Mathematics Teacher - Secondary
Woodroffe HS
Ottawa-Carleton DSB
Mylene has taught mathematics for 20 years. She completed the Census at School survey, retrieved and analyzed class and international data in her grades 9, 10 and 12. Over the last five years, she has given various workshops on the use of technology and resources for mathematics.
T3.23 - Go Paperless with Google Classroom!
Google Classroom helps keep students and teachers organized, promotes online collaboration between students, and provides opportunities for timely feedback. These are just a few benefits of using this platform. I will share my experience with Google Classroom and describe how I've implemented its use in all of my courses this year. With Google classroom, VNPS (vertical non-permanent surfaces) and VRG (visibly random groupings), the learning environment has been transformed. In this session, teachers will experience setting up a class, creating an assignment or an announcement, providing online feedback, etc. Participants are encouraged to BYOD. This is a session for BEGINNERS.

Math Chair, Special Education Teacher, Teacher Librarian
John D. Parker JS
Toronto DSB
Jenn is a currently a Teacher Librarian and special education teacher with the TDSB.
T5.28 - Technology as a Learning Tool in Kindergarten Math
Play and inquiry with technology encourages learning that capitalizes on students’ natural curiosity. This workshop will explore how Kindergarten educators can begin to integrate technology into their mathematics programming using technology including a light table, iPads, a digital projector, and programmable robots as a way to promote inquiry and learning, across the four frames. Participants are encouraged to BYOD (Bring Your Own Device) to engage with during the workshop. This session does not involve the selling of any products.
F3.28 - Embracing Technology in the Grade 1-5 Math Class
“We need to embrace technology to make learning more engaging. Because when students are engaged and they are interested, that's where learning takes place.” - unknown Come and explore in the sandbox! This workshop provides educators with the opportunity to explore freely and and engage with technology which can be added seamlessly into their mathematics classroom and connected intentionally to the curriculum. Discover a variety of technologies including apps, robotics, and unplugged options that promote mathematical learning and how they connect to the Ontario Mathematics curriculum from Grades 1-5. Participants are encouraged to bring their own device to actively engage in the session. This session does not involve the selling of any products.

Instructional Coach
Evelyn Harrison, Northbrae, Cedar Hollow
Thames Valley DSB
Instructional Coach, Thames Valley District School Board
T1.29 - Coding Unplugged
Do you want to teach coding but struggle with technology or don’t know where to start? This workshop will focus on fun and engaging activities to teach coding and math concepts such as location on a grid and positional knowledge. Participants will see how these activities address the math processes of problem solving, reasoning, reflecting, representing, and communicating by writing “code”. By engaging in some whole class and small group activities, participants will see how students in the primary grades can learn the skills needed to be able to code before they use a computer. Some links to computer coding activities will be provided to make connections into the technology. All lessons and activities will be shared to address curriculum expectations across mathematics, literacy and social studies for early years and primary grades.
T4.29 - Beautiful Geometry: Making Mandalas
The beauty of Mathematics comes to life in this session focusing on Geometric Properties. The workshop will describe how visual arts projects allow students to discuss, investigate and utilize geometric properties to create stunning and meaningful works of art. By creating an original piece of artwork, participants will engage in the mathematical task prior to trying it out with their own students. A complete and detailed series of lessons will be provided to address curriculum expectations for Grades 6-8. Why teach Geometry in your math block? Teach it through the Visual Arts.

Curriculum Coordinator: First Nation, Métis and Inuit Education
Curriculum & Instructional Services, York Region DSB
York Region District School Board
Pamala Agawa is an Anishinaabe-kwe from Batchewana First Nation and currently employed with York Region DSB as a Curriculum Coordinator for First Nation, Métis and Inuit Education. Pamala is passionate about learning alongside youth especially when it comes to mathematics.
T4.11 - Ontario's Math Knowledge Network - grassroots ideas for math educators highlighting Indigenous knowledge and computational thinking in math education
The Math Knowledge Network (MKN), hosted by the Fields Institute for Research in Mathematical Sciences (Fields) through its Centre for Mathematics Education (CME), brings together diverse mathematics education stakeholders from across Ontario to mobilize evidence from research and professional practice in mathematics education from K-Post-Secondary, facilitate the use of evidence-based practices for mathematics instruction to support improved educational achievement, and contribute to the Ministry of Education’s Renewed Mathematics Strategy (RMS) in partnership with educators, researchers and organizations across Ontario. The MKN is part of the Knowledge Network for Applied Education Research (KNAER), a provincial education network funded by the Ontario Ministry of Education, with the mandate to mobilize research and knowledge in order to improve educational practices and student outcomes. This presentation will focus on the work of two of the MKN's four communities of practice (CoP), Computational Thinking in Mathematics Education and Indigenous Knowledge and Mathematics Education. Each CoP will highlight the innovative work being done in classrooms and beyond, guided by the principles of fostering inclusion, changing attitudes towards mathematics, and addressing educator-identified needs for improving student learning. Each CoP will share their strategies and takeaways for audience members. Please note that there is a second presentation that focuses on the other two MKN CoPs: Critical Transitions in Student Mathematical Development and Mathematics Leadership.

Curriculum Leader
The Linden School
Independent School
Beth Alexander teaches at The Linden School in Toronto, and is interested in the Maker movement, integrating technology and social justice, and increasing the participation of marginalized students in STEM. She is a co-founder of the Teaching for Justice conference, and in 2017, received a Prime Minister's Award for Teaching Excellence for her work.
F5.30 - Electric Math! Integrating Math in the Design Technology Lab
How can math, coding, engineering and electronics support each other? In this session, we'll explore a number of activities designed to consolidate math concepts when students in grades 4-9 design, build, and test electronic devices and create digital generative art.

Vice Principal - Indigenous Education
Ottawa Carleton District School Board
Ottawa Carleton DSB

Consultant for Numeracy
Catholic Education Centre
Durham CDSB
Former secondary math teacher and current curriculum consultant. I love teaching, learning, mathematics, and technology. Collaborate with me on Twitter: @AllenMath
T1.08 - Indigenous Learning and Mathematics
We are going to explore ways to integrate culturally relevant curriculum into our mathematics learning through the sharing of best practices. Participants will learn about the Calls to Action from the Truth & Reconciliation Commission and experience first-hand some mathematics activities that include perspectives from our Indigenous education advisory circle.
F4.07 - Reaching the 21st Century Math Student
Today's learners are a diverse group with varying strengths and areas of need. This presentation blends discussion about 21st Century learning with practical hands-on demonstration of how to use new and innovative digital resources. Participants should bring a web-enabled device and will leave with the knowledge and skills to use exciting new resources with their students right away!

