcommitteeandthenhavetheopportunitytoworkwithothereducatorstoreviewstudentworkforaGrade9mathematicsquestion.Youwillspendtimescoringstudentworkbyassigningacodeanddiscussingassignedcodesingroups.Toconclude,wewillrevealthescoringpackageselectedbytheRange-Findingcommitteeanddiscusstheexamplestheyselected.
F1.34 IntDavidTranMarleneGaulton
Framework for developing a growth mindset in mathematics
Overthepastyear,weconductedanactionresearchongrowthmindsetandmathematics.TheTCIconsistedofdevelopingaframeworktofosteragrowthmindsetthroughaddinganelementofmathgamesandwell-connectedthreepartlessons.Alsowecombinedvariousstrandsandusedthespiralingcurriculumtomakemathconnectionsexplicitforstudents.Theobjectiveofthissessionistoshareourlearningandprovideotherteacherswithactivities,games,lessonsandassessmentstodevelopagrowthmindsetinmath.
F1.35 AllTracyVanslykeShelleyYearley
Mathematics Professional Learning Facilitator Efficacy
Areyouaboardleaderfacilitatingprofessionallearninginmathematics?Learnwhatspecificskillsandknowledgeyoubringtoyourjobandunderstandhowyoucanfurtherrefineyourskillset.Aswell,considerhowyoucanbuildthecapacityandknowledgeofyourboardteamthroughconsiderationofthefacilitationresearchprocessusedwithinaboard.Appreciate(andleverage)yourassetsandbecomeempoweredtocontinuethelearningjourney.
F3.37 JunIntDennisMulhearn
Add Contest Problems to Your Repertoire to Teach Area (Gr. 4-8)
Non-routineproblemsareaneffectivetooltoteachareaattheelementarylevel.Therealproblemisfindingappropriateproblem-solvinggems.Mathcontestsareafertilesource.Workthroughadozenareacontestclassics.Leavewiththeseandover50additionalproblemstouseimmediately.
SESSION FULL
KEYNOTE SPEAKER
FRIDAY May 6th 10:00 - 11:15
F2.Key AllStevenStrogatz
The Joy of X
Hailedas“agiftedandinspiringcommunicator”and“afirst-ratestorytellerandanevenbetterteacher,”Strogatzshowshowsynchronyoccursspontaneouslyinnature,fromatomstosolarsystems–almostasiftheuniversehadanoverwhelmingdesirefororder.Heanswersthequestionsthatwefindourselvesaskingoverandover:Whydotrafficjamsseemtooccurwithoutanyapparentcause?Howdomillionsofneuronsfiretogethertocontrolourbreathing?Howcanamovietheaterfullofstrangersbegintoapplaudinrhythm?Andarewereallyallseparatedfromoneanotherbyjustsixdegrees–evenKevinBacon?
FRIDAY May 6th 11:45 - 1:00
F3.00 All
LUNCH
ChooseLUNCHduringthistimeslotorinthenextone.IfinsteadyouchooseasessionineachofF3andF4,aboxlunchwillbeavailableforpickupimmediatelyfollowingtheKeynote.
FEATURED SPEAKER
F3.01 PriJunRuthBeatty
Indigenous and Western Ways of Knowing Mathematics: Continuing to Build Connections
Thispresentationwillfocusonthethirdyearofamulti-yearstudyinwhichwehavebroughttogetherFirstNationsartist-educators,non-Nativeeducators,andFirstNationsandnon-NativestudentstoexplorethemathematicsinherentinFirstNationsculturalpractices.Wehavefoundthatgroundingmathematicsinstructioninculturally-basedactivitieshaspowerfulpotentialforbothFirstNationsandnon-Nativestudents.Asthisjourneyhasprogressed,allofus–researchers,teachers,artists,andstudents–havebroadenedourunderstandingofwhatitmeansto“domath.”Inthispresentation,wewillexaminehowincorporatingculturalactivitiesprovidesstudentswithengagingopportunitiestodevelopmultiplicative,spatial,proportionalandalgebraicreasoningaswellasanappreciationofIndigenouspedagogy,cultureandlanguage.
FEATURED SPEAKER
F3.02 IntSenNicholasJackiw
Time’s Arrow: Where School Geometry Comes From and Where It’s Going
Mosthistoriesofschoolgeometry--andevenschoolalgebra---pointbacktoEuclid’sElements,which2300yearsagofirstcollectedthetheoremsandproofsthatshapetoday’scurricula.ButconsideringEuclid’sworkrevealsnotonlygeometry’sstartingpointbutalsoaglimpseintoawell-established,fertile,andimaginativemathematicalculturefilledwithcreativepersonalitiesandcreativeproblems,manyofwhicharefreshlyrelevanttoourpresenteraofdynamicgeometrytechnologiesanddiscoveryapproaches.Inthistalk,I’llsurveythegeometricsettinginwhichEuclidcreatedtheElements,andprojectforwardsomeofitscentralpreoccupations---particularlydynamicones---totoday’sandtomorrow’sclassrooms.
FRIDAY May 6th 11:45 - 1:00 F3.03 IntBeaMeglioIreneMcEvoy
Tour of Mathematics Blended Learning Units for Grade 9 Applied
JoinusforalookattherefreshedandexpandedversionofTIPS4RMmathematicsunitstosupportblendedlearninginyourclassroom.Thisresourceincludesteachernotesandlinkstodigitallearningmaterials.StayandexploreMinistryofEducationMathematicsK-12resourcesforstudents,classroomeducators,professionallearningfacilitators,andschoolleaders.
F3.04 KPriJunIntAndrewMorrison
Incorporating STEAM into Elementary Schools
STEAMeducatorslooktoprovideanenvironmentwherestudentsmaymakerelevantconnectionsbetweeninterestsandsubjectareas.TheemphasisofSTEAMprogrammingisontheprocessoflearningandtheinquirymindsetsthatsetthestagefordeepunderstanding.TheOAMESTEAMroomprovidesasamplingofobjects,activitiesandinquiriestakendirectlyfromSimcoeCountyschools.Supportingtheseactivitiesareclassroomteachers,teacherlibrarians,andresourceteacherswhocananswerquestionsaboutSTEAMactivitiesandtheirrelationshiptothemathematicscurriculum.FacilitatorsarealsoreadytoanswerquestionsrelatedtorunningSTEAMactivitiesandenvironmentsinavarietyofschoolsettings.Inanenvironmentwherebudgetisusuallyoneofthefirstconsiderations,itisimportanttohaveinteresting,relevant,andlowcostinvestigationsavailable.WithintheOAMESTEAMroom,wewilldiscussavarietyofactivitiesthatmaybeusedtosupportinquirylearninginmathematics.TheremainingsessiontimewillallowparticipantstoexploreSTEAMstationsandtodiscusstheresourceswithintheelementarylearningenvironment.Feelfreetodropinduringyourlunchbreaktoexploreandaskquestions.
F3.05 IntSenDarrylMarchand
Technology in Math: Creating an Effective Framework for Learning
ComeandseehoweasyitistouseTItechnologyinmathasalearningtoolratherthanjustacalculator.YouwillseewhatadvancesTIhasfor21stCenturyinstructionthatallowsstudentstodiscover,explore,anddemonstratelearninginavarietyofways.Thissessionwillbeanoverviewoftheproducts,resources,andservicesthatareavailablefromTItoletstudentsunderstandthemathvisuallywhilekeepingstudentsengaged.Allparticipantswillreceivea1yearlicensedcopyofTIsoftware.
F3.06 IntTeachersfromtheGrade9Project
OAME/OMCA/UofOttawa/MoE Grade 9 Applied Collaborative Math Project
Forthepasttwoyears,theOAMEandtheOMCAhavecollaboratedonaresearchprojectwiththeUniversityofOttawatopilotanddocumenttheimplementationofGrade9AppliedMathematicsthroughschoolteamsinninedifferentschoolboards.TheschoolteamsarefocusedonenhancingtheirunderstandingoftheGrade9AppliedMathematicscurriculumandimplementingthecurriculuminwaysthatbestmeettheneedsoftheirstudents.In2015/2016,someschoolsextendedtheirworktoincludegrades7and8orgrade10Applied.Cometoasessionwheretheteachersinvolvedintheprojectwillsharetheirexperiencesandwhattheyhavelearned.TherewillalsobeinformationabouttheSummerLearningInstituteonGrade9AppliedMathematicsinAugust.
FRIDAY May 6th 11:45 - 1:00
F3.07A IntSenAnneHolnessRobinMcAteer
Cross-Panel Fractions - Adventures in Blended Professional Learning **DOUBLESESSION**ThroughexamplesfromourCrossPanelMathNetworkinvolvingover60teachersfrom20schools,wewillshareouradventuresaboutresponsive,differentiated,blendedprofessionallearning.DrawingoncurrentresearcharoundFractions,ProportionalReasoning,MindsetandResponsiveTeaching,weendeavoredtoprovidemeaningfulandflexiblelearningexperiencesforteachersfromgrades7to10byblendingface-to-faceandvirtuallearningenvironmentsthroughlargegroupsessions,schoolembeddedlessonstudiesinbothpanels,andonlinelearningactivitiesanddiscussionwithcolleaguesinDesire2Learn.Participantswillleavewithideasofhowtheycanofferprofessionallearningthatisresponsivetoteachersaslearners.Teacherleadersareencouragedtoattendwithlearningpartnersastimewillbegivenforbrainstormingastohowthisframework/modelmightlookintheirowndistrict.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF4.07B**
F3.08 KPriBartVanslackMirandaKusMargaretQuinnWilmaSimmons
Building Application, Thinking, and Communication skills in Primary Students
Inthissession,participantswillengageinidentifyingthedifferenttypesofquestionsfromsampleEQAOreleasedquestionsandlinkthemtothemathematicalprocesses.OurteamisseeingastronglinkbetweentheareasofweaknessonEQAOandthoseprocesses.Howcanweusethesequestiontypestohelpbuildprimarystudents’communication,reasoningandproving,andproblemsolvingskills?Participantswillhaveanopportunitytousesharedinformationtodevelopsomesimilarquestionsthatlinkthemathematicalprocessesofthinking,communicationandapplication.
F3.09 KPriJaneFelling
Oh The Math that They’ll Know
AnexclusiveworkshopforKindergartenandEarlyPrimaryteachersfromauthorJaneFelling.Comepreparedtoplaygamesthatincorporatetheuseofcardsanddicetoteachthefollowingconcepts:counting,comparingnumber’s,odd/even,greaterthan/lessthan,earlyfactfluencyconceptsincludingcountingonandback,doubles,making10’s,learningnumbersto20,100.Overthepastyearmanynewgames,journalwritingideasandstudentsampleshavebeenmadeandgatheredandwillbesharedthroughouttheworkshop.Participantswilllearnhowtocreatemathstations,startjournals,usestudentworkforassessmentandhowtoextendthegamestothehome.Comepreparedtoplay!Handoutswithgameboardsprovided.
F3.10 KPriJunHeatherCordukesLaurieMoherAndreaHunt-SchmollAlisonStokes
A Difference That is Making a Difference
Overthelastthreeyearsourteam(PrincipalandSpecialEducationResourceTeacher,Consultant)haschangedourSchoolImprovementPlanningandImplementationprocesstoincludeamathematicscontentfocus.Comeandtrysomeofourmathematicstasks,andhearabouttheamazinglearningourteam,ourteachersandourstudentshavehadintheareasofproportionalreasoning,fractionsandequality.
FRIDAY May 6th 11:45 - 1:00
F3.11 KPriTaraFlynn
“Spatializing” the Mathematics Curriculum
MathforYoungChildrenisanOntarioresearchprojectinwhichresearchersandeducators(JK-Grade2)worktogethertoinvestigateyoungchildrens’mathematicsandspatialreasoning.Weknowthatspatialreasoningisanimportantaspectofmathematicalthinkingandyetitcontinuestobe“lockedinacuriouseducationaltwilightzone”withalackofexplicitattentioninthemathematicsclassroom(NationalResearchCouncil,2006).Whathappenswhenwe“spatialize”themathematicscurriculum–whatdoesthatlooklikeandhowdoesitbenefitchildren’smathematicallearning?MathforYoungChildrenteamshaveworkedtoexplorespatialreasoning–andtodesignandtestplayfultasks–acrossavarietyofcontentareas.Inthissessionwewillshareresearchontheconnectionsbetweenspatialreasoningandmathematicslearning,alongwithfindingsfromtheMathforYoungChildrenresearch.Thesessionwillfocusonhands-onactivitiessothatparticipantshaveopportunitiestoexperienceaspatialapproachtotasksinnumber,geometryandmeasurement.
F3.12A JunIntDanielPitreDarrylHenhoeffer
Visualising Your Thinking: Moving from Concrete to Diagrammatic to Abstract
**DOUBLESESSION**Inthishands-onsession,wewillshowhowstudentsshoulddeveloptheirthinking:howinitially,theywillneedtoworkwithhands-onmaterials,thenrepresentthiswithdiagramsbeforebeingabletousesymbolstoshowtheirthinking.Wewillinvestigatebarmodels,arrays,emptynumberlines,divisionspokes,thePythagoreanRule,andcircles.WewillalsoseehowSpatialReasoningiscrucialindevelopingNumberSense.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF4.12B**
F3.13A JunIntDwightSteadJohnRodgerDavidZimmer
Throw Away Your EQAO Formula Sheets!!
