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Use of digital tools for visual representation Challenges: Getting teachers to use concrete manipulatives especially with intervention.

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Students see the question and show a better understanding. Challenges - tools collecting

dust on a shelf

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Started with an inventory by site as it was clear that there were inequities across sites. Purchased "kits" for 3,6,9. Relearn - teaching teachers how to use the tools

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Students access to technology and physical manipulatives.

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through our math facilitator tracking forms 71% of the time math coaching classrooms are using tools and representations

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Teacher knowledge which is layered with their confidence and own math experiences. We have had tremendous success in grades 9 and 10, primarily through modelling and demonstration classrooms.

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access and funding to get tools to schools district wide

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Access to manipulatives, teacher comfort

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Working in some areas to encourage more intermediate teachers to use concrete tools.

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Focusing heavily on key models/reps (e.g. number line and array)

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content knowledge - understanding which tools and reps to use to both develop and model student thinking.

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With a large number of new admin and teachers, there is a lot of learning needed

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Staff are starting to all understand the importance of concrete, representational, abstract being visible at the same time instead of linear use of them

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teachers staying after school for math PD! challenges: NO supply coverage allowed for

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PD during the work day

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more and more educators are seeing the use of tools to support thinking

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A lack of understanding of many educators around how to intentionally utilize visual and concrete tools to support specific conceptual understandings...both large and small group work

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Many of our teachers did not learn math this way and prefer to teach they way they learned (algorithm), paper/pencil. They are starting to see the value though with the help of our coaches.

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For digital tools - the availability of devices - for hands on -having manipulatives; teachers having confidence using them - attempting to model the use

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Moving from using them as "answer tools" to tools that allow for thinking and investigation

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e-normalizing and de-stigmatizing of manipulatives has begun Challenges: access to concrete tools (funds), teacher comfort in use of manipulatives to support conceptual understanding

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Not all educators are confident with using the tools, they often get frustrated as they might not understand what their trying to achieve with the use of a tool

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Lack of knowledge in how to use the tools

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Access to manipulatives for all classes both digital and tactile

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Students are still reluctant to use them, particularly in older grades.

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students are learning through visuals in most classrooms. Challenges, not every classroom has manipulatives or access to them. We have provided input on using virtual manipulatives.

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"stigma" of having to use

teacher knowledge of how to use the tools

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use of tools in algebra and number

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Students accessing them independently - without teacher prompting.

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some teachers have moved away from concrete materials after virtual learning

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Having math facilitators modeling in the classrooms is moving some back to using in the classrooms.

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Having the ability/capacity to provide professional learning opportunities to support teachers with effective instructional strategies when implementing and/or using tools in the classroom.

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As part of facilitator work in schools, we are doing inventories of all tools and ensuring that these are modelled through the classroom work.

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challenges: not enough concrete tools. No funding to support our teacher release time to support the effective implementation of tools for student achievement.

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So many new teachers who started during pandemic. Getting them comfortable using concrete and digital tools.

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All staff have had pd on digital math tools and are using them in the classroom to support all students.

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Intermediate classes and high schools are using math tools less.

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Teacher understanding of how the tools can build student conceptual understanding,

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Understanding the CRA model Successes

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The teachers are very eager to try new strategies and participate.

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available to students, students find success and make connections

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educator understanding of how to implement and leverage tools and representations

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Lack of technology for digital tools, lack of concrete tools and limited budget in some schools especially in priority schools that are hard hit by other expenses or are small

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students are reluctant to use concrete tools in the upper grades

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accessibility of materials, knowledge of teachers, resources that focus on these topics.

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hands-on, multiple ways of representing concepts

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confidence of educator

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Teachers recognizing the power of the use of concrete tools

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Secondary Teachers' awareness of how to effectively engage students in using manipulatives.

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still overcoming the mindset that tools are for remediation.

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coming as we have math facilitators working in our grade 3 & 6 classrooms and helping increase teacher confidence