James Madison University
University
F3.11 - From Snorkelers to Scuba Divers: Promoting Deep Learning in Math
This action-packed session looks at the latest research on student engagement, student thinking, and how to design classrooms that promote deep thinking and understanding. Participants will experience targeted and specific strategies for grabbing and maintaining student engagement at all three levels (behavioral, emotional, and cognitive) while at the same time finding the right level of rigor, striking the ideal balance between surface and deep learning, and identifying the right level of challenge for each student.

Teacher
Monsignor Percy Johnson C.S.S.
Toronto CDSB
Elizabeth is a secondary math educator with the TCDSB.
F4.19 - Surviving Spiraling Applied Math
Spiraling a course for the first time can be scary! We will share with you the successes and failures of our first time spiraling both the 9P and 10P courses. Come learn about why spiraling is the way to go!

Teacher, Grade 6
Ross Drive P.S
Peel DSB
F3.18 - Math Assessments - A Collaborative Journey into Spiraling Math, Learning Maps and Getting Students to Self Assess their mathematical goals.
Six passionate teachers, spread over five different grades (4 - 8), from three different Peel District School Board locations are changing the way students experience math. In addition to valuing a growth mindset, the group have documented successes, failures and what’s next along the journey. It’s time to share the experience and get others to let go of providing levels for every assessment. The presentation will take 50 minutes, with a 25 minutes Q&A. Get hands on and start planning your own spiral program. Learn about how alternative “gradeless” assessment helps students learn, and begin the journey to creating your own curriculum map.

Head of Computer Science
Norwell DSS
Upper Grand DSB
T4.04 - Using Self-reflection and Growth Mindset in grades 9 and 10 mathematics and its impact on EQAO, Students and Parents.
This session focuses on how we use portfolios in grades 9 and 10 to promote self-reflection and improve growth mindset in our students. The Math Journey portfolios are designed to gather triangulated assessment data (observation, conversation, product) focused around the seven mathematical processes and self-reflection. We will share our journey so far including: learning and promoting growth mindset in and out of the classroom, and how we implemented formative descriptive feedback to create a product for evaluation. We will also provide examples from our classrooms to discuss and debate during the workshop. We will discuss how the math department has changed the school and administration's attitude toward mathematics and enable math to become a more supported presence in the school. Lastly, we will share digitally many of the resources we have created and implemented.

Instructional Coach
Osgoode Township High School
OTTAWA CARLETON DSB
F4.04 - Documenting Observations & Conversations in High School Math
In this session, we will examine ways teachers can use observations and conversations for both formative and summative assessment. We will discuss examples of student evidence records, as well as ways to capture and curate examples of observations and conversations (using both paper/pencil and technology). Examples will be from grades 9-12 math, but all are welcome!

Principal
Eastwood PS
Greater Essex County DSB
T5.18 - Concreteness Fading: A School Inquiry
Concreteness Fading is a well-research pedagogical strategy but little has been done to examine how this strategy can be applied to the classroom. This session will share the whole school inquiry of Eastwood Public School and our action research of putting into practice the process of Concreteness Fading. By beginning concrete and then purposefully fading students toward other mathematical representations, teachers uncovered a strategy for planning and assessing. Throughout the session we will share the planning tool developed by the teachers of the project, as well as examples of units and lessons designed to fade students through representations. We will explain how consider the developmental trajectory of mathematics to fade students across grades, through a unit and even within a lesson. As well, we will share the insights gained from observing students and the strategies used by teachers to support student learning.
F3.19 - Math Leadership Learning Project
As part of the Mathematics Knowledge Network, the Greater Essex County District School Board has engaged in a study of mathematics school leadership. The Mathematics Leadership Learning Project is a study of 6 schools who created school-based leadership models and engaged their entire staff in professional learning. This session will tell the story of these schools, highlight their models, share their learning and provide participants with information that can help them to lead learning in their own school. This session is appropriate for school and system leaders as we will tell the stories of our mathematics leaders and the impact they have in transforming mathematics teaching and student learning.

Principal Instructional Leadership Coach
Education Centre
Thames Valley DSB
T5.23 - Markers of School Improvement in Mathematics
How would you know that your school as a whole is improving in mathematics? How do we know what we are doing in our schools is making a positive impact? What does success look like in mathematics across our school? High impact strategies for school improvement will be highlighted through the success story of one school that raised its achievement scores by over 40% in two years. A cycle of assessment that targets student learning and focuses teaching practice across the school is essential. Learn what works in leading mathematics and learn what you can do to transform mathematics at your school.

Instructor
York & Trent University
University
T1.01 - Lifelong Kindergarten
Twenty first century learning requires students to create, collaborate and think critically. Progress "STEM's" directly from immediate feedback and a personalized learning platform. Coding, by it's very nature, forces students to problem solve, make mistakes and overcome barriers because programs can only run if written correctly. In this session, teachers will learn the basics of block based coding and how to make use of mathematical principles to create content of and for learning. Coding is cross curricular. Participants will engage in hands on development of work samples appropriate to subjects, grade level, and classroom makeup. Assessment is not about final products, but rather about thinking. Work that is created in Scratch and other similar programs depends on communication between the programmer and user, and as a result, the depth of content explanation is remarkable.
T3.09 - Making with Minecraft
In this session participants will explore curriculum connections to the popular game Minecraft. Do you have access to technology? iPads, PCs, Windows tablets? All of these devices are capable of playing the game.  Together, we will explore how to get set up so your students can begin creating content to support our curriculum.   The popular game Minecraft is mathematics by it’s very nature. Minecraft blocks have a volume of one cubic metre. Getting kids to create growing patters, structures to scale and narrative settings all require excellent spatial reasoning skills which Minecraft supports.

Teacher
St. Mother Teresa High School
Ottawa Catholic DSB
T3.32 - Practice Systems of Equations and Quadratics through Geocaching
Using their own cell phones or school provided GPS units, students work their way through a multi-cache of 3 waypoints, solving systems as they go to find their next clue. Participants will have an opportunity to do some geocaching and walk away with the templates used to set up the activity. Plan to be outside for most of this session.

Teacher
Fletcher's Meadow Secondary School
Peel DSB
T3.25 - Interactive Notebooks in the Secondary Math Classroom
Interactive notebooks are a powerful tool that diversify learning in the mathematics classroom. Students take great pride in their notebooks as they become a working portfolio of their learning, a reference book for math concepts, and an excellent study guide. In it, students record the learning goals and track their progress, they present their mathematical thinking, and reflect on their learning and understanding. In this session, we will present an overview of the interactive student notebook, how to initially set it up, and their important components. Then we’ll move on to the fun part … designing a few interactive pages that students will enjoy making, will help organize their learning, and will allow them to take ownership of their learning through colour and creativity.
F5.17 - Interactive Notebooks in the Secondary Math Classroom
Interactive notebooks are a powerful tool that diversify learning in the mathematics classroom. Students take great pride in their notebooks as they become a working portfolio of their learning, a reference book for math concepts, and an excellent study guide. In it, students record the learning goals and track their progress, they present their mathematical thinking, and reflect on their learning and understanding. In this session, we will present an overview of the interactive student notebook, how to initially set it up, and their important components. Then we’ll move on to the fun part … designing a few interactive pages that students will enjoy making, will help organize their learning, and will allow them to take ownership of their learning through colour and creativity.