**DOUBLESESSION**Thissessionwillfocusontheconceptsthatunderpinthedevelopmentofthearea,volume,andsurfaceareaformulasingrades6-10.Participantswillexperiencetwo“lightbulb”moments:1.Allareaformulascanbederivedfromtheareaofarectangle,includingtheareaofa
circleandthesurfaceareaofspheres.2.Volumesofspheres,cylinders,conesandpyramidscanbederivedfromthevolumeof
arectangularprism.Ifmeasurementconceptsarepresentedintherightway,studentswillnotneedtheEQAOformulasheetandmeasurementwillmakesense.Severalhands-onmeasurementactivitieswillbedemonstratedandshared.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF4.13B**
FRIDAY May 6th 11:45 - 1:00
F3.15 KPriJunIntAnnPigeon
Develop Deeper Understanding with the Power of Part-Part-Whole
Theabilitytoconceptualizeanumberasbeingmadeupoftwoormorepartsisoftenthoughtofasthemostimportantnumberrelationshipthatprimarystudentscandevelop.Butwhataboutjuniorandintermediatestudents?Participantswillexplorehands-onactivitiestodeveloppart-wholerelationships,givingchildrenaccesstoavarietyofadditionandsubtractionproblemsolvingsituations.Thesesameactivitieswereusedasatargetedinterventionwithstrugglingjuniorandintermediatestudentsgivingthemaccesstoavarietyofproblemsolvingsituationsandcomputationalstrategies.Theuseofmanipulativesandtechnologymakepart-wholerelationshipsaccessibletoallstudents.Part-wholerelationships...animportantpartofmathematics!
F3.16 PriJunIntLisaBoateLouiseOwen
Braiding the Strands for Real Mathematical Learning
FeelingoverwhelmedbytheenormousnessthatistheOntarioMathematicsCurriculum?Inthissessionwewillbegintoexploretheinterconnectednessofourmathstrands.Wewillpulloutthebigideasanddevelopwaystoteachmultiplestrandsatthesametime!Examiningthecoreconceptsallowsstudentstohavegreaterflexibilitywhichallowsthemtoseetheinterconnectednessofconceptsandideas.Wewillfacilitatehands-onopportunitiestobuildcross-strandquestionsthatgetattheheartofconceptualunderstanding.Wewillthendiscussandbuildassessmentstrategiestoinformourteachingandimprovestudentlearning.
FRIDAY May 6th 11:45 - 1:00
F3.18 KPriJunIraMetani
Leaping into Teacher Inquiry
Howcouldleapingintoteacherinquiryinagrade2mathematicsclassleadtoimprovedstudentlearningasaresultofteacherinvolvementinresearchandreflection?ThispresentationwillsharetheinsightsandunderstandingsgainedduringanActionResearchjourneydesignedtohelpidentifyteacherquestionsthatencouragehigher-levelstudentcommunicationinmathematics.WewillunfoldhowparticipatinginActionResearch,exposingourmathematicsteachingandlearningpracticetotherigoursofresearchtechniquesandsharingourlearningswithCriticalFriendsleadstofindinganswerstoimportantquestionsthatpuzzleusonadailybasis
F3.19 KPriJunGrahamFletcher
Using 3-Act Tasks in the Elementary Grades
Theterm“model”isfrequentlymisinterpretedassimplytheuseofmanipulativesinmath.Inthissession,participantswillleapinto3-acttasksattheelementarylevelandbegintoexplorewhatmodelingwithmathematicslookslikeinaK-5classroom.Participantswillleavewithathoroughunderstandingofwhat3-acttasksareandbereadytostartimplementingthemintheirclassnextweek.
F3.20 IntSenPostSecEmilyBrown
The Numeracy Gap: an urgent assignment for Ontario
THENUMERACYGAPWeliveinatechnologicalworld.Understandingandusingnumberswithconfidenceisfundamentaltoparticipatingintoday’seconomy.Whileliteracylevelsareimproving,numeracylevelsaredeclining.ThisplacesOntariansatadisadvantagesociallyandeconomically.Itputsoureconomyatdeepriskontheglobalstageandunderminesthesocialequalitythatisahallmarkofoursociety.TheNumeracyGapispreventingourstudentsfromsucceedingintheircareers.Itiscreatinga“mathphobic”culture,whichisholdingbackbusinessesfromemployingpeopletoinnovateandcreatewealth.WeneedanOntarioRoundtableonNumeracytourgentlyaddressthisdecline.TheNumeracyGapexploreshowtomakenumeracyforallarealityinOntario.
F3.21 PriJunIntAngelinaBardenJaclynPriest-Brown
Parent Engagement in Math
Helpingschoolsandboardsprovideparentengagementsessionsandtipstosupportmathathome.
F3.22 JunIntSenPeterWright
Financial literacy in the math classroom-all grades!
DiscoverhowtotakeadvantageofthemanyexcellentFinancialLiteracyresourcesthatarefreelyavailabletoallOntarioteachers.Resourcesincludecompletelessonplans,videos,interactivegamesandquizzes,andmuchmore!Thepresentationfocusesonwhereandhowtobegintobuildyourfinancialtoolkit,andoncreatinglessonplansthatincludeFinancialLiteracyinameaningfulwaythatourstudentscanrelateto.
FRIDAY May 6th 11:45 - 1:00
F3.23 JunCassieMcCorquodaleSheilaMilne
Classroom Math Journey- Ordinary to Extraordinary !
Aclassroommathjourneyfromordinarytoextraordinarywithanemphasisoncommunication(oral,visualandinwritingusingmathematicalvocabulary)usingmathtoolsandtechnologyespeciallychromebooksforGoogleClassroom/Docs.Practicalanduseful!Willingtojumpinandexplorewaystoreallyimprovetheuseofmathmanipulativesmeaningfullyandincreasestudents’abilitytocommunicatethroughmathterminologyhasbeenexcitingandchallenging.Joinustoseeoursuccessesandtipstoworkthroughthosefrustratingmathmomentsformathstudents.
F3.24 IntSenAmandaBelanger
Flipping the Mathematics Classroom
Haveyouevercomplainedthatthereisnotenoughtimeforfunactivities,cooperativelearning,ordifferentiatedinstructioninyourclass?Doyourstudentshaveaccesstotechnologyathome?Ifso,flippingyourclassroommaybethesolution.Inthisworkshop,IwillsharehowIhaveflippedmyGrade10AcademicMathclass,including:theprosandconsIhaveexperiencedwithflipping,studentfeedbackonhowtheyfeelaboutflipping,andthetools/softwareIusetomakeitallhappen.
F3.25 JunIntSenDonFraser
GO JAYS GO!
Hitahomerunwithyourstudentsinthissession.Donwillprovidesome‘readytogo’BlueJays’MATHactivitiesaswellasideastogeneratemanymore.Whetheryou’reateacherwithrookieorveteranbaseballknowledge,stepuptotheplatewithagrowthmindsetandenjoythisinformative,entertaining,realworldworkshopinvolvingwholenumbers,fractions,decimals,datamanagementandstats!
F3.26 IntKylePearceJonOrr
Making Grade 9 Math Tasks Contextual
Embarkonajourneytoexperiencelessonsthataredigitalinnature,butpromotecollaborationinsteadofisolation,andcuriosityinsteadofacceptance.Breakawayfromdirectinstructionandempowerstudentswithresourcesthat“uncover”curriculuminsteadof“cover”curriculum.Thissessionwillfocusonmakinggrade9mathtaskscontextual,visualandconcretetoleveragethenaturalcuriosityofourstudentsthroughtheuseofiPads,iBooksandiTunesU
FRIDAY May 6th 11:45 - 1:00
F3.27 SenPeterTaylorAmiMamolo
When the problem is the solution
Howcanwenavigateacurriculumwhichiscrowdedandchallenging?Oursolutionisintheimaginativeuseofgood,structurallyrichproblems.Throughpaper-folding,geometricinquiry,andalgebraicexpression,participantswillbeinvitedtoexaminewaysinwhicharichproblemcanrevealimportantmathematicalideas,connections,andstructuresfoundinthesecondaryschoolcurriculum.Wefocusprimarilyonmaterialcoveredingrades11and12,highlightingconnectionstoearliergrades.Participantswillbechallengedtorethinkconventionalexpectationsofwhatitmeanstobe“ready”totackleaproblem.
F3.28 PriJunKristaSarmatiukDeniseFilipovic
Learning Stations in Primary/Junior Mathematics
Bringinginquiryintothemathclassroomisacurrenthottopic.Encouragingstudentstoexplorenewconcepts,toengageactivelyinpractice,andtorepresenttheirthinkingwithavarietyoftoolscanbeachievedusingLearningStationswhichprovidestudentswithaclusterofactivitiesallcenteredaroundacommonconcept.Inmyclassroom,weuse4learningstationsandrotatethroughthem,exploringasingleconceptfromavarietyofperspectives.Afterwards,weconsolidateourthinkingtogether,andconstructanotherentryintoourinteractivemathnotebooks.Ifyou’reinterestedinseeingsamples,havingsometimetoworkinasmallgrouptocreateasetofstationsforyourclassroom,andthenbenefitingfromthecollectivecreationsofthegroup,pleasejointhissession,gearedtoPrimary/Juniorclassrooms.
F3.30A IntJodyTironeJeffBraggAshleyKnight
Meeting the Needs of Grade 9 Applied Learners, Including Students with Learning Disabilities
**DOUBLESESSION**Leapintodifferentiatedinstruction!Participantsinthishands-onsessionwilllearnhowtoleverageaStrengthsandNeedsClassProfiletoprovideabalancedanddiverseinstructionalprogramtomeetabroadrangeoflearningstylesandneeds.WhilethefocusisonGrade9Applied,manyofthestrategies,bothwithandwithouttechnology,canbetransferredtoothercourses.Inthissessionyouwill:• deconstructaClassStrengthsandNeedsClassProfile;• engageinsimulatedroleplayinvolvingstudentshavinglearningdisabilities• identifyandexplorestrategiesthatlinktospecificlearningstrengthsandneeds,
suchastheEducreationswhiteboardApp,graphingwithDesmos,areamodelforalgebraicexpanding,GoogleConversionCalculatorandmore.
Bringyourowndeviceifyouhaveone,butsomewillalsobeprovided.Participantswillreceiveready-to-useclassroomactivities.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF4.30B**
FRIDAY May 6th 11:45 - 1:00
F3.31 IntSenJamieMitchellMichaelSkeoch
Playing with Purpose
Joinusforadiscussiononhowtotapintostudents’interestinboardgames,cardgamesandsimulations.inordertoincreasestudentengagement.Specifically,wewilldiscusstheevolutionofthegameHumansvsZombies(linkbelow)intoahighschoolsettingandhowplayingthissimulationallowsustobringboardgamebasedlearning,connecteddirectlytocurriculum,intoseniormathcourses.Byplayingwithpurpose,studentsexperiencehowmathematicscanbedynamicandengagingandhowplayinggamesbecomesthevehicleforlearningcomplicatedtopics.(HumansvsZombiesavailableathttps://www.humansvszombies.org/)
F3.32 JunIntSenChristopherStewart
Flipping the Focus: Creating Dynamic, Collaborative Learning Environments in Mathematics
Howmightwecreateclassroomcommunitieswherewe“...workcollaborativelytolearnandvaluemathematics”(OAME)?ThesessionwillfocusonideasandinnovationstocreatingandsustainingresponsivelearningenvironmentswithstudentsinMathematics:useofwhiteboards,technology-enhancedformativeassessmentandinstruction,andinquiry,-bothasaformofinstructionandexplorationintoteachingandlearning.Educatorswillhaveanopportunitytoengageinthinkingaboutactionsandoutcomesthatgrowclassroomcommunities,co-constructingmeaningfulmathematicalexperiences,andengagingstudentsintheirownlearning.
F3.33 IntSenGabrielaPapazBarryNeedham
MPM2D: A Guide to Spiralling, academic activities, experiential learning and engaging cross strand evaluations while supporting learning and ELL's Wewillsuggestapossiblecourseoutlinethatworksforus,sharedifferentiatedacademicactivities,andreflectonourphilosophytowardsassessmentandevaluation.Wehavefoundstudentsdiscoverlonglastingconnectionsbyworkingtogetherthroughtheactivitiesandthroughexperientiallearning.Don’tgivethemtheSineLaw,buthavethemarriveatitontheirown!Wewillworkthroughatleastoneactivityfromstarttofinish,andshowyouseveraldifferentoneswehavetried.Attheendofthisworkshop,teacherswillgetavarietyofactivitiesandsamplesofopenendedtestquestions.Inadditiontothis,wewillsharesomestrategiesthatworkandaretestedwithourELLstudents.
FRIDAY May 6th 11:45 - 1:00
F3.34 PriJunIntKarenDoupe
Engage Students with Math in the Real World
Useimages,videosandtopicsofinteresttoengagestudentsinaweekofreallifemath.Launchthismathinquirybyaskingstudents,“Whatisthemathquestion?”UseGoogleAppsforEducationtobrainstormquestionsandletthefunbegin!
F3.35 KPriJunIntSenFranceThibault
Using the Lesson Study Model to transform teacher practice in the math classroom
Inthisworkshop,participantswillbeexposedtothenatureandbenefitsofacross-curricularLessonStudyinvolving1Pand2PMathematics.ThroughanemphasisonJohnHattie's'HighYieldStrategies'and"puttingfacestothedata",ourstoryreviewsthechallenges,discoveries,andsuccessesthatourschool,andschoolswhohavelearnedalongsideus,haveexperiencedthroughtheco-creationofmathlessons.AsaSSSSIschool,theeffectoftheLessonStudyonstudentachievementandteacherpracticeisextraordinary.
