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

http://www.oame2016.ca/

http://annual.oame.on.ca/2016/speakers/robert-j-lang/

http://annual.oame.on.ca/2016/speakers/steven-strogatz/

http://annual.oame.on.ca/2016/speakers/sarah-greenwald/

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

About this PDF To help you navigate this document, a set of Bookmarks have been created to allow you to navigate quickly and easily from one section to another. In your PDF viewer: • Choose the option to VIEW, Bookmarks. • A panel will open up on the left with links that will

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This PDF document will be updated periodically. Refer to the News section of the http://oame2016.ca/ website to find the most recent version.

Leap into Mobile !

Try out the OAME 2016 mobile app on GuideBook !

Want to stay up to date with the latest changes in the program for OAME 2016? Need to quickly search for sessions or speakers on your smartphone or tablet? Then download the OAME 2016 guide and access the latest conference info - once downloaded, the information is still accessible, even when offline.

Visit guidebook.com/g/OAME2016 to download or view the mobile app for the conference or scan the QR code on this page.

1. Choose the version that’s right for you

2. Download the GuideBook app from the App store or Google Play store

3. Download the OAME 2016 guide to your device (Open up the GuideBook app, then search for OAME)

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

http://annual.oame.on.ca/2016/econference/

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.



http://stayrcc.com/barrie

http://stayrcc.com/barrie

http://www.hibarrie.ca/

http://bit.ly/1jtsNdY

http://hamptoninnbarrie.com/

http://bit.ly/1MnQWtH

http://oame2016.ca/

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.

http://www.kenkenpuzzle.com/howto/solve

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.


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!


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.


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.


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.


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


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.


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**


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.


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.


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


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.


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.


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.


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.


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.


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**


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**


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.


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.


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**


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


T4.36 PriJunDavidCostello

Self-Monitoring Mathematical Comprehension

Whatismoreimportant:thehow,orthewhy?Toooften,studentsmemorizeprocesseswithlittleunderstandingofmathematicalconcepts,andhavedifficultyinrecognizingmisconceptions.Itisimperativethatinstructionconsistofstrategiesthatdeepenstudentmathematicalcomprehension.Thispresentationwillfocusoninstructionalstrategiesthathelpstudentsstrengthentheirabilitiestoself-monitormathematicalcomprehension.

FEATURED SPEAKER


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!


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.

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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**

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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.


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.


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.

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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.


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.


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.


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.


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.


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.


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.


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!


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?


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




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.


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**


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.


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.


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


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**


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.


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.


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”?


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.


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.


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


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.


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.


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.


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!


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?


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.


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.


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.

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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.

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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.


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!

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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.

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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**

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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


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.


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.

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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.


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.


S2.17 PriJunIntKristinPhillips

Recursive Mathematics- A New Approach to Delivering the Curriculum

Traditionallymathematicshasbeentaughtindiscreteunits.Learnabouthowtodeliverthemathematicsinarecursiveorspiralingfashionsothatkeyconceptsaretaughtmanytimesinthecourseofoneyear.Thismethodofplanningandteachingissupportedbyresearchintohowpeoplelearn.ClassroomsintheWRDSBthathaveusedithavefoundpositivebenefitsforbothstudentsandteachers.

S2.18 IntTeachersfromtheGrade9Project



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


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**


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


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.


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.


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.


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


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.


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**