Teacher
Calico PS
Toronto DSB
T5.08 - Number Talks - Taking the 'Numb' Out of Numbers
Would you like to improve students' ability to play with numbers, perform calculations quickly, and think flexibly? Number Talks offers a daily, short, structured way for students to talk about math with their peers while developing their number fluency and flexibility. In this session, you will learn from teachers about their journey of embedding this routine in their classes and how they are working towards building capacity with the rest of their school. You will have an opportunity to engage in some Number Talks and leave with tips to begin Number Talks with your students right away.

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T4.15 - Unpacking and Addressing Student Mindset
This session is based on the collaboration of teachers from an inner city Toronto school. Teachers reviewed research around Mindset in mathematics and intersections with equity. They then co-created interview questions for students at several stages of their mathematics education: Grades 1, 3, 4, 6, 7 and 8. A focus of this research was to determine why and how student mindsets shifted over their educational careers and determine how both instruction and related advantages influenced these changes. Based on the information gathered from student interviews, teachers in this research project planned interventions to foster greater risk taking and non-threatening classroom environments. Session participants will watch student interviews and discuss key ideas that emerged. Participants will work through the teacher generated interventions to shift student mindsets and create positive norms.

Knowledge Mobilization and Project Manager
KNAER-RECRAE
None
T3.11 - Ontario's Math Knowledge Network - grassroots ideas for math educators highlighting critical transitions in student mathematical development and mathematics leadership
The Math Knowledge Network (MKN), hosted by the Fields Institute for Research in Mathematical Sciences (Fields) through its Centre for Mathematics Education (CME), brings together diverse mathematics education stakeholders from across Ontario to mobilize evidence from research and professional practice in mathematics education from K-Post-Secondary, facilitate the use of evidence-based practices for mathematics instruction to support improved educational achievement, and contribute to the Ministry of Education’s Renewed Mathematics Strategy (RMS) in partnership with educators, researchers and organizations across Ontario. The MKN is part of the Knowledge Network for Applied Education Research (KNAER), a provincial education network funded by the Ontario Ministry of Education, with the mandate to mobilize research and knowledge in order to improve educational practices and student outcomes. This presentation will focus on the work of two of the MKN's four communities of practice (CoP), Critical Transitions in Student Mathematical Development and Mathematics Leadership. Each CoP will highlight the innovative work being done in classrooms and beyond, guided by the principles of fostering inclusion, changing attitudes towards mathematics, and addressing educator-identified needs for improving student learning. Each CoP will share their strategies and takeaways for audience members. Please note that there is a second presentation that focuses on the other two MKN CoPs: Computational Thinking in Mathematics Education and Indigenous Knowledge and Mathematics Education.
T4.11 - Ontario's Math Knowledge Network - grassroots ideas for math educators highlighting Indigenous knowledge and computational thinking in math education
The Math Knowledge Network (MKN), hosted by the Fields Institute for Research in Mathematical Sciences (Fields) through its Centre for Mathematics Education (CME), brings together diverse mathematics education stakeholders from across Ontario to mobilize evidence from research and professional practice in mathematics education from K-Post-Secondary, facilitate the use of evidence-based practices for mathematics instruction to support improved educational achievement, and contribute to the Ministry of Education’s Renewed Mathematics Strategy (RMS) in partnership with educators, researchers and organizations across Ontario. The MKN is part of the Knowledge Network for Applied Education Research (KNAER), a provincial education network funded by the Ontario Ministry of Education, with the mandate to mobilize research and knowledge in order to improve educational practices and student outcomes. This presentation will focus on the work of two of the MKN's four communities of practice (CoP), Computational Thinking in Mathematics Education and Indigenous Knowledge and Mathematics Education. Each CoP will highlight the innovative work being done in classrooms and beyond, guided by the principles of fostering inclusion, changing attitudes towards mathematics, and addressing educator-identified needs for improving student learning. Each CoP will share their strategies and takeaways for audience members. Please note that there is a second presentation that focuses on the other two MKN CoPs: Critical Transitions in Student Mathematical Development and Mathematics Leadership.

Gosford PS
Toronto DSB
T5.28 - Technology as a Learning Tool in Kindergarten Math
Play and inquiry with technology encourages learning that capitalizes on students’ natural curiosity. This workshop will explore how Kindergarten educators can begin to integrate technology into their mathematics programming using technology including a light table, iPads, a digital projector, and programmable robots as a way to promote inquiry and learning, across the four frames. Participants are encouraged to BYOD (Bring Your Own Device) to engage with during the workshop. This session does not involve the selling of any products.
F3.28 - Embracing Technology in the Grade 1-5 Math Class
“We need to embrace technology to make learning more engaging. Because when students are engaged and they are interested, that's where learning takes place.” - unknown Come and explore in the sandbox! This workshop provides educators with the opportunity to explore freely and and engage with technology which can be added seamlessly into their mathematics classroom and connected intentionally to the curriculum. Discover a variety of technologies including apps, robotics, and unplugged options that promote mathematical learning and how they connect to the Ontario Mathematics curriculum from Grades 1-5. Participants are encouraged to bring their own device to actively engage in the session. This session does not involve the selling of any products.

Chief Psychologist
Board Office
York Region DSB
F5.23 - Understanding Learning Disabilities How Processing Affects Mathematics Learning
This presentation will focus on exploring learning disabilities and how they affect our students in math class. Participants will have the opportunity to work through math tasks, analyze student work based on learner profiles, and review a new resource with strategies to support students with learning disabilities. We will be looking at how to plan and support math programming in response to a student's assessed areas of strength and need.

Math Department Head
St. Thomas of Villanova Catholic Secondary School
Windsor-Essex CDSB
F4.29 - Assessments be Nimble, Feedback be Quick
What would you do with class sets of iPads and touch screen Chromebooks? For us, it was trying to leverage them to quickly get feedback from students as to what they know and don't know. Through a TLLP grant our high school math department had an influx of technology with a mandate to explore assessment in the 21st century. Using things like Desmos Activity Builder, Nearpod, Google Suite and other apps to facilitate self-assessment, formative assessment and summative assessment, we are finding things that work and things that don't. Come join us as we talk about our journey into nimble assessment in grade 9 -12 math (and find out how you could get your own grant to do the same).