FRIDAY May 6th 1:15 - 2:30
F4.00 All
LUNCH
ChooseLUNCHduringthistimeslotorinthepreviousoneIfinsteadyouchooseasessionineachofF3andF4,aboxlunchwillbeavailableforpickupimmediatelyfollowingtheKeynote.
FEATURED SPEAKER
F4.01 KPriAlexLawson
Why Just Knowing the ‘Facts’ Is Not Enough: The Mathematical Territory Between Direct Modelling and Numerical Proficiency at the Primary Level
Overthepastdecadetherehasbeenashiftinemphasisintheelementaryyearstohavingchildrenuseavarietyofstrategiestocalculateandsolvewordproblems.Thepurposeandintentionofthisshifthasattimesbeengarbled.WewilllookatOntariovideosofhowchildrenmovefromdirectmodellingtonumericalproficiencyintheprimaryyears,andmostimportantly,thefoundationsoflatermorecomplexmathematicsthatshouldbebuiltastheydoso.Iwillarguethatchildrenwhomovefromdirectmodellingtomemorizationof‘facts’oralgorithmswithoutworkingthroughthemathematicalterritoryofvariedstrategiesinbetweenmaybeatasignificantdisadvantage.Finally,Iwillhighlightsomeoftheinstructionalmethodsteachersusedtopromotethismathematicaldevelopment,laythefoundationsforlatermathematics,andbecomemathematicallyproficient.
IGNITE
F4.02 AllPresentersToBeAnnounced
IGNITE! WhatisIgnite?Igniteisauniqueeventthathasbeenhostedinover100countriesworldwide.Attheseevents,Ignitepresenterssharetheirpersonalandprofessionalpassions,using20slidesthatauto-advanceevery15secondsforatotalofjustfiveminutes.AtOAME2016youwillhavetheopportunitytolistentoleadingmathematicseducatorsandresearchersspeakinthisuniqueanddynamicformat.YourlineupofspeakerswillincludeMarianSmall,RonLancaster,CathyBruce,ConnieQuadrini,RuthBeatty,ChrisSuurtammLisaLunneyBorden,JoanMoss,JillGough,MatthewOldridge,PaulAlves,MaryBourassa,AlexOVerwijk,JonOrr,GrahamFletcher,DougDuff,DavidCostelloandAmyLin.Joinusforthecontinuationofatraditionatyourfavouritemathematicsconference:OAME2016Ignite! ThisisthefirstoftwoIgnitesessions,eachofwhichwillhaveadifferentgroupoftheabovespeakers.
SESSION FULL
FRIDAY May 6th 1:15 - 2:30 F4.03 KPriJunIntSenPatriciaSteeleShelleyYearley
Tour of EduGAINS Mathematics K-12
EduGAINS.caisatreasuretroveofresourcestosupportteaching,learning,professionaldevelopmentandleadership.Joinusaswegiveyouthepiratemaptourforteachersandschoolorsystemleaders.StayandexploreMinistryofEducationMathematicsK-12resourcesforstudents,teachersandprofessionallearningfacilitators.
F4.04 IntSenAndrewMorrison
Incorporating Steam into the Secondary Math Classroom
STEAMeducatorslooktoprovideanenvironmentwherestudentsmaymakerelevantconnectionsbetweeninterestsandsubjectareas.TheemphasisofSTEAMprogrammingisontheprocessoflearningandtheinquirymindsetsthatsetthestagefordeepunderstanding.TheOAMESTEAMroomprovidesasamplingofobjects,activitiesandinquiriestakendirectlyfromSimcoeCountyschools.Supportingtheseactivitiesareclassroomteachers,teacherlibrarians,andresourceteacherswhocananswerquestionsaboutSTEAMactivitiesandtheirrelationshiptothemathematicscurriculum.FacilitatorsarealsoreadytoanswerquestionsrelatedtorunningSTEAMactivitiesandenvironmentsinavarietyofschoolsettings.Thesecondaryschoolmathematicscurriculumisrigorous,andmaybeintimidatingandchallengingforsomestudents.STEAMactivitiesprovidecontextbased,hands-onlearningthatcanhelpsupportstudents’understandingofmathematicsconcepts.Pleasejoinusforadiscussionabouthowtheseactivitiescansupportthesecondaryschoolmathematicscurriculum.TheremainingtimewillallowparticipantstoexploreSTEAMstationsandtodiscusstheresourcesandlearningmodelsthatsuitasecondarylearningenvironment.Feelfreetodropinduringyourlunchbreaktoexploreandaskquestions.
F4.05A JunIntConnieQuadriniMaryLouKestell
Facilitating Mathematics Professional Learning – Our Journey
**DOUBLESESSION**Duringthissession,participantswillunpackthejourneyoftwomathematicsprofessionallearningfacilitatorsastheyplanned,facilitated,andreflecteduponthecollaborativeinquirytheyledduringthe2013-14schoolyear.Theannotatedjourneyincludestheframeworkforthecollaborativeinquiry,digitalartefacts,andfacilitatorreflections.Participantswillmakeexplicitconnectionstotherolesofamathematicsprofessionallearningfacilitatorandthenon-visibleactionsandinteractionsdocumentedintheMinistryofEducation’sFacilitatingMathematicsProfessionalLearningBrochure.Consolidationofthesessionwillinviteparticipantstoconsidernextstepsfortheirpersonaljourneyinfacilitationofcollaborativeinquiryinmathematics.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF5.05B**
F4.06 SenDouglasHenrich
Mathematical Ethics
Ismathematics“valuefree”ordoesithaveanembeddedvalence?Isthereadistinctionbetween“mathematicalethics”and“ethicalmathematics”.Howcansocialresponsibilitybeembeddedwithinmathematicalproblemstohelpstudentsnotonly“readtheworld”but“transformtheworld”?
FRIDAY May 6th 1:15 - 2:30
F4.07B IntSenRobinMcAteerAnneHolness
Cross-Panel Fractions - Adventures in Blended Professional Learning
**DOUBLESESSION**ThroughexamplesfromourCrossPanelMathNetworkinvolvingover60teachersfrom20schools,wewillshareouradventuresaboutresponsive,differentiated,blendedprofessionallearning.DrawingoncurrentresearcharoundFractions,ProportionalReasoning,MindsetandResponsiveTeaching,weendeavoredtoprovidemeaningfulandflexiblelearningexperiencesforteachersfromgrades7to10byblendingface-to-faceandvirtuallearningenvironmentsthroughlargegroupsessions,schoolembeddedlessonstudiesinbothpanels,andonlinelearningactivitiesanddiscussionwithcolleaguesinDesire2Learn.Participantswillleavewithideasofhowtheycanofferprofessionallearningthatisresponsivetoteachersaslearners.Teacherleadersareencouragedtoattendwithlearningpartnersastimewillbegivenforbrainstormingastohowthisframework/modelmightlookintheirowndistrict.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF3.07A**
F4.08 JunMirandaKusMargaretQuinnWilmaSimmonsBartVanslack
Building Application, Thinking and Communication skills in Junior Students
Inthissession,participantswillengageinidentifyingthedifferenttypesofquestionsfromsampleEQAOreleasedquestionsandlinkthemtothemathematicalprocesses.OurteamisseeingastronglinkbetweentheareasofweaknessonEQAOandthoseprocesses.Howcanweusethesequestiontypestohelpbuildjuniorstudents’communication,reasoningandproving,andproblemsolvingskills?Participantswillhaveanopportunitytousesharedinformationtodevelopsomesimilarquestionsthatlinkthemathematicalprocessesofthinking,communicationandapplication.
F4.09 PriJunIntSenJoAnneKimRobinBethkeSharmanHowes
Supporting English Language Learners in your Math Class
HowdoyousupportEnglishlanguagelearnersinlearningmathconceptswhiledevelopingtheirEnglishlanguageproficiency?Joinusinahands-onandinteractiveexplorationofdigitalmathtoolsandtheStepstoEnglishProficiency(STEP)resourcethatsupportthisgroupoflearnersinmakingtheirthinkingandlanguagelearningvisible.
F4.10 PriJunJohnFelling
Engaging Parents by Hosting A Family Math Games Night
Engagingparentsiscriticaltothesuccessofstudents.Thisworkshopwillfocusonplanning,organizingandexecutingafamilymathgamesnight.Ideasforadvertisingandorganizationalformatswillbeshared.Thenparticipantswilllearnasequenceofcardanddicegamesthatareeasytodifferentiateprimary/juniorandhavetheopportunitytoplaythem.Youwillcomeawaywithafullyplannedfamilygamesnightthatwillensuresuccess.
FRIDAY May 6th 1:15 - 2:30
F4.11 KPriJunShannonGunnAliciaGunn
Building Mathematical Skills With Active Games
Duringthisworkshopparticipantswillhavetheopportunitytoplaymathgamesthatwillhelptheirstudentsdevelopspecificmathematicalskillsandgetthemmovingatthesametime.ThegamescanbeusedaspartofDPA(DailyPhysicalActivity)andmathchats.Avarietyofgameswillbemodeledandvariationsshownsothattheycanbeplayedacrossvariousgradelevels.Getreadyforyourstudentstohavefun,beactiveandlearnsomemath!
F4.12B JunIntDarrylHenhoefferDanielPitre
Visualising Your Thinking: Moving from Concrete to Diagrammatic to Abstract
**DOUBLESESSION**Inthishands-onsession,wewillshowhowstudentsshoulddeveloptheirthinking:howinitially,theywillneedtoworkwithhands-onmaterials,thenrepresentthiswithdiagramsbeforebeingabletousesymbolstoshowtheirthinking.Wewillinvestigatebarmodels,arrays,emptynumberlines,divisionspokes,thePythagoreanRule,andcircles.WewillalsoseehowSpatialReasoningiscrucialindevelopingNumberSense.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF3.12A**
F4.13B JunIntJohnRodgerDwightSteadDavidZimmer
Throw Away Your EQAO Formula Sheets!!
**DOUBLESESSION**Thissessionwillfocusontheconceptsthatunderpinthedevelopmentofthearea,volume,andsurfaceareaformulasingrades6-10.Participantswillexperiencetwo“lightbulb”moments:1.Allareaformulascanbederivedfromtheareaofarectangle,includingtheareaofa
circleandthesurfaceareaofspheres.2.Volumesofspheres,cylinders,conesandpyramidscanbederivedfromthevolumeof
arectangularprism.Ifmeasurementconceptsarepresentedintherightway,studentswillnotneedtheEQAOformulasheetandmeasurementwillmakesense.Severalhands-onmeasurementactivitieswillbedemonstratedandshared.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF3.13A**
F4.14 KPriJunIntDianeTepylo
Building Spatial Sense to help Students Mathematically
Howisspatialreasoningrelatedtomathematics?Thissessionwillexplorehowspatialreasoningimpactsmathematicslearningandwhatteachersneedtoknowtosupportmathematicswithspatialreasoningintheirclassrooms.ThissessionwillincludeclassroomexamplesfromKtoGrade10.
FRIDAY May 6th 1:15 - 2:30
F4.15A PriJunIntKristenMuscat-FennellKellyLittleStephanieSkelton
Balanced Math: A Centre-based Approach to Learning
**DOUBLESESSION**BalancedMathematicsisadifferentiatedcentre-basedapproachtolearningdesignedtopromotepositivemathmindsetsinourstudentsandtodeveloptheirthinkingandcommunicationskills.Thishands-onworkshopwillprovideyouwiththeopportunitytoexplorethecomponentsoftheBalancedMathframework,includingguidedmath,sharedproblemsolving,mathjournals,independentproblemsolving,mathgamesandmathfacts.Throughthisexploration,participantswillexperiencehowtechnologycanbeusedtosupportlearningandleapintoassessmentdrivenbylearninggoalsandsuccesscriteria.SamplerotationsandadaptationsforthePrimarythroughIntermediatedivisionswillbeshared.Participantsareencouragedtobringdigitaldevices.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF5.15B**
F4.16 KPriJunIntSenPostSecAllStephanieRogersBrandyFryMikeFrySiobhainMillen
KenKen Tournament!
WeareexcitedtoannouncethefirsteverKenKenTournamenttobeheldduringanOAMEannualconference.CreatedbyaJapanesemathteacher,KenKenisapuzzlethatcombinesarithmeticandlogic.Peopleofallagesandallabilitiesareinvitedtochallengeeachotherforaccuracyandspeed.Thetournamentwillconsistofthreeroundswithseparatedivisionsforteachersandstudents.TheentiretournamentwillbecompletedduringonesessionoftheOAME2016program.Pickupyourboxedlunchandthencomeplay!NewtoKenKen?Don’tworry.YoucanfindthebasicrulesofKenKenatwww.kenkenpuzzle.com/howto/solve.OntheKenKenwebsiteyoucanalsofinddailypuzzles,videos,andateachersection.Startpracticingtoday.
