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We have gotten rid of math textbooks, but what have we replaced them with?

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We have gotten rid of math textbooks, but what have we replaced them with?

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Gr 1 and 2 and Gr. 4 and 5 there are no official data points

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Gr 1 and 2 and Gr. 4 and 5 there are no official data points

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Need to engage students in the conversations relating to their understanding of mathematics - there needs to be student ownership

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Need to engage students in the conversations relating to their understanding of mathematics - there needs to be student ownership

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Descriptive feedback and discussions of learning goals

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Descriptive feedback and discussions of learning goals

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Math talks have supported student learning - focussed release time for teachers to collaborate

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Math talks have supported student learning - focussed release time for teachers to collaborate

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Things are working at the grade level where the math leads are teaching, how do we move the knowledge across the grades in an effective manner

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Things are working at the grade level where the math leads are teaching, how do we move the knowledge across the grades in an effective manner

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2. Actually reaching teachers in order to get them to buy in to the benefits of Engage math and a true growth mindset

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2. Actually reaching teachers in order to get them to buy in to the benefits of Engage math and a true growth mindset

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2. Looking for a more seamless connection from elementary to secondary

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2. Looking for a more seamless connection from elementary to secondary

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1. Teachers are not articulating to students the connections that numeracy flows throughout all subjects - the concepts

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1. Teachers are not articulating to students the connections that numeracy flows throughout all subjects - the concepts

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2. FMSS - would like to see work continuing on Growth Mindset across the classes  and not just looking at this once and then moving on ...

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2. FMSS - would like to see work continuing on Growth Mindset across the classes  and not just looking at this once and then moving on ...

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Some teachers are fully embracing and others are not.  In other words, increased awareness of the need for a change in practice, yet this knowledge has not been fully applied school wide.  Report cards do not yet fully reflect a shift in practice in math, but a gradual change has begun.

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Some teachers are fully embracing and others are not.  In other words, increased awareness of the need for a change in practice, yet this knowledge has not been fully applied school wide.  Report cards do not yet fully reflect a shift in practice in math, but a gradual change has begun.

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1.Lead teachers were chosen specifically based on both their interests but also their ability to collaborate with their colleagues

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1.Lead teachers were chosen specifically based on both their interests but also their ability to collaborate with their colleagues

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- it has been a challenge integrating numeracy into all classes. We looked at mathematical processes and had them tuned to different subject areas but ultimately, the math department has been the focus through AEAC and some gradeless marking

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How has the Math initiative impacted your whole building?

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How would you like it to impact your building