Mathematics Teacher
Marion M. Graham Collegiate
Saskatchewan
Nat is a high school mathematics teacher from Saskatoon, Saskatchewan, and recent M.Ed. graduate from the University of Alberta. He offers his thoughts on teaching, mathematics, and the spaces in between through his blog (natbanting.com/blog) and Twitter account (@NatBanting).
T1.25 - How did you Visual Pattern? Exploring HOW we do what we do
<B>BRING YOUR OWN DEVICE</B><BR>In this session, we are not presenting. Instead, we aim to collectively explore the infinite diversities in HOW we do what we do in the classroom. Using <i>visual patterns</i> as a basis of our conversations, the group will share and discuss our structures and our thinking behind our teacher moves. Through this experience, we aim to expand all of our considerations around effective teaching in the classroom (e.g. how much scaffolding, how to prompt and question students, what curriculum topics to target, how to extend patterns, how we engage with different scenarios, how we manage flow, etc.). Participants do not need to have any prior classroom experience using visual patterns as a teaching tool, but are encouraged to bring any experiences, expertise, and materials they may have used in the past (e.g. set up, assessment for/of/as learning). Come join the conversation!
F1.25 - Teaching Mathematics with Open Tasks
One of the staples of reform in math instruction has become the mathematics task. Although it seems obvious that a good lesson begins with a good problem, less is said about how teachers can operate within the (seemingly) infinite possibility of an open task. In this session, we will work with a number of open tasks, and, from the collective experience, discuss the attributes of an open task, affordances of using open tasks in math class, and ways in which the teacher can focus their action to get the most out of an open task.

Teacher, Department Head, Technology Coach
F.E. Madill Secondary School
Avon Maitland DSB
T4.07 - Re-Assessing Assessment and Evaluation
Struggling to find the perfect way to assess student learning has lead to a revamp of assessment practices and approaches. Being able to use many tasks to elicit different math content has enabled multiple opportunities to see students demonstrate their understanding of the overall expectations. This session will include some of the tools used to track student learning through conversations, products, and observations. It will also outline my approach to designing a course that will challenge student thinking within a mastery model.

Teacher
Bath Public School
Limestone DSB
F1.28 - Lego Robotics in the Primary classroom -Connecting curriculum and Learning skills
Join an interactive session that lets you explore Lego 2.0 robotics with coding and how to use this in your classroom to engage students in Math, Language, Science and Learning Skills. See how I have implemented this in my own classroom (Grades 2- 4) over the last 2 years and how Lego Robotics and coding have transformed my teaching and empowered my students.

Associate Professor
Lakehead University
University
Ruth teaches the mathematics methods course for preservice P/J teacher candidates in the Faculty of Education at Lakehead University (Orillia). Currently Ruth is working with members of Anishinaabe and Cree communities and educators from Ontario school boards to research the connections between Indigenous ways of knowing mathematics and the Western mathematics found in the Ontario curriculum. The goal of this research, funded by a SSHRC Insight Development Grant and by the Ontario Ministry of Education, is to collaboratively design culturally responsive mathematics instruction for First Nations students, and to learn from and incorporate Indigenous pedagogical perspectives in inclusive classroom settings.
T3.05 - Birch Bark Baskets: Honouring Indigenous Approaches to Learning in Mathematics
Indigenous knowledge systems and approaches to teaching and learning have sustained the First Peoples of Canada for thousands of years, long before the introduction of a western education system. In this session, we will begin to understand the importance of land, language, culture and community, and explore these in relation to the teaching of school mathematics. Through the sharing of a community based participatory research project, we will focus on birch bark basket making and connect teachings to the mathematics students experience in school. Finally, we will reflect on the significance of learning through culture-based design and technology for all students and consider how educators, through authentic collaboration with First Nations partners, can simultaneously support the resurgence of culture, student achievement in mathematics, as well as student cultural and mathematical identity.
F3.06 - Extending Our Understanding of Math in Anishinaabek Culture
Join us as we explore how to support student’s cultural and mathematical identity through the rich history and traditions of math within Anishinaabek culture. We'll also consider the importance and role of Anishinaabemowin, the language, in developing deep conceptual understanding of mathematical ideas. In this session, you will hear how partners from the First Nation communities and community schools of M’Chigeeng, Sagamok, Whitefish River and Sheshegwaning came together to extend a multi-year community-based participatory research project that began in The Algonquins of Pikwakanagan First Nation. The team will share how they adapted the math of loom beading to reflect the teachings and local context of their own communities. Finally, we will discuss how to foster culturally responsive instruction to develop connections between math and the lived experiences of students.

2Bcompleted
T5.16 - Indigenous Ways of Knowing in Early Mathematics
Primary teachers, are you looking for ways to embed Indigenous content into math in authentic ways?  Not sure where to begin?  Do you want to learn how to do it in respectful ways that will engage all learners?   Come meet with two Indigenous authors who wrote for Pearson’s Mathology series. They will talk about their experiences as Indigenous educators and how this writing experience is helping to provide quality authentic Indigenous pedagogy and content into mathematics.  They will provide concrete strategies that you can use now and talk about why it is important for all students to learn about Indigenous knowledge and culture. NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Math teacher, Learning support teacher
Glebe CI
Ottawa Carleton DSB
T5.05 - So your classroom is thinking… what about students with exceptionalities?
Last year we presented "Really everyone has an IEP" which focussed on building student/class profiles for all of the students in your class. This year our focus is on supporting students in the thinking classroom based on Liljedahl's 14 point hierarchy of implementation. The hierarchy allows for accommodations for most students yet some students need more. We'll share instructional strategies to meet the additional needs of students with Autism Spectrum Disorder, Non-Verbal Learning Disorder, receptive (including auditory) processing and expressive language disorders in a thinking classroom. Join us on our continuing journey to support all students in a thinking classroom.