SESSION FULL
FRIDAY May 6th 1:15 - 2:30
F4.18A PriJunIntDanielleBlairAnikaGuthrie
An Urban Context: Honouring Indigenous Approaches to Learning in Mathematics
**DOUBLESESSION**IndigenousknowledgesystemsandapproachestoteachingandlearninghavesustainedtheFirstPeoplesofCanadaforthousandsofyears,longbeforetheintroductionofawesterneducationsystem.Inthissession,wewillbegintounderstandtheimportanceofland,language,cultureandcommunity,withinanurbancontext,andexploretheseinrelationtotheteachingandlearningofschoolmathematics.Throughhands-onactivitiesandvideo,wewillhonourandlearnfromthediversityoftraditionalknowledgeheldwithinFirstNationscommunitiesrepresentedintheurbanCentreofThunderBay.Throughbirchbarkbasketmaking,wewillconnecttheteachingstothemathematicsstudentsexperienceinschool.Finally,wewillreflectonthesignificanceoflearningthroughculture-baseddesignandtechnologyforallstudentsandconsiderhoweducators,throughauthenticcollaborationwithFirstNationspartners,cansimultaneouslysupporttheresurgenceofcultureandstudentachievementinmathematics.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF5.18B**
F4.20 KPriAngelaSmith
A Transition from FDK to Gr 1: Inquiry in the Grade One Math Class
ThetransitionfromFullDayKindergarten(FDK)toGradeOnehasbeensaidtobeoneofthebiggestconcernswiththenewKindergartenprogram.Thispresentationwillbelookingatwaystobridgethetwobybringingtheplay-basedinquiryapproachofFDKintotheGradeOneMathclassthroughstudent-ledproblemsolvingandguidedmathactivities.
F4.22 IntJoshuaChungWayneErdman
Intervention for the Struggling Student
Doyoufindthatsomeofyourstudentsstrugglewiththeproceduresandbasicmathskillsneededtoprogresswithhigherlevelconcepts?Thissessionwillexplorethemethodologiesusedinelementarygradesforlearningmathematics(e.g.tactile,linguistic,spatial),includingdifferentalgorithmsfromthosetraditionallyusedinintermediateandseniormathematics.Wewillfollowupwithadiscussionandbrainstormideasonhowtohelpyourstrugglingstudentsastheyprogressintohighschoolmath.
F4.24 IntSenIanMacpherson
My Rocky Road Through Calculus and Vectors
TeachingMCV4Uthroughaproblem-solvingandstudentinquiryapproachwasavaluablelearningexperienceformystudentsandme.Alongtheway,weexperiencedmanysuccesses,severalchallengesandsomeunexpectedconsequences.AlthoughtheCalculusandVectorscoursewillformthebasisofthisworkshop,thissessionwillbeofinteresttoanyhighschoolteachercurrentlyusing,orconsideringusinganinquiryapproach.Therewillbeopportunitiesforopendiscussion,questionsandsuggestions.
FRIDAY May 6th 1:15 - 2:30
F4.25 IntShawnMcEwenRebeccaMcEwen
Engaging Students Through Math Inquiry
Thishands-onworkshopwillconsider4-actmathasaninstructionalstrategytoguideclassroominstruction.Discussionwillfocusonhowmathematicslinkstotheinquiryprocessandcanreplacetheemphasisonstrand-specificcontentandtraditionalalgorithms.Wewilllookatamathdeliveryplanforoneweekandidentifyopportunitiesfordirectinstruction,facilitatingstudentdialogueandcapturingstudentsuccessandachievementthroughthelearningprocess.
F4.26 KPriJunIntDougDuff
Connected Number Model: School Improvement in Mathematics
ThefocusofthissessionistointroducetheschoolimprovementsystembasedontheConnectedNumberModel,anddelvedeeplyintomathematicalmodels,commonschool-widetasks,andcriteriaforanalysis.TheConnectedNumberModelformsthebasisforawhole-schoolimprovementplanthatusesmathematicalmodelstoconnectnumberacrossthemathematicscurriculum.Itisasystematicapproachtoworkingwithteachersandstudentstodeepenstudents’flexiblenumbersenseandcreateaconnectedpathwaytowardhighachievement.Themodel,withitscycleofcommonschool-widetasks,datagatheringandanalysis,andtargetedprofessionaldevelopment,isaprovencatalystfordeepunderstandingandexcellenceinstudentachievement.
F4.27 IntSenLisaLogozzoElenaCorinaGeorgescuAdriannePatullo
Exploring Mathematics and Engaging Students with Interactive iPad Lessons!
WillingtoincorporateiPadsandmakemathcomealivewithinteractiveanddynamicmathematicslessons?Ourpresentationprovidesexamplesofmathematicsactivities,projectsandcreativeideas,designedwithNearpod,Desmos,GeoGebra,ShowMe,iMovie,Socrative,etc.ParticipantswillexplorevariouswaystointegrateiPadstobetterengagestudentsintheprocessofteachingandlearningmathematics,tovarythenatureofinstruction,toenrichthemathematicscontent,toteachmathematicalskillsandproblemsolvingstrategies,tomonitorstudents’learningandassesstheirunderstanding.
FRIDAY May 6th 1:15 - 2:30
F4.28 IntSenPostSecNourHarriz
Flipped Classroom 2.0
Forstudentstoachievemasteryofcurriculum,theirhomeandschoollearningexperiencesmustexposethemtoopportunitieswheretheyusetheirauditory,visualandtactilelearningskillstoengageinlearningMathematicswiththeaimofbringingMathematicstolifeinordertoconnectwithit,respectitandtreatitasafriend.Inmyflippedclassroom,studentsworkcollaborativelytolearnandvaluemathematics.Insuchaclassroom,studentsengageinmeaningfulmathematicalexperiencesthroughtheuseofvisuals,technology,andotherresources.Studentsbuildontheirpriorknowledgetoconnecttheconceptsunderstudytoreallifeapplicationstheyrelateto.TheFlippedclassroomisbestinaccommodatingstudents’learningneedsandatthesametime,allowsfordevelopinginquiryandreasoningskills.Inmyflippedclassroom,communitybuilding,accountability,responsibilityandpassionforlearningaretheessenceofmystudents’experiences.Mystudentsfeelempoweredandresourceful.Myassessmentandevaluationpracticeshelpmystudentsreflectandcontinuouslyimprovetheiracademicstandards.InthisworkshopIwillsharemyexperiencesforthelast4yearsandthedevelopmentofmyteachingapproach.Flippinghasneverbeeneasier,letusdoitnow.
F4.29 IntSenTinaBalfeHeatherTheijsmeijer
BYOD Classroom/Mastery Learning
Meetyourstudentswheretheyare:engagethemwith“BringYourOwnDevice!”Overthepasttwoyears,wehaveshiftedourmathclasses(1D/1P,2P,3M,4U)awayfromteacher-centredlearningandtowardindependent,proficiency-basedlearningthroughtheintroductionofBYOD.Itisacombinationofaflippedclassroomandmasterylearning.Ourstudentsarenowlearningattheirownpace,withlessfocusonmarks,andbymethodssuitedtoeachoftheirlearningpreferences.Wewillshareoursuccesses(andfailures!)onimplementingBYOD,andwillopenthesessionupfordiscussiononstrategiesthatwouldworkbesttobringBYODintoyourclassrooms. WewilldiscusslessondeliverythroughaGoogleDocs/GoogleClassroomplatformaswellasthroughaD2LintegratedwithGoogleDrivemethod,alongwiththevariationbetweenappliedvsacademiccurriculumdelivery.
FRIDAY May 6th 1:15 - 2:30
F4.30B IntAshleyKnightJeffBraggJodyTirone
Meeting the Needs of Grade 9 Applied Learners, Including Students with Learning Disabilities
**DOUBLESESSION**Leapintodifferentiatedinstruction!Participantsinthishands-onsessionwilllearnhowtoleverageaStrengthsandNeedsClassProfiletoprovideabalancedanddiverseinstructionalprogramtomeetabroadrangeoflearningstylesandneeds.WhilethefocusisonGrade9Applied,manyofthestrategies,bothwithandwithouttechnology,canbetransferredtoothercourses.Inthissessionyouwill:• deconstructaClassStrengthsandNeedsClassProfile• engageinsimulatedroleplayinvolvingstudentshavinglearningdisabilities• identifyandexplorestrategiesthatlinktospecificlearningstrengthsandneeds,
suchastheEducreationswhiteboardApp,graphingwithDesmos,areamodelforalgebraicexpanding,GoogleConversionCalculatorandmore.
Bringyourowndeviceifyouhaveone,butsomewillalsobeprovided.Participantswillreceiveready-to-useclassroomactivities.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF3.30A**
F4.32 IntSenJaySpeijer
Desmos Graphing Technology in Secondary Mathematics
Leapintodynamicgraphing!Desmosisafreegraphingcalculatorapplicationthatcanberundirectlyfromawebsiteorasanoff-linemobiledeviceapplication.Participantsinthishandson-sessionwilllearnhowtoconstructandmanipulatetablesandgraphs,exploretransformationsusingsliders,performlinearandnon-linearregression,andmore.WhatistheActivityBuilder?HowdoesDesmoscomparewithothergraphingoptionslikeTheGeometer’sSketchpadandgraphingcalculators?CanyouuseDesmosonEQAO?Thesearesomeofthetopicsthatwewilldiscuss.Bringyourlap-toportabletifyouhaveone.Comeandlearnhowtomakebeautiful,freemathusingDesmos!
FRIDAY May 6th 1:15 - 2:30
F4.33A IntTriciaLoneyKatherinO’Hara
Hands On Learning in MAT 1L or 2L
**DOUBLESESSION**Inthissessionwewilldiscussthephilosophyandexamplesofhands-onandactivitybasedlearningingrade9and10LocallyDevelopedmathcourses(exampleswillbesharedforeachofthethreemajorstrandsineachcourse).Wewillshareprojectideasandactivitiesthatcanbeusedtopromotelearningviaaction,forexample,usingfractionstrips,utilizinggroceryflyerstolearnunitrates,scalingandpreparingrecipes,andvariousotherprojects.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF5.33B**
F4.34 SenDavidPetro
Leaping into Inquiry & Technology in MCV4U
Calculus&Vectorsisthefinalgoalinmathformanystudentsanditscurriculumhasinquiryinfusedthroughout.Cometothissessiontoseehowyoucanusehands-onandtechnologybasedactivitiestoinquireinMCV4U.Thoughnotrequired,alaptoportabletwouldbeuseful.
F4.35A IntJoanieCausaranoIrinaClipaDanielPeter
Implementing Assessment AS Learning in Applied Mathematics
**DOUBLESESSION**AssessmentASlearningliesattheintersectionofassessmentandinstruction,andisapowerfulprocessforhelpingstudentsbecomeautonomous,self-directedlearners.Howcantheassessmentprocessincreasestudents’learning,motivation,andself-efficacy?Inthisworkshop,mathematicseducatorswhohavefocussedonthisinquiryinappliedclassessharetheirlearning,andprovideopportunitiesforworkshopparticipantstobeactivelyinvolvedinthestrategiesandpracticestheyimplementedoverthecourseofthepasttwoyears.**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF5.35B**
F4.36 IntSenHaleyPalmer
Creating Effective Questioners in the Mathematics Classroom
Questioningissomethingthatallteachersdowithouteventhinkingaboutit,andweareconstantlyinvitingourstudentstoaskusquestions.Althoughallofusare‘pros’ataskingquestions,weoftenfailtoconsiderthetypesofquestionsthatweareasking.Thispresentationallowsyoutoanalyzethetypeofquestionsyou’recurrentlyaskingyourstudents,anddiscusseswhateffectivequestioningshouldlooklike.BasedonresearchperformedduringmyMasterofProfessionalEducation,shiftingourfocustowardsopen-ended,creativequestionshelpstofosteraneffectivequestioningenvironment.Implementingthistypeofquestioningintoyourclassroomisessentialifourgoalistogetstudentstoaskbetterquestions.Howwillyourquestioningskillsevolve?
FRIDAY May 6th 2:45 - 4:00
FEATURED SPEAKER F5.01 KPriJunNathalieSinclair
Moving geometry in the K-4 classroom: more than just vocabulary
Iwilldescribesomeresearch-basedlessonsthathavebeendevelopedforK-4learnersandthatengagetheselearnersindeepgeometricreasoning.Theselessonscentrallyinvolvetheuseofofdynamicgeometrysoftware,whichsupportsstudents’thinkingaboutgeometricrelationships,invariancesandgeneralisations.Puttingthegeometricobjectsinmotionalsoprovidesmovingmathematicalexperiences!
IGNITE F5.02 AllAmyLin
IGNITE! WhatisIgnite?Igniteisauniqueeventthathasbeenhostedinover100countriesworldwide.Attheseevents,Ignitepresenterssharetheirpersonalandprofessionalpassions,using20slidesthatauto-advanceevery15secondsforatotalofjustfiveminutes.AtOAME2016youwillhavetheopportunitytolistentoleadingmathematicseducatorsandresearcherspeakinthisuniqueanddynamicformat.YourlineupofspeakerswillincludeMarianSmall,RonLancaster,CathyBruce,ConnieQuadrini,RuthBeatty,ChrisSuurtammLisaLunneyBorden,JoanMoss,JillGough,MatthewOldridge,PaulAlves,MaryBourassa,AlexOVerwijk,JonOrr,GrahamFletcher,DougDuff,DavidCostelloandAmyLin.ThisisthefirstoftwoIgnitesessions,eachofwhichwillhaveadifferentgroupoftheabovespeakers.
