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What does Mathematics mean to me?

Logical balancing act

Math is frustrating but the challenges make it more worthwhile

Math is integrated into our lives

Math isn't about memorization

Math is everywhere every day in everything we do

Some people connect better

There is no escaping math

Making relevant connections to the real world

Debilitating and demoralizing when not understanding math

No frame of reference for what was being covered

Discovering math is dependent on comfort level

What do you think and feel when you read these stories?

We need to make math memorable to build for conceptual understanding for every student

Make students feel like mathematicians

Students will build confidence to solve problems

Inspired to connect math authentically

Math is not a race

Reflecting on classroom efforts to engage and make math memorable

Describe your own history of mathematics.

Enjoyed the rote repetitive nature

Could hide in own head

Enjoyed the many questions with little variation

Math was about getting the right answer and if it was wrong, hoping no one noticed

Frustration when comparing to others that seemed to get great grades with no effort

Challenging, fearful, anxious

Never really connected with math

Math was a way to get mind off things

Confusing being left without effective teaching to 'figure it out'

Inspiring

Despised math as it was unrealistic and useless

Only served the purpose of developing memorization

It was difficult to understand when no frame of reference was given

Only given one way to do things, creativity in approaching a problem was discouraged

Paper and pencil, no opportunity to try and understand - teachers, parents, friends were frustrated

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where to find meaningful and differentiated math centres to engage learners at their zone of proximal development

how to make math inclusive for students on an IEP

how can you customize the 3-Part lesson for IEP students

how do we support students not meeting the learning intentions

how can I incorporate ICT (iPads, websites, etc.)

how do I know that I am engaging all learners in a meaningful way

do traditional lessons still have value and should they be taught in some capacity

how do teachers incorporate cultural backgrounds of different students

what types of groupings are the most beneficial to students

what resources work best where

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strong numeracy sense early on will increase success in math in later years

math comes to life through real life experiences

conceptual understanding requires students making connections in their learning

students must have equitable access to learning

Students experience cognitive dissonance as their comfort level is pushed by new concepts

build positive math attitudes

learning should be rewarding

use assessment to guide instruction

students need to be active participants in the learning and can even benefit from creating the learning and problems as well

collaboration with other colleagues in different grade levels to better understand continuum of mathematics concepts

Importance of metacognition

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Importance of Inclusive Mathematics Classrooms

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Importance of Inclusive Mathematics Classrooms

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Everyone is included in the learning and actively participating

Everyone has the opportunity to succeed

Learning is built on student prior knowledge making connections to new learning

Learning happens through exploration and discovery

Each student can bring their strengths to the learning environment

Have students believe in their strengths as math learners

All students come with different schema and this will be attended to individual through a student-centred program

Students get to learn different perspectives

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Many of us are already differentiating and providing the supports and accommodations as outlined in the articles

Provide extra time and frequent breaks to keep their stress and frustrations in check

Provide scribing where appropriate for learners' needs

Collaborating with support staff (EAs, SERTs)

Focus on student strengths and what they do understand in their learning

Classroom setting is in groups for greater communication

Ensure that groups working on tasks can be successful with the presented experience while teacher works with another group

Choice provides students opportunities and to be more motivated in the program

Provide students will tools to complete their work that meet various learning styles

Have students interpret problems in their own words

Organized classroom with access to manipulatives

Providing students choice so that they can make decisions resulting in greater autonomy and self-regulation

Math centres are intentionally constructed for students that will be interacting with the learning to ensure it is appropriate

Flexible groupings great for teacher facilitation

Using questioning and prompting

Assessing students during the learning process to effectively redirect where necessary

Provide audio (read aloud questions/problems) for learners that may have difficulty with reading

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Each student has unique needs and their success is dependent upon how accurately we match the supports to their needs and strengths

Provide even more choice for students

Working with small groups of learners

More support in teaching math (similar to the support we get in literacy)

Connect and use the support systems around us and not feel 'alone' to teach math

Provide students choice in partnerships or independent work empowering them as active participants in more aspects of the learning

Centre based learning

Mirror more practices from the literacy block

Provide students with the appropriate amount of time to work at their own pace

Collaborate with a math support group for student learning and teacher PD

to have the support of EA's and support teachers in order to meet the needs of our more diverse learners

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Capacity Building Series: Asking Effective Questions

Speed and instant responses (not to judge understanding based on quick responses)

Mathematical skills taught are of importance and students are modelled for and encouraged to use mathematical language

Allow students to 'go with the flow' in their learning rather than trying to hard to get them back onto your intended path

Not to expect instant answers

Tier lessons

Variety of ICT integration

Relatable tasks for learners

Inclusive questions

Provide brain breaks to de-stress and come back to a problem with a clearer mind

Guided math groups

Lots of visual aids (anchor charts)

Incorporate different learning styles

Performance tasks

Maintain positive interactions with students

Incorporate assistive technology (Kurzweil, WordQ)

Use of manipulatives through play, inquiry, and trial and error

Using open ended questions

Using parallel tasks