Math Coach
School Support Services
DSB of Niagara
T1.15 - Noticing and Wondering about Assessment
What does effective assessment in mathematics look like? For some, assessment is an isolated event that students where are expected to perform. For others, assessment is an ongoing, moment-to-moment process that deeply involves student, using their current understanding to build a picture of what they are thinking about mathematics. If teachers believe that assessment is embedded within teaching and learning, they can begin to position their thinking to notice and wonder about how their students are thinking mathematically. Assessment then ceases to be a tool to identify deficits in learning and becomes conversations to build on an understanding of assets. When we notice and wonder about our students’ thinking, we open a partnership in learning that allows the teacher to question students to focus their attention, and to push their thinking to the next important piece of learning. If we can challenge ourselves to truly listen to students as they work through problems, this is truly the beginning of infinite possibilities.
F1.11 - Visual Models and Thinking Tools: The Power of Representations
Whether it comes from a feeling of pressure to “cover the curriculum,” or the idea that students can just understand it better through numbers and formulas, many teachers find themselves skipping over opportunities to have their students work through problems with tools and models. However, these experiences are vital to building a deep mathematical understanding. What kinds of experiences with visual representations should students be having to help them reason about mathematical concepts, communicate their thinking, and connect mathematical ideas? Through this session we will explore different ways that teachers can support students’ thinking through the use of models such as, number lines, double number lines, arrays, and even graphs. We will also look at the use of mathematical tools for thinking such as colour tiles, snap cubes, geoboards, and a few others to see how these tools can deepen students’ mathematical understanding.
F3.12 - Spatializing the Curriculum
"By exploring the spatial aspects of mathematics, we make it more accessible, more engaging and more relevant." Paying Attention to Spatial Reasoning The math curriculum is loaded with opportunities to connect number and space. In this session, with an emphasis on area models, teachers will be taken on a journey through our curriculum to learn where spatial reasoning could be encouraged by teachers to support conceptual understanding.

Project Lead - CODE
CODE
None
Danielle is a Project Lead on assignment with CODE. She comes from Simcoe County District School Board where she is a Vice Principal and experienced leader in Mathematics Education. Danielle has taught students in P/J/I, and served as Numeracy Coach and Itinerant Resource Teacher, K—12. Currently she is working with Dr. Ruth Beatty on a joint research project, "Connecting Anishinaabe and Western Mathematical Ways of Knowing."
T3.05 - Birch Bark Baskets: Honouring Indigenous Approaches to Learning in Mathematics
Indigenous knowledge systems and approaches to teaching and learning have sustained the First Peoples of Canada for thousands of years, long before the introduction of a western education system. In this session, we will begin to understand the importance of land, language, culture and community, and explore these in relation to the teaching of school mathematics. Through the sharing of a community based participatory research project, we will focus on birch bark basket making and connect teachings to the mathematics students experience in school. Finally, we will reflect on the significance of learning through culture-based design and technology for all students and consider how educators, through authentic collaboration with First Nations partners, can simultaneously support the resurgence of culture, student achievement in mathematics, as well as student cultural and mathematical identity.
F3.06 - Extending Our Understanding of Math in Anishinaabek Culture
Join us as we explore how to support student’s cultural and mathematical identity through the rich history and traditions of math within Anishinaabek culture. We'll also consider the importance and role of Anishinaabemowin, the language, in developing deep conceptual understanding of mathematical ideas. In this session, you will hear how partners from the First Nation communities and community schools of M’Chigeeng, Sagamok, Whitefish River and Sheshegwaning came together to extend a multi-year community-based participatory research project that began in The Algonquins of Pikwakanagan First Nation. The team will share how they adapted the math of loom beading to reflect the teachings and local context of their own communities. Finally, we will discuss how to foster culturally responsive instruction to develop connections between math and the lived experiences of students.

Grade 5/6 Math Teacher & Teacher Librarian
Oxbow PS
Thames Valley DSB
T5.13 - Amplifying Student Voice Using Technology in your Math Classroom
GAFE, Chromebooks and iPads are powerful multimedia tools that, quite simply, capture ideas, and thinking processes that a pencil sometimes can’t. Technology is a tool of empowerment, increasing the accessibility of the curriculum and serving as an amplifier of student voice in the math classroom. When offered choice, students are given agency with respect to HOW they document and share their mathematical thinking with teachers and peers. Bring your device(s) and be ready for a fun, fast-paced session on GAFE and iPad apps (including Mathies.ca and iOS tools!) that can be provided as options for students to capture thinking in primary, junior or intermediate math classrooms. Walk away with ideas as to how students can create a body of digital work that will be accessible to teachers, parents and peers, from any device, at any time...in a way that speaks to them and recognizes the beliefs and principles of the OAME. In order to make this session hands-on, attendees might consider installing Screencastify as an extension on their chromebook, and adding the Chatterpix, ShadowPuppet, PicCollage, and Mathies apps to their iPads. We are also exploring the power of assessment as learning, specifically focussing on student self-assessment as an on-going, reflective learning routine to promote an upward cycle of learning and confidence in the mathematics classroom. Join our TLLP team as we share insights into how the use of reflection frameworks (e.g., single-point rubrics) affect student meta-cognition and ownership in the math assessment process.
F3.14 - Amplifying Student Voice Using Digital Portfolios
Digital portfolios have a great capability of impacting student learning and self-reflection. With access to technology in almost every classroom, students have the opportunity to amplify their voice using a variety of powerful tools. Students can confidently communicate their thinking and understanding by choosing the tool that suits their learning style best. Digital portfolios are a fantastic way to keep an open communication from school and home, so that when parents ask their child “what did you do at school today?” students can quickly respond, “let me show you!” Our TLLP team will show you how you can use FreshGrade, See Saw, Google Slides and Google Sites to capture student learning throughout the school day and year, and how these programs can promote student reflection and growth. Bring your own device, so you can set up your own class portfolios and be ready to start amplifying student voice on Monday.

Stanford University
None
TPM.KeyOverflow - Teaching Mindset Mathematics Through Open, Creative Mathematics and Brain Science Messages
Watch the evening keynote address streamed to a large screen in a smaller room. <BR><BR>Keynote with Jo Boaler
EV.Keynote - Teaching Mindset Mathematics Through Open, Creative Mathematics and Brain Science Messages
We are in the midst of a revolution, in the science of the brain and learning. New knowledge from brain science is showing a clear path for mathematics learning, that is both exciting and inspiring for teachers. In recent years scientific studies have also demonstrated that student and teacher ‘mindsets’ have a profound impact on learning. So what does mathematics teaching look like when it takes account of brain science and mindset research? It is open, creative, visual and it encourages brain connections through multi-modal representations of knowledge. In this session we will think about ways to teach mindset mathematics, K-16, and look at videos of students who have learned in these ways. We will consider what mathematics can be and look like when it is open, creative and beautiful.

Conseiller Pédagogique numératie 7-12
CFORP
None
While working in the dramatic arts as a sound designer, Jules Bonin-Ducharme graduated Laurentian University in 2001, with a degree in computer science with a minor in mathematic. In 2007, he became a high school teacher where he taught mathematics, dramatic arts as well as computer science. In October 2012, M. Bonin-Ducharme was awarded the certificate of honour from the Prime Minister of Canada for excellence in teaching. The following year, he became a mathematic facilitator for the Grande Rivières school board. Presently with the CFORP, M. Bonin-Ducharme travels province wide as a liaison for ministry of education math initiative portfolio.
T3.19 - Rich mathematical conversations with high school students are possible!
Beyond the “show and tell” or the separate presentation of solutions, we will explore and compare different discussion “moves” to enable every student to draw connections between their solution and other student’s solutions as well as key mathematical ideas.
F4.15 - Who thinks, learns! The top 5 strategies used to engage high school students in critical thinking.
Critical thinking with high school students is possible! By experiencing rich tasks, we shall explore several strategies that develop the intellectual engagement of our students thru productive struggling. Together we shall create our list of top 5 strategies and implement them in our classrooms next week thru the rich tasks that we experienced!