F5.03 KPriJunIntSenSharonUlett-SmithCraigFeatherstone
Tour of Paying Attention to Mathematics Series Joinusforanoverviewofwhatthisseriesofdocumentshavetoofferinincreasingcontentknowledgeforteachinginfourcriticalmathematicscontentareas–ProportionalReasoning,AlgebraicReasoning,SpatialReasoningandFractions.StayandexploreMinistryofEducationMathematicsK-12resourcesforstudents,teachersandprofessionallearningfacilitators.
F5.04 IntSenAndrewMorrison
Incorporating Steam into the Secondary Math Classroom STEAMeducatorslooktoprovideanenvironmentwherestudentsmaymakerelevantconnectionsbetweeninterestsandsubjectareas.TheemphasisofSTEAMprogrammingisontheprocessoflearningandtheinquirymindsetsthatsetthestagefordeepunderstanding.TheOAMESTEAMroomprovidesasamplingofobjects,activitiesandinquiriestakendirectlyfromSimcoeCountyschools.Supportingtheseactivitiesareclassroomteachers,teacherlibrarians,andresourceteacherswhocananswerquestionsaboutSTEAMactivitiesandtheirrelationshiptothemathematicscurriculum.FacilitatorsarealsoreadytoanswerquestionsrelatedtorunningSTEAMactivitiesandenvironmentsinavarietyofschoolsettings.Thesecondaryschoolmathematicscurriculumisrigorous,andmaybeintimidatingandchallengingforsomestudents.STEAMactivitiesprovidecontextbased,hands-onlearningthatcanhelpsupportstudents’understandingofmathematicsconcepts.Pleasejoinusforadiscussionabouthowtheseactivitiescansupportthesecondaryschoolmathematicscurriculum.TheremainingtimewillallowparticipantstoexploreSTEAMstationsandtodiscusstheresourcesandlearningmodelsthatsuitasecondarylearningenvironment.
FRIDAY May 6th 2:45 - 4:00
F5.05B JunIntMaryLouKestellConnieQuadrini
Facilitating Mathematics Professional Learning – Our Journey
**DOUBLESESSION**Duringthissession,participantswillunpackthejourneyoftwomathematicsprofessionallearningfacilitatorsastheyplanned,facilitated,andreflecteduponthecollaborativeinquirytheyledduringthe2013-14schoolyear.Theannotatedjourneyincludestheframeworkforthecollaborativeinquiry,digitalartefacts,andfacilitatorreflections.Participantswillmakeexplicitconnectionstotherolesofamathematicsprofessionallearningfacilitatorandthenon-visibleactionsandinteractionsdocumentedintheMinistryofEducation’sFacilitatingMathematicsProfessionalLearningBrochure.Consolidationofthesessionwillinviteparticipantstoconsidernextstepsfortheirpersonaljourneyinfacilitationofcollaborativeinquiryinmathematics.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF4.05A**
F5.06 PriJunIntLauraInglisJenniferAcheson-Klein
An Introduction to Creating Effective Highlights & Summaries
Inthisworkshop,participantswillhaveanopportunitytoco-createeffectivehighlights&summariesthatvisuallysupportstudentlearningintheclassroom.Avarietyofsamplelessonplans(P/JNumberSense)andstudentworksampleswillbeprovidedforteacherstoexploreduringthetask.Workingcollaborativelyinsmallgroups,teacherswillhaveachancetoexaminethestudentsolutionsforkeyideas,strategiesandmodelsofrepresentationthatarerelatedtothelessonlearninggoalanddiscusshowtheymightwanttobringouttheseideasinthehighlights/summary.Teacherswillthenco-createahighlights/summarythatreflectsstudentlearningandvisuallysupportsstudentlearning.Teachersareencouragedtobringaphotographictoolwiththemtocaptureworkco-created/sharedduringthissession
F5.7 KPriJunIntPatriciaMargerm
Teaching Math Through Inquiry
Tothosewithmathanxiety,theideathatmathconceptscanbeinherentlyinterestingtostudentsseemslikeahugestretch.Howdoweprovokecuriousitysothatstudentsinitiateinvestigations?Let’ssharesomequestions,tasksand/orprovocationsthatintriguedstudentsfromK-8.
F5.08 KPriJunIntSenMatthewOldridge
The ingredients for math class are everywhere: teaching with an inquiry mindset
Whatdoesitmeanto“inquire”intomathematics?Iintendtoshowhowthematerialsofeverydaylifecanprovidetheinquirysparktogetanexcitinglessongoing.Iwilltalkaboutusingpicturestoprovokequestioningandtasksinmathematics,howtofindthemathintheworldaroundus,andhowto“mathematize”everydaysituations.
FRIDAY May 6th 2:45 - 4:00
F5.09 PriJunCathyMarksKrpan
Promoting Learning Competencies Through Mathematical Proofs and Other Fabulous Strategies! Learningcompetenciesinmathematicshelporganizekeylearningskillsandknowledgeinexplicitwaystoensurethatstudentsinmathematicsclassroomsnotonlysuccessfullylearnthemathcontentbutdevelopkeyskillsthatwillenablethemtoapplyanddeepentheirunderstandingofthemathematicstheyarelearning.
F5.10 KMellissaMizen
Loose Parts: Reggio inquiry approach to math in an FDK classroom
TakingaReggioapproachinourinquirybasedFDKclassroom,wewillexplorehowtouseloosepartsandnontraditionalmanipulativestoachieveauthenticmathematicalexperiencesforouryoungestlearners.Participantswillwalkawaywithpractical,authentic,andeasytousesuggestionstobuildintotheirownprograms.MydesiretopresenthascomefrommyownexperiencesasanFDKteacherattendingconferences.Ioftenleaveasessionwitha‘nowwhat’feeling,oraskingmyselfhowwouldthatworkinanactualFDKclassroomwith28plusstudents.Mygoalistoprovideparticipantswithatoolboxofpracticalinspirationtotakebacktotheirclassrooms.
F5.11 IntVanessaVakharia
Imagining a World Where Kim Kardashian Loves Math
Onceuponatime,wemighthaveaccusedgeneticsof‘making’boyssmarterthangirls–wellthosedaysare(thankfully)longgone!Thispresentationexplorestheforcesexertingthemostinfluenceonteenagestudents:popularcultureandmedia.Togetherwewillexplorehowgirlsconnectwiththeideaof‘beingcool,’andhowthatinturnconnectswiththeideaof‘beingamathematician.’Wewillexplorehowconfidenceinmathematicalabilityiscloselytiedtomediathattellsgirlsthattheycan’tpossiblybegoodatmath.Thispresentationisaplayfulone,surmisinghowgirlsmightreacttomathematicsdifferentlyifpopcultureTREATEDmathematicsdifferently.However,whileplayful,itisbasedonbothextensiveliteratureaswellasempiricaldata.FocusingongirlsfromToronto,Ontario,whogenerallyseethemselvesaspartofthemainstreamculture,wewillspeculateastohowthesegirlsunderstandtheirrelationshiptomathematics.Dogirlsselectcoursesandpost-secondarytrajectoriesbasedoninfluentialmediaasopposedtocoursecontent?Ifso,whatcanwedotochangetheequation?
F5.12 KPriJunSusannaJurkowski
Developing Lifelong Math Learners - Closing the Gap Through Math Engagement
Thegoalofthissessionisforparticipantstotakeawaysomehands-onactivitiestotheirclassrooms(forexample,theHouseofCommonsandfractions;studentsasnon-standardmeasuringunits;meaningfulestimation)andstrategiestoengageallstudentsinmathlearningandhelpthem“LeapintoMath”.Thefocuswillbeonmathinourworldandontheideathatmathisindeedeverywhere,bothinsubjectsoutsideofmathandinoureverydaylives.Researchshowsthatiflearningismeaningful,studentswillremember.Cross-curricularideaswillbesharedaswellasideasonhowtoensurethatmathlearningisaccessibletoalllearners.
SESSION FULL
FRIDAY May 6th 2:45 - 4:00 F5.13 JunIntRoxanneWrightVincentAllen
What does the “mean” really mean? Beyond the traditional algorithm.
Comeandexplorethevariousinvestigationswehaveusedtosupportstudents’understandingof“mean.”ThesedrawfromVandeWalle’s“Levelling”and“BalancePoint”interpretations.Wewillshareourobservationsofstudentssolvingcomplexproblemsthatrequireaconceptualunderstandingthatgobeyondtheuseofthetraditionalalgorithm.Thissessionwillintegratemanytoolsforlearning(manipulatives,technology,visualmodels).**NOTE:WewillbeusingGizmos,soifyouhaveanAppledevicepleasedownloadtheapp.GizmoswillworkonaPCtable.
F5.14 IntSenJenniferLaChapelle
Technology and 2D/3D Modelling: Floor Planner
Inthissession,Iwillpresentapplication-basedactivities/lessonsforintermediateandseniormathematicscoursesusingtheGoogleApptitledFloorPlanner.Studentsareabletoeasilyandcreativelydesignhomesusinga2Dformatontheircomputers.TheFloorPlannerapplicationallows2Ddesignstobeconvertedinto3Dimagesand,ifdesired,STLfileswhichcanthenbeexportedto3Dprinters.ConnectionscanbemadetotheOntarioCurriculumforproportionalreasoning(MFM1P)andSurfaceArea,Perimeter,Volume(MAP4C/MCT4C).**BRINGYOUROWNDEVICE**
F5.15B PriJunIntKellyLittleKristenMuscat-FennellStephanieSkelton
Balanced Math: A Centre-based Approach to Learning
**DOUBLESESSION**BalancedMathematicsisadifferentiatedcentre-basedapproachtolearningdesignedtopromotepositivemathmindsetsinourstudentsandtodeveloptheirthinkingandcommunicationskills.Thishands-onworkshopwillprovideyouwiththeopportunitytoexplorethecomponentsoftheBalancedMathframework,includingguidedmath,sharedproblemsolving,mathjournals,independentproblemsolving,mathgamesandmathfacts.Throughthisexploration,participantswillexperiencehowtechnologycanbeusedtosupportlearningandleapintoassessmentdrivenbylearninggoalsandsuccesscriteria.SamplerotationsandadaptationsforthePrimarythroughIntermediatedivisionswillbeshared.Participantsareencouragedtobringdigitaldevices.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF4.15A**
F5.16 PriJunKathleenCorriganMarkusWolski
WINNING Math for Parents
Parentsplayanimportantroleintheirchildren’slearningandmanyparentswanttohelpathome--buttheyaren’tsurehow.JointhissessionandwewillexploreanexcitingMinistrymathresourcethatencouragesparentsandtheirchildrentoexploremathematicalthinkingtogether.Theresource–thenewlyrevisedWINSproject-providesparentswithwaystousedigitaltoolstohelptheirchildrengrowmathematically.Ifpossible,bringalaptop(atabletisusefultoo)soyoucanactivelyparticipateintheworkshop.
SESSION FULL
FRIDAY May 6th 2:45 - 4:00
F5.18B PriJunIntDanielleBlairAnikaGuthrie
An Urban Context: Honouring Indigenous Approaches to Learning in Mathematics
**DOUBLESESSION**IndigenousknowledgesystemsandapproachestoteachingandlearninghavesustainedtheFirstPeoplesofCanadaforthousandsofyears,longbeforetheintroductionofawesterneducationsystem.Inthissession,wewillbegintounderstandtheimportanceofland,language,cultureandcommunity,withinanurbancontext,andexploretheseinrelationtotheteachingandlearningofschoolmathematics.Throughhands-onactivitiesandvideo,wewillhonourandlearnfromthediversityoftraditionalknowledgeheldwithinFirstNationscommunitiesrepresentedintheurbanCentreofThunderBay.Throughbirchbarkbasketmaking,wewillconnecttheteachingstothemathematicsstudentsexperienceinschool.Finally,wewillreflectonthesignificanceoflearningthroughculture-baseddesignandtechnologyforallstudentsandconsiderhoweducators,throughauthenticcollaborationwithFirstNationspartners,cansimultaneouslysupporttheresurgenceofcultureandstudentachievementinmathematics.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF4.18A**
F5.20 JunIntBarbSeatonIreneMcEvoy
Mathematics Blended Learning Units for Grades 4 to 8
ComeandexperiencetherefreshedandexpandedversionsofTIPS4RMandtheGuidestoEffectiveInstructionmathematicsunitstosupportblendedlearninginyourclassroom.Thisready-maderesourceincludesthreepartlessonplans,engagingandinteractivelearningmaterials,practiceandassessmentquestionswithfeedback.TeacherNotessuggesthowtheactivitiescanbeadaptedtosuityourclassroomandindividualneeds.
F5.21 PriJunIntSenAllMashelleKaukabKristenClarke
Assessment that Supports Learning
Areourcurrentassessmentpracticesfair,clearandtransparentforourdiversestudentpopulation?Clarifyinglearninggoalsandsuccesscriteriaareresearch-basedpracticesthatpositivelyimpactallstudents.Inthishands-onsession,wewillco-createlearninggoalsandsuccesscriteriaalignedwithbigideasandthemathematicalprocesses.Wewilldevelopourunderstandingofassessmentforlearningpracticesbyexploringvariousrichtasksandassessmenttools.Wewillexplorethedifferencebetweensuccesscriteria,successfulattainmentoflearninggoals,taskrequirements,theteacherexpectationsfortaskcompletion(whichshouldnotbeevaluated)sothatmoreequitableassessmentpracticessurfaceinourclassrooms.Byaligningassessmentpracticesandfocusingonstudentlearning,wewillbeabletomakeinformedinstructionaldecisionsbasedonevidenceofstudentlearning.Participantswillalsoengageindiscussionsaboutpracticalwaystotriangulateevidenceofstudentlearningfromrichtasksbasedonsuccesscriteria.Bydevelopingtheseequity-drivenassessmentpractices,studentshavemorevoiceandchoiceintheirmathclassroom.
FRIDAY May 6th 2:45 - 4:00
F5.22 KPriJunLouiseOwenLisaBoateCrystalCarbino
Transforming Learning Spaces
Iftheenvironmentistobeconsideredthethirdteacher,whatdoesyourclassroomsay?Doesitencouragecuriosity?Doesitscreamobscenities?Doesittelljokes?Isitquietlyaustere?Thelearningenvironmentgivesstudentsimportantmessagesandcues.It‘speaks’tochildren-aboutwhattheycando,howandwheretheycandoitandhowtheycanworktogether.Inthissession,wewilllookathowthedesignofyourphysicalspacecansupportyourmathematicalcommunity!
F5.23 JunIntSenMelissaBlack
Creating a Web Page with Google Sites
CometakealookathoweasyitisforyoutocreateandmaintainawebpagethroughGooglesitesforyourstudentsandparents.Heretheycanaccesscourseoutlines,unitassignments,assessmenttasksandexamreviews,allwithverylittleupkeep.Postimportantcourseinformationandtestdatesandkeepparentsinformedallsemester.Allyouneedforthissessionisalaptopandsome.docor.pdffilesyouhavecreatedofassignmentsand/ornotes(3-4willdo),aGooglee-mailaddress(pleaseregisteraheadoftimeatGoogle),andanopenmind.Learnhowtouploadfilesorphotos,backgroundsandlinkstootherwebpages.Youmusthaveaworkingknowledgeofcomputers.
F5.24 IntSenMariaMoreau
Math Field Trips
Activemathisfun!Greatideasfortriedandtrueaffordablelocaltripsthatwillchallengeyourstudentsphysicallyandcognitivelyandkeepthemmotivatedandexcitedaboutmath.Wewillconductashortmock-upfieldtripduringthesessionanddiscussthebenefitstostudents.
F5.27 AllDanAllenChadRichard
Reaching the 21st Century Math Student
Today’slearnersareadiversegroupwithvaryingstrengthsandareasofneed.Thispresentationblendsdiscussionabout21stCenturylearningwithpracticalhands-ondemonstrationofhowtousenewandinnovativedigitalresources.Participantsshouldbringaweb-enableddeviceandwillleavewiththeknowledgeandskillstouseexcitingnewresourceswiththeirstudentsrightaway!
SESSION FULL
SESSION FULL
FRIDAY May 6th 2:45 - 4:00
F5.28 IntAndrewShin
Engaging Students through Endless Three-Act Spirals
Areyouracademic&appliedgrade9sdisengaged?LearnhowotherteachersandItransformedourteachingpracticeutilizingthespiralcurriculumtoincreaseretentionofmath.ByusingacombinationofDanMeyer’sproblem-based3-actmath,collaborativewhite-boarding,andKnowledgeHook’sonlinetechnology,studentsaremoreengagedandrediscoveranenjoymentofmath.Comeandlearnhowtoefficientlyimplementoneoranyofthesestrategiestojumpstartyourclasses’retentionandengagement!
F5.29 IntSenJackLeSage
Sense (the Underlying Patterns) and Non-Sense (the Inconsistencies) in High School Mathematics
Inthistalkwewillexploresomeoftheinconsistenciesinmathematics(Simplifya2b÷ab)andsomeofthebeautifulpatternsinmathematics(Whatdoesthegraphofx=3looklike?).Wewillalsoexplorethemathematicsbehindmagicsquaresandaspecialclassofsimultaneousequations.Let’shavesomefun!
F5.30 IntSenMarcelTeBokkel
Creating Art with Functions (and technology)
Aninterestingwaytocombinemanymathematicalfunctionstocreateuniqueartworkonyourcalculator-mountainscenes,selfportraits,animals,etc.ManyTIcommandswillbeexploredtohelpyoucreateyourownmasterpieceduringthissession.PleasebringalongadevicewithGeogebra,accesstoDesmosoryourTI83/84calculator.
F5.32 IntSenChrisGagnon
Questioning from the Ground Up
Doyourstudentsdependoncompletingthesquaretoconvertfromstandardtovertexform?AretheSineorCosineLawsnecessaryorwillrightangletrigonometrydothejob?Howaboutthatquadraticformula–aretheiralternativewaysforstudentstofindirrationalroots?ThesearesomeofthequestionsthatIhaveattemptedtoansweroverthelastfewyears.Thissessionwillfocusonclassroom-tested(MFM2P,MPM2D,MCF3M,MCR3U,MAP4C)strategiesthatwillmakeyourethinkhowyouapproachsomeofthemorecommontopicsthroughoutourhighschoolmathcurriculum.Bereadytoquestioneverythingmathematically.
SESSION FULL
FRIDAY May 6th 2:45 - 4:00
F5.33B IntKatherinO’HaraTriciaLoney
Hands On Learning in MAT 1L or 2L
**DOUBLESESSION**Inthissessionwewilldiscussthephilosophyandexamplesofhandsonandactivitybasedlearningingrade9and10LocallyDevelopedmathcourses(exampleswillbesharedforeachofthethreemajorstrandsineachcourse).Wewillshareprojectideasandactivitiesthatcanbeusedtopromotelearningviaaction,forexample,usingfractionstrips,utilizinggroceryflyerstolearnunitrates,scalingandpreparingrecipes,andvariousotherprojects.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF4.33A**
F5.34 IntAlisonMacaulay
Fostering productive dispositions in Grade 9 Applied Mathematics: Why it matters and how to get started
Inthisinteractivesession,wewillexplorefindingsfrommycasestudyresearchofschoolswithbetterthanaveragesuccessinGrade9AppliedMathematics,asmeasuredbyEQAOscores.Wewilldiscusswhyfosteringaproductivedispositiontowardsmathematicsisparamountintheappliedclassroomandinvestigatewaysofdoingso.
F5.35B IntIrinaClipaJoanieCausaranoDanielPeter
Implementing Assessment AS Learning in Applied Mathematics
**DOUBLESESSION**AssessmentASlearningliesattheintersectionofassessmentandinstruction,andisapowerfulprocessforhelpingstudentsbecomeautonomous,self-directedlearners.Howcantheassessmentprocessincreasestudents’learning,motivation,andself-efficacy?Inthisworkshop,mathematicseducatorswhohavefocusedonthisinquiryinappliedclassessharetheirlearning,andprovideopportunitiesforworkshopparticipantstobeactivelyinvolvedinthestrategiesandpracticestheyimplementedoverthecourseofthepasttwoyears.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORF4.35A**
SESSION FULL
KEYNOTE SPEAKER
SATURDAY May 7th 8:30 - 9:45
S1.Key AllSarahGreenwald
Good News Everyone! Mathematical Morsels from The Simpsons + Futurama
DidyouknowthatTheSimpsonsandFuturamacontainhundredsofhumorousmathematicalandscientificreferences?Whatcuriousmathematicalobjectisusedasabottleforbeerinthe31stcentury?WhathappenswhenHomertriestoemulateThomasEdison?Whatisthesignificanceofthenumber1729?Theonlyprerequisiteforthistalkisanopenmind,socomefindout!We’llexplorethemathematicalcontentandeducationalvalueofsomefavoritemomentsalongwiththemotivationsandbackgroundsofthewritersduringaninteractivetalk.Popularculturecanreveal,reflect,andevenshapehowsocietyviewsmathematics,andwithcarefulconsiderationofthebenefitsandchallenges,theseprogramscanbeanidealsourceoffunwaystointroduceimportantconceptsandtoreducemathanxiety.Intheprocesswe’lllookatrelated,recentworkingeometryandcomputationalnumbertheorysoacalculatorandwritingutensilwillbeuseful.Formoreinformation,checkoutSimpsonsMath.com.
FEATURED SPEAKER
SATURDAY May 7th 10:05 - 11:20
S2.03 PriJunKrisKnutson
Mathematics and Practical Application through the Implementation of the Integrated Elementary Classroom Economy
Thisworkshopwillgiveaudiencemembersthebasictools,strategies,andoutlineforcreatingasustainableclassroomeconomywithintheelementarycontext.Participantswillengageinactivitiestodemonstratehowtheclassroomeconomycanbeeffectivelyimplementedandmaintainedinordertoincreasemathematicalskillandfinancialliteracy.
S2.01 IntSenPostSecJillGough
Deep Practice: Building Conceptual Understanding in the Middle Grades (Intermediate)
Arefractionsandratiosthesame?Whatistheroleofavariableinanexpression?Wewilllookatnewwaysofusingtechnologytohelplearnersvisualize,thinkabout,connectanddiscussmathematics.Let’sexplorehowwemighthelpyounglearnersproductivelystruggleinsteadofthrashingaroundblindly.Whatifweleveragetechnologytoenhanceourlearners’visualliteracyandmakeconnectionsbetweenwords,pictures,andnumbers?Comeexploresuitesoflessonsdesignedtopromoteconceptualunderstandingforyounglearners.
S2.02 KPriJunIntDonnaKnoell
Algebraic Thinking and Problem Solving: With and Without X’s
Strategiestodevelopalgebraicthinking,includinguseoftheequalsign,otherrepresentations,patterns,andsolvingforunknownswillbethefocusofthissession.Attendeeswillbeactivelyengagedwithreallifeproblemsolvingthatpromotesalgebraicthinking,effectivequestioningstrategies,mathematicsvocabularyandmanipulatives.SpeakerwilladdresstheOntarioMathematicsCurriculumandwillmodelhowtocreateproblemsolvingexperiencesthatarerelevantandengagingtostudents.Shewillalsoincorporateeffectivewaystoutilizeadaptivetechnologytoadvanceandguideinstruction.
SATURDAY May 7th 10:05 - 11:20
S2.06 KPriJaclynPatersonRuthBeatty
Interactive Math Walls
InteractiveMathWallshavebeenusedinDurhamforthepastthreetofouryears.Thesewallsaretohelpaidthestudents’developmentinmathematicalthinking.Theboardisco-constructedwiththestudents.Itprovidessuccesscriteria,visualrepresentationofthefourdifferentlevelsofachievement,mathematicalquestioning,physicalandinteractivemanipulativesuggestions,a4stepproblemsolvingfocusandatabletthatscrollsthroughhowstudentsusetheboard.Thisboardisagreatinteractivewayforstudentstoassesstheirownwork.Itcreatesin-depthunderstandingandgreatmathtalksasthestudentstrytodiscoverwhattheirworkismissingandwheretheycouldgonext.It’sagreatselfcheck.Theboardisinteractiveforthestudents’useandallowstheteachertoconferencewithstudentsandseewheretheyareat.Itisgreatforaninquirybasedclassroomasitprovidesstudentswithoptions.
S2.07 PriWing-YeeHuiMeganWhittington
The Spiral Math Curriculum
Teachersoftencomplainthatthereisn’tenoughtimetocovereverythinginthemathcurriculum.Furthermore,weoftenfindthatstudentshavedifficultiesretainingmanyconceptswhenenteringthenextgradeandteachershavetoreviewbeforeintroducingthenextskillsthatneedtobeachieved.Butwhatif,insteadofworkingthrougheachstrandandeachunitasseparateentities,wearcedthroughaspiralofmathtopicsthatcoverthecurriculuminanintegratedwayandinaflowthatrevisitsstrandsandconceptsmultipletimesoverthecourseoftheyeartoconsolidateandbuildonstudents’learning?Inthissession,wewillshareourjourneythatstarted4yearsagoanddescribehowweembarkedonteachingmathusingaspiralmethod.Wewilldiscusshowwehavemodifiedourplanninganddeliveryeachyear,whythismadesenseforus,andwhyitmaybebeneficialforotherteacherstoadoptthisapproach.Participantswillbeintroducedtothebasicsofspiralcurriculumsequencing,includingitsadvantagesanddrawbacksandsomesampleactivities.AnoverviewofthespiraldocumentthatwecreatedoutlininghowmathtopicscanbecoveredfromSeptembertoJuneforthe5mathstrandsingrades1to3willbeprovided.
S2.08 KPriJunIntDeniseFilipovicKristaSarmatiuk
Using iPads for Assessment in Primary/Junior Mathematics
Whentryingtocapturestudentthinking,theiPadisaninvaluabletool.Ifyou’dliketoseesamplesofstudent-createdproductswhichdemonstrateunderstanding,learnaboutappsandstrategiesyoucanusetocaptureconversationsandobservations,andwalkawaywithafewactivitiestotryinyourownclassroom,thenjoinusforthissession.NotethatwhilethestudentworksamplesandobservationsreflectworkinaGrade3/4FrenchImmersionclassroom,theideascanbeeasilystretchedK-12.