Teacher
Earl of March Secondary School
Ottawa Carleton DSB
F1.32 - Help! My Senior Math Students are Marks Obsessed!
Do you notice that your senior math students tend to be marks focussed? Do you feel that it is sometimes at the expense of their learning? Do you find it difficult to provide the differentiated feedback that students need to learn? As MCR3U teachers, we wanted to empower our students in learning behaviours such as reflection, self-assessment and self regulation. We designed a portfolio assessment where students select and document artifacts of their learning, and identify their own strengths and next steps. Success criteria drawn from the curriculum are provided to guide students’ reflection and teacher feedback. The portfolio acts as a communication vehicle, as well as additional evidence of learning. We shared this task with other teachers in our board who adapted it in their classes. We will share our successes, challenges and next steps in using this framework as assessment FOR, AS, and OF learning. We will also look at the assessment materials, and samples of student work. This framework can easily be adapted to other subjects and topics.

Secondary Mathematics Teacher
West Carleton Secondary School
Ottawa-Carleton DSB
T3.07 - Strategies to Help Deepen Understanding in Senior Math
This workshop will be divided in two parts. Firstly, see how Desmos and Desmos Activity Builder can help your students become better mathematicians. Desmos activities will be shared which allow students to look for patterns and relationships between multiple representations of functions and other concepts related to functions at the grade 11 and 12 level. The second focus will be on larger tasks that are used in a “Thinking Classroom”. These are well-suited to group work and allow students to make connections between concepts through collaboration. They are easily adaptable and will help you increase the amount of rich mathematical thinking your students are doing. Come prepared to do some math!
F3.01 - Planting the Seeds of Change
FEATURED SESSION: What steps, big and small, can we take to improve the learning experience for our students? How can we create an environment that has our students liking math more at the end of the semester than they did at the beginning? How do you move toward a math class based on collaboration, taking risks and productive struggle? Together we will look at numerous strategies and tools to help all our students understand the mathematics they are learning more deeply and see the connections between concepts while developing skills that will help them become better learners in all subjects.

Consultant
Dufferin Peel Catholic District School Board
Dufferin Peel CDSB
F4.27 - Building Engagement Through Collaborative Tasks
Learn to create a truly engaging classroom environment that will have students rushing to math class! Collaborative tasks require careful planning and skillful facilitation within the classroom, but the end result sees students deeply engaged with relevant, meaningful, even profound mathematics. In this session, participants will learn the elements of collaborative work that create engagement, and strategies to implement and support these elements within the classroom. This is no ordinary group work!

Rideau Heights Public School
Limestone DSB
Drew is a Student Support Teacher at an Elementary School in Kingston, ON. His role is considered to be an ‘Inclusion Coach’ at his school. He supports staff and students across various inclusive learning environments.
T5.27 - Collaboration for Inclusion
This presentation is the result of a reflection of how a Classroom Teacher and Student Support Teacher collaborated to meet the needs of a diverse set of learners. What began as an intervention for a specific group of students during a math block grew into an inclusive stance that benefitted the entire class. Working under the umbrella of "inclusion", we will share our story of how the implementation of Universal Design for Learning and Co-Teaching strategies created a more inclusive mathematics classroom. UDL + Co-Teaching = Inclusion

Implementation Coordinator
ExploreLearning Gizmos & Reflex
None
Saarah Jasim began her career as an Ontario secondary school Chemistry teacher. Her love of learning, and her enthusiasm for inquiry and exploration in the classroom has paved the way for her position as the Québec and Ontario Project Manager for ExploreLearning. Education has always been an important part of her life and she strives to show students how they too can become life-long learners. This passion for student success is what drives Saarah to lead Québec and Ontario educators on the path of inquiry by effectively bringing Gizmos and Reflex Math to students in their classrooms.
T4.28 - Inquiry Teaching Practices and the Effect of Growth Mindset with Mathematics Gizmos
Discover how math educators can impact the adoption of authentic forms of inquiry in instruction, how to support a growth mindset and develop true, concrete understanding using Gizmos simulations.   Educators dream of classrooms where teachers encourage inquiry and exploration, letting students draw their own conclusions rather than guiding them to an answer. Classrooms where teachers are facilitators that foster independent and creative thinking and exploration. In this presentation, you will discover how math and science educator mindsets can impact the adoption of more open and authentic forms of inquiry in classroom instruction and how educator feedback can support a growth mindset and develop true, concrete understanding of math concepts. Grade 7-12 teachers have Gizmos access through OSAPAC. NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Retired Consultant
Retired K-8 Math Program Dept
Retired
F3.17 - Personalized Learning in Early Mathematics
Stories and activities present a rich medium by which children are immersed into a wide range of mathematical thinking and Big Ideas. The choice of stories and engaging activities can be particularly powerful if centered around individual student needs, with multiple entry points for all learners.  This session will explore possible pathways in which children develop Mathematical concepts and how primary educators can be very intentional in their planning. Through active involvement in stories and activities, participants will have a deeper understanding of the continuum of learning. With that lens they will consider student groupings, anticipated student responses, connections to concepts already learned and possible next steps in their Mathematics journey. Note: The presentation will reference the math learning progression behind the development of Pearson Canada’s Mathology Little Books, as well as the new Mathology Grade 1 Activity Kit. NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Associate Professor
Trent University
University
Cathy Bruce has been studying teaching and learning for 25 years and is a founding faculty member of the Trent University School of Education and Professional Learning. A former teacher, Cathy brings 14 years of classroom experience to her work as Associate Professor at Trent. She instructs and co-ordinates the mathematics methods coursework in the Consecutive Bachelor of Education Program, where she brings her passion for mathematics teaching and learning to teacher candidates. Cathy sees allstudents – from young children to teacher candidates to teachers with many years of experience – as capable of engaging with and getting excited about mathematics. Cathy has been nominated multiple times for the Symons teaching award and is a 2012-2013 recipient of the Ontario Confederation of University Faculty Associations (OCUFA) teaching award. She has an active SSHRC funded research program through which she and her research team investigate teacher and student efficacy, the effectiveness of alternative models of professional learning for teachers, the use of technology in the mathematics classroom, as well as teaching and learning in the difficult-to-learn areas of fractions and algebra. Another particularly exciting area of her research relates to mathematics for young children, involving teachers and other researchers as well as young students from JK-Grade 2, to investigate what children are capable of spatially and mathematically, given rich tasks and adequate support in an atmosphere of playful learning. Her research involves collaborating with educators in classrooms to bridge research-practice gaps in education. Her research can be accessed at www.tmerc.ca
T4.11 - Ontario's Math Knowledge Network - grassroots ideas for math educators highlighting Indigenous knowledge and computational thinking in math education
The Math Knowledge Network (MKN), hosted by the Fields Institute for Research in Mathematical Sciences (Fields) through its Centre for Mathematics Education (CME), brings together diverse mathematics education stakeholders from across Ontario to mobilize evidence from research and professional practice in mathematics education from K-Post-Secondary, facilitate the use of evidence-based practices for mathematics instruction to support improved educational achievement, and contribute to the Ministry of Education’s Renewed Mathematics Strategy (RMS) in partnership with educators, researchers and organizations across Ontario. The MKN is part of the Knowledge Network for Applied Education Research (KNAER), a provincial education network funded by the Ontario Ministry of Education, with the mandate to mobilize research and knowledge in order to improve educational practices and student outcomes. This presentation will focus on the work of two of the MKN's four communities of practice (CoP), Computational Thinking in Mathematics Education and Indigenous Knowledge and Mathematics Education. Each CoP will highlight the innovative work being done in classrooms and beyond, guided by the principles of fostering inclusion, changing attitudes towards mathematics, and addressing educator-identified needs for improving student learning. Each CoP will share their strategies and takeaways for audience members. Please note that there is a second presentation that focuses on the other two MKN CoPs: Critical Transitions in Student Mathematical Development and Mathematics Leadership.
F4.01 - Objects to think with – Making meaning in Mathematics
FEATURED SESSION: This session will begin by describing what an object to think with is, and why it matters in mathematics classrooms. Essentially, objects to think with are spatial and dynamic objects that require bodily and visual manipulations in space to make sense of mathematics ideas. For example, Seymour Papert used gears as his central object to think with and applied the gears model throughout his life and mathematical explorations, including for coding. Specific objects to think with will be featured in this presentation, including fixed and mutable grids (a tool that structures space and movement), as well as number lines (a related object to think with for counts, sizes, relationships, lengths and locations). Importantly, objects to think with are spatial and dynamic, and these models can become life-long flexible tools to help us when we encounter new learning. The session will ask participants to go on a journey of epic visual-spatial proportions from history, to research, to classroom implications!