SESSION FULL
SATURDAY May 7th 10:05 - 11:20
S2.12A KPriJunIntSetaMoore-BridgeTracyWhite
Using Math Models to Improve Number Flexibility
**DOUBLESESSION**If“seeingisbelieving”,thentheuseofmathematicalmodelsinclassroomsacrossgradelevelsisessentialfordeepunderstandingofmathematicalconceptsWewillhighlighthowgivingstudentstoolssuchasthenumberline,Base10,abacus/rekenreks,decompositionmodels,andareamodelscanhelpstudentsmastermathematicalconceptsthroughoutthecurriculum.Byusingthemodels,studentswillbeabletoshowtheirtrueunderstandingofaddition,subtraction,multiplicationanddivisionofnumberapplicationsandoperations.Furthermore,themodelsassiststudentsinrecognizingwhichoperationsarerequiredinproblemsolvingscenarios.Theversatilityofthesemathmodelsenablestudentstobuildontheirpriorknowledge,increasetheirnumberflexibility,andeasilytransfertheirunderstandingamongconcepts.Theyalsoincreaseprecisioninstudentcommunicationandallowfordifferentiationinlessons**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORS3.12B**
S2.10 PriJunAmyTepperman
Numeracy GROOVE
ProductSession:Explorenumeracyskillskinesthetically,ignitetheright/leftbrain,andbuildcommunityinyourclassroomwithengagingnewNumeracyGROOVEactivities.Usingmusic,physicalactivity,creativityandteamwork,studentswilluncoverthenumeracystrands;problemsolving,reasoning&understanding,numbers,algebra,measurementandgeometry.Whetheryou’relookingforabodybreak,newDIpractice,orafunwaytointegratemovementintotheMathcurriculum(ornumeracyintotheHPE/Dancecurriculum),studentswilllovetheseactivitiesallwhilebenefitingtheBODY,BRAINandBEING!Note:ThereisaNumeracyGROOVEresourcetosupportthisworkshopifparticipantswouldliketopurchaseit.Notnecessarythough.
S2.11 KPriJunIntSenJuliaRowe
Math Leaders Connecting
Ifyouworkasamathcoach,mathlead,mathspecialassignmentteacher,orasamathdepartmentheadtheroadmaybelonely.Wewilltakethese75minutestohaveaguidedconversationaroundwhathasbeeneffective,“next”practices,andhowobstaclescanbeovercome.Wewilldivideintoelementaryandsecondarypanelsforourdiscussion.Bytheendofthissessionitishopedthateveryonewillleavewithsomethingnewtotryandthecontactinformationofsomeoneinasimilarposition.
SATURDAY May 7th 10:05 - 11:20
S2.13A IntSenKellyLittlemoreAnneHolnessPaulaMcGuirk-LemayKimberlySimpsonSandraWalker
Experience Cross Panel Math learning!
**DOUBLESESSION**DrawingonourlearningfromcurrentresearcharoundFractionsandourCrossPanelMathNetwork,weaimtoprovideauthenticlearningopportunitiesforgrades7-10teachers.Participantswillengagewithfractionproblemsthatallowformultiplerepresentations,delveintoagreaterunderstandingoftheOntariomathcurriculumcontinuum,anddeepenmathknowledgeforteaching.Wewillconnect/shareourCrossPaneladventuresaboutresponsive,experientialandblendedprofessionallearning.Participantswillengageinhandsonfractionlearning,multipleopportunitiestodiscussdifferentrepresentationsandtakeawayabroaderconceptualunderstandingtoinformteachingpractice**THISISTHEFIRSTHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORS3.13B**
S2.14 KPriNathalieSinclair
Developing number sense using TouchCounts
Inthisworkshop,teacherswilllearnhowthefreeTouchCountsapp(https://itunes.apple.com/ca/app/touchcounts/id897302197?mt=8)canbeusedtohelpstudentsdevelopflexibleandsophisticatednumbersense,includingcardinality,ordinality,countingon,subitising,numbercompositionanddecompositionandplacevalue.Wherepossible,participantsareencouragedtobringaniPadorsharewithapartner.
S2.15 PriJunIntKateMackrell
Making a Kaleidoscope with The Geometer’s Sketchpad
Wewillconstructabeautiful,dynamickaleidoscopeusingGeometer’sSketchpadandalongthewayvisitlotsofGeometryandSpatialSenseexpectations!NopriorexperienceofSketchpadneeded,butbringalaptopwithSketchpadinstalled.
S2.16 JunIntCharlesAnifowoseAngelicaMendaglioMeghanYip
MathemaTIC: International Collab. on Digital Math Pedagogy
InMayof2015,theMinistriesofEducationinLuxembourgandFranceinitiatedaninternationalcollaborationtobringinnovativedigitalteachingandlearningtechnologiestoteachersatnocosttoschools.OurteamhasbeenworkingcloselywithteachersintheclassroomtoexplorethetoolsandcontentthatworkforGrade5and6levelmathematicsandhavedevelopedaframeworktocontinuouslymonitorthequalityofthecontentthroughamixofclassroomvisits(severaltimesaweekinmultipleclasses),.WearelearningfromourworkwiththeseteachersandexpandingsomenewcollaborationswithteachersinOntario.Wealsooutlineourinclusivecollaborationmethodologywhichpullsinputfromuniversityresearcherswhoareactiveintheproject,withoutalienatingtheneedsofteachersandstudentsintheclassroom.TopicsAddressed:Toolsforproblemsolving,toolsfordecomposingarithmeticthinking,interactivevisualisationpedagogyinareaandperimeter,analysingdatafortheimprovementoftoolsandcontent.
SATURDAY May 7th 10:05 - 11:20
S2.17 PriJunIntKristinPhillips
Recursive Mathematics- A New Approach to Delivering the Curriculum
Traditionallymathematicshasbeentaughtindiscreteunits.Learnabouthowtodeliverthemathematicsinarecursiveorspiralingfashionsothatkeyconceptsaretaughtmanytimesinthecourseofoneyear.Thismethodofplanningandteachingissupportedbyresearchintohowpeoplelearn.ClassroomsintheWRDSBthathaveusedithavefoundpositivebenefitsforbothstudentsandteachers.
S2.18 IntTeachersfromtheGrade9Project
OAME/OMCA/UofOttawa/MoE Grade 9 Applied Collaborative Math Project
Forthepasttwoyears,theOAMEandtheOMCAhavecollaboratedonaresearchprojectwiththeUniversityofOttawatopilotanddocumenttheimplementationofGrade9AppliedMathematicsthroughschoolteamsinninedifferentschoolboards.TheschoolteamsarefocusedonenhancingtheirunderstandingoftheGrade9AppliedMathematicscurriculumandimplementingthecurriculuminwaysthatbestmeettheneedsoftheirstudents.In2015/2016,someschoolsextendedtheirworktoincludegrades7and8orgrade10Applied.Cometoasessionwheretheteachersinvolvedintheprojectwillsharetheirexperiencesandwhattheyhavelearned.TherewillalsobeinformationabouttheSummerLearningInstituteonGrade9AppliedMathematicsinAugust.
S2.19 PostSecSergeD’Alessio
Solved by Mathematics
Mathisapowerfulandindispensabletoolthatcanbeusedtosolveinterestingandimportantreal-worldproblems.InthispresentationIwillbediscussingseveralproblemsthataremotivatedbyanapplication,historicalchallenge,orcuriosity.Physicaldemonstrationswillbeincorporatedtohelpvisualizetheproblems,tovalidatethemathematicalpredictions,andalsotoillustrateconcepts.
S2.21 SenKarenVandewint
Introducing Activity- Based Spiralling with MEL 3E
Reflectionsonthefirstyearofapilotprogramusing“BigPicture”activitiesandspiralingtoimprovestudentengagementinMathematicsforEverydayLiving3E
S2.22 IntSenMelissaPoremba
Bridging the Great Divide
ThedividebetweentheHumanitiesandSocialSciencedisciplineswiththeMathematicsandSciencedisciplinesseemstoincreasewitheverygradelevel.Bridgingthatgapthroughformalandinformalcross-curricularconnectionscanaddresssomeoftheissuesregardingsubjectfragmentationandisolatedskillinstruction.Suchinitiativescanprovidemath-savvystudentswithamorepersonalizedlearningexperienceintheHumanitiesandSocialScienceclassroomswhileofferingmath-leerystudentsabetterappreciationoftherelationshipbetweenthesemajorareasofstudy.Wherecansuchprogramsbegin?Intheschoollibrary!Cometothissessiontodiscovertopicsandresourcesuggestionsforcombiningthestudyofmathematicswithotherdisciplinestoensurethatourhighschoolgraduatesreceiveandappreciateatrue“liberalarts”education.
SESSION FULL
SATURDAY May 7th 10:05 - 11:20
S2.23 IntSenPostSecJeffMcManus
Mathematics of the Past Influences the Present
Inthisworkshop,wewillexaminehowancientmathematicshasinfluencedourpresentdayapplications.Someelegantmathematicshassimplifiedcomplexprocesses,eventothisday.Comeintodiscusssomeinsightfultopicsandapplications.Bringalongyourfavouritescientificcalculatorbecausethisworkshopisnotforspectators.Yourenergy,Insight,andparticipationarerequiredasweinvestigateavarietyoftopicsfromthelist:-theEuclideanAlgorithmandRSACodeusedtoensuresecuredatatransmission-modulararithmeticanddivisibilityrules-infinitecontinuedfractionsusedtorepresentirrationalnumbersincluding-theleapyeardilemma-algebraandtheGoldenRatio-somefascinatingtechniquestogeneratePythagoreanTriplesusedinencryptionkeys-BinomialandHypergeometricProbabilityDistributions(Lotto649andLoadedDice)-theinitialdefinitionofhorsepower-thecreationoftheformularelatinghorsepowerwithtorque-theMichaelis-Mentenformulausedtocreatetimereleasedmedications-algebraanderrorcorrectingcodesandapplicationstocorrectmediadefects-asimplecodegame-therelationshipbetweentheFibonacciSequenceandtheGoldenRatio-elegantsolutionstointerestingproblems-someintriguingapplicationsforradicalsandlogarithms-recursionformulasandcharacteristicequationsspecialsumtechniquesYouwillenjoythistripasitshowsthepowerofmathematicsinourmodernworld.
S2.25A IntSenMarkBouwmeesterVanessaHerceg
Facilitating Effective Discussions
**DOUBLESESSION**Ittakestheeffortsofaskilledteachertohelpensurethatstudentlearningbasedonarichtaskreachesitsfullpotential.Inthisdoubleworkshopteacherswillexploreamethodologythatcanbeappliedinanyclassroomtoprovideadeeper,richerlearningexperience.MargaretSmithandMaryKayStein’sbookFivePracticesforOrchestratingProductiveMathematicsDiscussionspresentsasetofmanageablepracticeswiththepowertoconnectstudents’approacheswiththeunderlyingmathematicsandputteachersincontrolofproductiveclassroomdiscussions.DuringthishandsonworkshopteacherswilllearnSmithandStein’spracticesbyapplyingthemtoasimulatedclassroomexperience**THISISTHEFIRSTHALFOFADOUBLESESSION.PLEASEENSURETHATYOUARESIGNEDUPFORTHESECONDHALF,S3.25B**
SATURDAY May 7th 10:05 - 11:20
S2.26 IntSenAlexanderOverwijkBruceMcLaurin
Spiralling with activity-based learning
Wehaveimprovedstudentmindsetandincreasedstudentengagementbymakinghands-onactivitiestheheartofourpractice.Wespiralthroughthecurriculum,repeatingthebigideasthroughoutthecoursetoallowstudentsmultipleopportunitiestoextendtheirlearninganddemonstratetheirunderstanding.Wedon’tconstrainlearningwithinunitsofstudy.Ouractivitiesoftenconnecttwoormorestrands.Inthissessionwewillsharetheactivitiesthathaveallowedustochangeourpracticeandimprovestudentperformance.
S2.27 IntSenAmiMamoloMichaelFrankfort
Social Justice Contexts for I/S Math
Inthissession,wewillengagewithmathematicalexplorationsthataddressissuesofsocialjustice,suchasaffordabilityoffood,fairness,andbullying.Thegroupwilldiscussissuesandapproachestoincorporatingsociallyrelevantcontextsintoinquiry-stylemathematicslessonsingrades7-12.Participantswillbeinvitedtosharetheirideas,questions,andconcernsforconnectingmathwithsocialissuesintheirownclasses.Topicsfordiscussionmayvarydependingonparticipantinterestandmayinclude:student/teachermindset,tacklingsensitiveissues,purposesformathandmatheducation,contextualreasoningandmathematicalargumentation.
SESSION FULL
FEATURED SPEAKER
SATURDAY May 7th 11:35 - 12:50
S3.01 AllDonFraser
Taking the ‘NUMB’ out of NUMBERS
LEAPINTOMATHwithDonwhowillsharesomecreativeinteractivenumberactivitieswhichsuitanystyleofteaching.Teachingstrategiesandsome‘tweettreats’willalsobehighlighted.BringagrowthmindsetandasenseofhumourandDonwillprovidetherest.Youwilllaugh,learnandleavewithasmileonyourfaceandarenewedsenseofthejoyofteaching?HW…Doyouhangyourtoiletpapersothepapercomesoverthetoporunderneath?Checkwithafriend!
S3.02 IntSenMyleneAbi-Zeid
Everything Google... Apps that you can’t live without!
GoogleSLIDES,FORMS,DOCS,CLASSROOMhavegreatlyenhancedthelearningenvironmentinmycourses.Inthishands-onsession,participantswillhaveanopportunitytodiscoverandexperiencecreatingFORMSforformativefeedback,usingDOCSforcollaborationwithstudentsandcolleagues,usingSLIDESforstudentelectronicportfolios,andCLASSROOMforapaperlessandcollaborativeapproach.ParticipantsareencouragedtoBYOD.