Secondary Math Coach
TVDSB
Thames Valley DSB
T4.08 - Innovating the Secondary Mathematics Classroom - a Panel Discussion
We are in a time of change in education. Educators throughout Ontario are continually reflecting on their practices and exploring innovative approaches and solutions to support student learning and achievement in mathematics. Please join this interactive session to explore creative instructional and assessment practices being implemented in secondary math classrooms across the province including: - Cross-Curricular Classrooms (Mathematics integrated with Physical Education, Computer Science, Technological Education, etc..) - Feedback-Focused (or “Gradeless”) Classrooms - Stacked/“Destreamed” Classrooms - Thinking Classrooms .. and more! You will also have an opportunity to influence the provincial direction of innovation in the secondary math classroom, including conversation around the development and scaling of innovative solutions to secondary math education’s most persistent challenges.

TEACHER
Stanley Public School
Toronto DSB
F3.22 - Early Years Math ToolKits (K-2) : Providing engaging math tools and materials to young learners in order for them to make their own models of mathematical ideas and explain their thinking to others
In this workshop, you will have a chance to explore different ways in which to represent mathematical thinking with a variety of tools including mathematical manipulatives and loose parts. We will share examples and co-construct models of mathematical thinking using these tools. As an educator you will practise your mathematical thinking and leave with ways you can extend the mathematical thinking of your students. We will examine the "big ideas" in mathematical strands and we will discuss their interconnectedness and how these tools encourage thinking and analysis.

K - 8 School Based Math Facilitator
Limestone Education Centre
Limestone DSB
Girl. Daughter. Sister. Friend. Educator. Wife. #SWST4Life. Balance. In no specific order... Twitter: @bush_co
F1.21 - Number Talks: How Purposeful Planning Promotes Math Thinking & Growth
Number Talk routines have the potential to promote math discourse between staff, students and an entire school community. What are the advantages for educators when they slow down to anticipate student thinking and computational strategies that might emerge from Number Talks? Let’s explore the infinite possibilities for building mathematical capacity when educators are responsive and plan purposefully for Number Talks. While noticing and naming the learning, educators have the opportunity to distribute mathematical authority in their classroom and to document and reflect deeply upon evidence of student thinking and growth.

Associate Professor
Brock University
University
T3.02 - Coding icebreaker: In/for math learning
<B>BRING YOUR OWN DEVICE</B><BR>A coding icebreaker for absolute beginners! Do you wonder what coding (a.k.a. programming) is all about? Is it possible to engage in coding without a digital device? And what are the connections to math learning? In this short hands-on workshop, we’ll learn together the basics of coding through fun math activities: i) Simon Says: “flip a coin”; ii) walk the squares with Dash the robot; iii) Scratch a flower of circles—how do you walk a circle? (Use your iPad or laptop or pair up with someone.) In brief: It’s happening in Canada! Kids are learning to code as part of their curriculum in England, in France, in Australia, and now in British Columbia too! Whether part of the math curriculum or as a separate subject, coding has a natural connection to math learning, and we’ll end the session with a brief overview of the research and a list of useful resources.
F4.03 - Modelling Real World with GeoGebra
In this short hands-on workshop, we will engage in a modelling activity through group work. We’ll choose (free, online) GeoGebra software to help us – we’ll give a short introduction to GeoGebra. As we will progress in our work, different aspects from research about modeling will be highlighted, such as Alsina (2007), Rosa & Orey (2013). We will end by briefly discussing and distributing other types of modeling tasks with complete solutions in GeoGebra. Bring your own devise. About GeoGebra: It can be run through the web browser and it could be installed on Cell phones and can be installed on diverse type of computers laptop with different operator systems (e.g. Windows, Mac and Linux).

District Math Facilitator
Central to School Board
Simcoe County DSB
T3.10 - Monitoring Impact of Mathematics Professional Learning
While districts always have good intentions of delivering effective mathematics professional learning, there are challenges surrounding the monitoring and measuring of the impact of these professional learning sessions and how they affect classroom practice, and in turn, student achievement. This year, SCDSB has modified Thomas Guskey's 5 Levels of Monitoring Professional Learning to support and sustain the job-embedded professional learning opportunities we are providing our increased and intensive support schools. This session will provide insight into the process of how we adapted Guskey's framework to suit our needs, and share how we collected and used data to support our educators in our pursuit of improved mathematics teaching and learning.