S3.03 PriJunIntImmaculateNamukasa
Selection of Apps for Teaching Difficult Mathematics Topics: An Instrument to Evaluate Touch-Screen Tablet and Smartphone Math Apps
Manipulatives—includingthemorerecenttouch-screenmobiledeviceapps—belongtoabroadernetworkoflearningtools.TheprofusionofvirtuallearningtoolsavailableviatheInternetmagnifiesthechallengeofhowtoselectmaterialsthatmeetthepedagogicalgoalsofteachers.Whatcriteriacouldteachersusewhenchoosingusefulapps?Thispresentationsharesanevaluationinstrumentforteacherstousewhenselectingappsforlearningmathematics.Teacherswilllearntotellifanappisappropriate,usefulandwelldesigned.Attheworkshop,thetop10appscurrentlyusedforlearningelementarymathematicsaregoingtobeevaluatedtoseewhichonesareLevel4appsaccordingtothefollowingcriteria:thenatureofthecurriculumaddressed,thedegreeofactionsandinteractionsafforded,thelevelofinteractivityofferedtotheuserandthequalityofthedesignfeaturesintheapp.Theprocessofevaluatingappsisalsohelpfulfordevelopingappsthataremorealignedwithemergentcurricula,thatfocusalsoonconceptualunderstanding,andthatutilizemultiple,interactiverepresentationsofmathematicsconcepts.
SATURDAY May 7th 11:35 - 12:50
S3.04 JunIntCathyGriffinBradleyClarkeAvisDalgarnoRyanDawsonMelissaJuniperTedVoelker
Math & English Language Learners: Students and Educators as Co-researchers
Inthissessionyouwillhearthevoicesofeducatorsandstudentsinaschoolwith40%CanadianbornELLsastheystruggletogethertoimprovetheirpracticeinmathematics.Wewilldemonstratehowtoengagestudentsasco-researcherswhotestandevaluateteachingandlearningstrategies.Educatorsholdthemindsetthatwearelearnerswithourstudentsinthequesttoimproveourcollectiveandindividualunderstandingofmathematics.Youwillhearstudentsandteachersspeakauthenticallyaboutwhattheylearnedandhowtheyimprovedtheirpractice.Participantswillleavewithready-to-implementstrategiesfornurturingaclassroomculturewithagrowth-mindsetandstudentswhohavewelldevelopedandeasytoassessmetacognativeskillsaswellasspecificstrategiesforELLsandlinkstohelpfulresources.
S3.06 PriJunIntBlakePatonMikeGervais
Stop Bad Math
Makeproblemsolvingeasyandfun!StopBadMathisanewapproachtoteachingproblem-solvingattheelementarylevel.Itteachesindependenceinproblem-solvingactivitiesandchildrenquicklyacquiretheabilitytoapplyarangeofproblem-solvingstrategieswithinthewell-known4-stepproblemsolvingmodel.Theworkshopwillpresentpracticalmaterialsandamethodthatteachaprogressionofproblem-solvingskillsthatcanbeapplieddirectlytothecurriculum.Thishelpsstudents:A)Learntheproblem-solvingsequencefaster,B)Identify,learnanduseproblem-solvingstrategiesfasterandmoreeffectively,C)Retainthesesequencesandstrategiesthroughorganizersandmnemonicswhenfacedwithindependenttaskssuchasassessmentsandevaluations.Withincreasedemphasisonproblem-solvingacrossthemathcurriculum,studentsneedmaterialsthatexplicitlyteachtheproblem-solvingsequenceandessentialstrategies.Younglearnershavedifficultyrememberingthe4-stepproblemsolvingsequence--understandtheproblem,makeaplan,carryouttheplan,lookbacktocheck.Theyhaveevengreaterdifficultyrememberingtheirstrategiesandchoosingonetoapplytotheproblem.StopBadMathaddressesbothoftheseproblems.Kidslearnandretaintheprocessandstrategiesquickly.WithStopBadMathchildrenlearnastructuredprogressionofskillsthatfocusonpreparingthemforthesituationswhereorganizersandthinkingaidsarenotnecessarilyavailable,e.g.duringassessments.Ultimatelytheydeveloptheabilitytoquicklygeneratetheirownorganizersandthinkingaidsandexperiencegreatersuccess.ThroughStopBadMath,kidslearntodomathwell.
SATURDAY May 7th 11:35 - 12:50
S3.07 KPriJunIntNancySteinhauerGiannaHelling
Teaching Math for Social Justice
GiannaHelling,principalofSt.SebastianCatholicSchool(TCDSB)andIwillsharethecollaborativeinquirythatwefacilitatedwithGradeK-9teachers(TDSBandTCDSB)andtheirprincipalsaroundTeachingMathforSocialJustice.Wewillshareourexperience,toolsthatwereuseful,andresourcesthatmightbeofinteresttoothers.Wewillalsoincludeinthepresentationsamplesofstudentwork,includingvideoclips.
S3.08 JunPeterCameron
Let’s Do Some REAL Math
Learnhowthisgrade6teacherwith20yearsofclassroomteachingexperiencehasbrokenfreeofthetextbookandisteachingmathinwaysthatareREAL,engagingandauthentictohisstudents.YOUcandothesame.Strategiesforleveragingtechnologyandreadilyavailable“handson”materialstomakelearningmathREALwillbehighlighted,discussed,exploredandshared!PeterCameron’stipsandstrategieshavebeenfeaturedonCBC’sAsitHappens,CBCNewssite,andOwlMagazine.Comejointhefun!
S3.09 KPriDianeTepylo
Learning Mathematics through Play in the Primary and Kindergarten Classrooms
Playisgoodforbuildingmathematicalintuitions,butresearchisclearthatmathematicalskillsandthinkingcanbeimprovedwithteacherguidance,especiallyforat-riskstudents.Thispresentationpresentsideasfordesigningeffectiveplayenvironmentsformathematizingplaysupplementedwithplayfulsmallgrouplessons.ParticipantswilllookatclassroomexamplesfromtheInstituteofChildStudies(UofToronto)andtheMathforYoungChildrenProjectandleavewithlinkstotheseexcellentsites.
S3.10 JunIntSenPostSecLindsayKuehSheriHillAdrianRawle
Making Math Stick and Increasing Perseverance
Haveyoueverwonderedwhystudentsforgeteverythingaftertheywritethetest?Thisyear,thegrade10academicmathteamatCraigKielburgerSSpilotedanewwayofteachingandevaluating.Unittestswereremoved,weeklycumulativequizzesandthinkingassignmentswereimplemented,alongwithcumulativehomework.Ourthreemaingoalsweretoattackdeficienciesinbasicskilldevelopment,increaseretentionoflearnedskills,andincreaseproblemsolvingability.Wefoundstudentsweremorecomfortablewithmixingconceptsfromvarioustopics,andthatwehadmoretimetofocusonproblemsolving,games,andrichactivities.
SATURDAY May 7th 11:35 - 12:50
S3.11 PriJunPamelaMorris
Integrating Student Centres and Small Group Guided Math Instruction
Wonderinghowtogetthemostoutofyourmathematicslearningblock?Stepbackandletthestudentsandtheirworkdothetalking!Byintegratingsmallgroupinstructionandmathgamecentresintotheclassroom,teacherswillhavemoreopportunitytocloselyobservestudentlearning,whichinturnallowsforagreaterunderstandingofstudentlearningneeds.Thissessionisdesignedtohelpyoudeveloptheclassroomstructuresneededtoimplementandassessindependentmathcentresandsmall-groupguidedmathinstruction.Partpresentation,parthands-onexperimentation,thissessionallowyoutotryoutaseriesofhands-onmathgameandapps,participateinmathtalkactivities,andreviewadditionalresourcestohelpyougetthemostoutofyourmathprogram.Wewilllookatopen-endedmathproblemsandlearnhowtoletthestudentstakethelead.Participantswillwalkawaywithaseriesofmathresourcesforalllearninglevelsincludinghands-onmathgames,numbertalkstrategiesandassessment/monitoringtemplates.ParticipantsareencouragedtoBYOD!
S3.12B KPriJunIntTracyWhiteSetaMoore-Bridge
Using Math Models to Improve Number Flexibility
**DOUBLESESSION**If“seeingisbelieving”,thentheuseofmathematicalmodelsinclassroomsacrossgradelevelsisessentialfordeepunderstandingofmathematicalconcepts.Wewillhighlighthowgivingstudentstoolssuchasthenumberline,Base10,abacus/rekenreks,decompositionmodels,andareamodelscanhelpstudentsmastermathematicalconceptsthroughoutthecurriculum.Byusingthemodels,studentswillbeabletoshowtheirtrueunderstandingofaddition,subtraction,multiplicationanddivisionofnumberapplicationsandoperations.Furthermore,themodelsassiststudentsinrecognizingwhichoperationsarerequiredinproblemsolvingscenarios.Theversatilityofthesemathmodelsenablestudentstobuildontheirpriorknowledge,increasetheirnumberflexibility,andeasilytransfertheirunderstandingamongconcepts.Theyalsoincreaseprecisioninstudentcommunicationandallowfordifferentiationinlessons.**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORS2.12A**
SESSION FULL
SATURDAY May 7th 11:35 - 12:50
S3.13B IntSenSandraWalkerAnneHolnessKellyLittlemoreKimberlySimpson
Experience Cross Panel Math learning! **DOUBLESESSION**DrawingonourlearningfromcurrentresearcharoundFractionsandourCrossPanelMathNetwork,weaimtoprovideauthenticlearningopportunitiesforgrades7-10teachers.Participantswillengagewithfractionproblemsthatallowformultiplerepresentations,delveintoagreaterunderstandingoftheOntariomathcurriculumcontinuum,anddeepenmathknowledgeforteaching.Wewillconnect/shareourCrossPaneladventuresaboutresponsive,experientialandblendedprofessionallearningParticipantswillengageinhandsonfractionlearning,multipleopportunitiestodiscussdifferentrepresentationsandtakeawayabroaderconceptualunderstandingtoinformteachingpractice**THISISTHESECONDHALFOFADOUBLESESSION-PLEASEENSURETHATYOUAREALSOSIGNEDUPFORS2.13A**
S3.15 AllEmmetMellowMarciDuncan
Making Thinking Visible with Digital Tools
Thinkinghappensmostlyinourheads,invisibletoothersandsometimeseventoourselves.Whenweengageintasksandconversationsthatmakethinkingvisiblewecanprovidefeedbackthatmoveslearningforward,activatesstudentsaslearningresourcesforoneanotherandempowersstudentsasownersoftheirownlearning.Inthissessionwewillshareideas,strategiesandtoolsthatwillmakestudents’thinkingvisibletothemandyou.Wewillexploreavarietyoftools,suchasGoogleAppsforEducationandEducreations,andhowtheycanbeusedtocapturestudentvoiceinmathematicsandbeyond.
S3.18 IntSenSaarahBroadbent
Reversing Student Attitudes Toward Mathematics by Helping Students Achieve Math Fluency
InthispresentationwewilldiscusshowtheCurriculumExpectationsrecognizetheimportanceofdiscoveryasabasisforconceptualunderstandinginmathematicsandanoverallincreaseinstudentachievement.Wewillalsoinvestigatehowmathfactsaremasteredandwhichmethodsareproventopromoteautomaticityacrossabroadrangeofstudents.Participantswillexperiencehowtheycansupportdiscoverywithindividualizedmathfactfluencygrowthallowingstudentstofocusonhigherlevelmathconcepts,processes,andskillswhilemaintainingpositiveattitudesaboutmath.
S3.20 IntSenPamelaKosterCarolynTsai
Leap Into Math Activities with a Growth Mindset
Doyouhavestudentswhohave“checked-out”,havelowconfidenceinmath?Doyouhavestudentswhoaredisengagedinthemathclassroom?Thisworkshopisdesignedtore-engageyourstudentsandhelpdeveloptheirconfidenceinmaththroughtheuseoflowfloor,highceilingactivitiesandencouragingagrowthmindset.
SATURDAY May 7th 11:35 - 12:50
S3.21 IntChrisSuurtamm
Enhancing Learning in Grade 9 Applied Mathematics: Research Findings from a Province-wide Collaborative Inquiry
Thispresentationwillhighlightpreliminaryfindingsfroma2-yearCollaborativeInquirywith9professionallearningcommunitiesacrossOntariowhoareengagedinenhancingteachingandlearninginGrade9AppliedMathematics.Thepresentationwilldiscusswhattheseprofessionallearningteamsaredoing–bothintheirclassroomsandintheirprofessionallearning.Itwillalsohighlightsomeofthekeycomponentsthattheyhaveidentifiedassupportingsuccess.
S3.25B IntSenVanessaHercegMarkBouwmeester
Facilitating Effective Discussions
**DOUBLESESSION**Ittakestheeffortsofaskilledteachertohelpensurethatstudentlearningbasedonarichtaskreachesitsfullpotential.Inthisdoubleworkshopteacherswillexploreamethodologythatcanbeappliedinanyclassroomtoprovideadeeper,richerlearningexperience.MargaretSmithandMaryKayStein’sbookFivePracticesforOrchestratingProductiveMathematicsDiscussionspresentsasetofmanageablepracticeswiththepowertoconnectstudents’approacheswiththeunderlyingmathematicsandputteachersincontrolofproductiveclassroomdiscussions.DuringthishandsonworkshopteacherswilllearnSmithandStein’spracticesbyapplyingthemtoasimulatedclassroomexperience**THISISTHESECONDHALFOFADOUBLESESSION.PLEASEENSURETHATYOUARESIGNEDUPFORTHESECONDHALF,S2.25A**