Teacher Grade 4/5
Made Drive Public School
Peel DSB

I am a primary teacher with the Peel District School Board. I am interested in how students learn math and how teachers teach math.

F1.20 - The Practices in Practice
<B>BRING YOUR OWN DEVICE</B><BR>Anticipating, Monitoring, Selecting, Sequencing and Connecting. The Five Practices were developed to help teachers organize their classroom to facilitate more organic and student-led discussion, in order to reveal how best to move each student forward along the continuum of understanding in any area of math. Using student work and the framework of the Five Practices, teachers will will be guided through how these concepts can work in a classroom setting, how they can reveal their students current understanding of the current topics, and how teachers can best approach each students strengths and weaknesses in order to foster more efficient thinking and effective learning.

King Edward
Simcoe County DSB
T1.03 - Cross Strand and Curricular Inquiries in Math
Are your students having difficulty understanding how math relates to the world and their lives? This workshop will share the results of our inquiry into cross strand and curricular inquiries in math which we conducted in the 2016/17 school year through a TLC grant. We will share how ways that we engaged our students in real-life inquiries designed to show students how they use math every day in their lives.

Math Department Head
Garth Webb Secondary School
Halton DSB
T3.31 - A Journey through Assessment for, as and of learning in secondary math classrooms
Come share in our journey through assessment and evaluation - for, as and of learning in a math classroom. As a department we have incorporated various strategies to help our students be successful including re-imagined graphic organizers, daily self-assessments, technology, conversations and observations. Walk away with some new ideas and resources to help your students make connections from year to year in secondary math.

Special Assignment Teacher
Education Centre
Algoma DSB
F5.11 - New Horizons: How NOMA bridges the distance to support learning and teaching
In an age of information overload, how are we leveraging technology to facilitate deep learning opportunities to diverse groups of learners? Join the Northern Ontario Mathematics Association (NOMA) Regional Hub Leaders as we share how we are overcoming geographical barriers, and developing new ways of serving the needs of a wide range of educators. We welcome teachers interested in learning how to implement innovative collaboration strategies with their students, as well as math coaches or board math leads looking to inspire infinite possibilities for instructional leaders, educators, and classrooms across great distances.

Teacher/Math Lead
Hewitt's Creek Public School
Simcoe County DSB
I am recently retired from teaching elementary in Simcoe County District School Board. I have a passion for teaching students and teachers and keeping informed of the latest pedagogy in math and technology education. Using technology to engage students and to make thinking visible has been a focus of mine for the last several years.
T1.03 - Cross Strand and Curricular Inquiries in Math
Are your students having difficulty understanding how math relates to the world and their lives? This workshop will share the results of our inquiry into cross strand and curricular inquiries in math which we conducted in the 2016/17 school year through a TLC grant. We will share how ways that we engaged our students in real-life inquiries designed to show students how they use math every day in their lives.

Special Assignment Teacher
Pauline Vanier
Dufferin Peel CDSB
F1.18 - Balanced Math with a Focus on Guided Practice TLLP
We will be sharing the learning from our TLLP which explored the Balanced Math framework in classrooms from K-8. We will be sharing our definition of the components of balanced math (modelled, collaborative, guided and independent) as how this looks in a real classroom in the primary, junior and intermediate divisions. Our TLLP was grounded in research from Laney Sammons and aligns with the Renewed Math Strategy. We will be discussing successes and challenges faced by teachers while incorporating this framework. We will also elevate the use of technology as means to support math efficacy in the classroom.

Student Achievement Officer
Ministry of Education
None
T1.21 - What Were You Thinking?
It is important and challenging to integrate rich opportunities for math thinking every day. This workshop will share tried and true strategies that were explored on the journey of improving student thinking in math class. In our time together, we will experience and share challenges, games and activities that can be implemented immediately in your classroom. Strategies for assessment of student thinking will also be included. What do you think?

Math Lead
Fletcher's Meadow Secondary School
Peel DSB
F4.23 - FUSION at FMSS – Cycling Grade 9 curriculum with a twist  
For 12 years our school struggled with students entering Grade 9 academic unprepared for the rigors of an abstract approach to math in Grade 9 Academic.  Often we would timetable small applied classes in anticipation of the abundance of students looking to move to applied in the first half of the course.  However this became increasingly more difficult and students were stuck in a program they couldn’t handle.    What could we do: 1. We run 3 sections of academic math at the same time to allow for collaborative teaching and learning 2. We cycle the curriculum 3. We offer students at risk the opportunity to transfer to applied at midterm 4. We do not grade papers traditionally with numeric scores, but rather standards based feedback If you want to hear about the successes and challenges sign up and we’ll give you a rundown of the program and how it is helping our students.  

Instructional Coach
Carleton
DSB of Niagara
T1.15 - Noticing and Wondering about Assessment
What does effective assessment in mathematics look like? For some, assessment is an isolated event that students where are expected to perform. For others, assessment is an ongoing, moment-to-moment process that deeply involves student, using their current understanding to build a picture of what they are thinking about mathematics. If teachers believe that assessment is embedded within teaching and learning, they can begin to position their thinking to notice and wonder about how their students are thinking mathematically. Assessment then ceases to be a tool to identify deficits in learning and becomes conversations to build on an understanding of assets. When we notice and wonder about our students’ thinking, we open a partnership in learning that allows the teacher to question students to focus their attention, and to push their thinking to the next important piece of learning. If we can challenge ourselves to truly listen to students as they work through problems, this is truly the beginning of infinite possibilities.
T4.12 - Building your Students' Mathematical Intuitions
Many students enter math class making connections to previously learned material, actively making sense of the content and concepts, however, many others do not. Students that use their mathematical intuition come prepared to make sense of the mathematics and continually make connections between what they already know and what they are learning. This session will offer easy to use classroom routines that help your students think like a mathematician by using their intuitive reasonings. Routines like Notice and Wonder, Estimation routines and Mathematical Modelling will be explored together. Through this session we will learn how to start your lessons where your students are in their understanding, with their own ideas. Then we will discuss strategies to move the learning forward.
F1.11 - Visual Models and Thinking Tools: The Power of Representations
Whether it comes from a feeling of pressure to “cover the curriculum,” or the idea that students can just understand it better through numbers and formulas, many teachers find themselves skipping over opportunities to have their students work through problems with tools and models. However, these experiences are vital to building a deep mathematical understanding. What kinds of experiences with visual representations should students be having to help them reason about mathematical concepts, communicate their thinking, and connect mathematical ideas? Through this session we will explore different ways that teachers can support students’ thinking through the use of models such as, number lines, double number lines, arrays, and even graphs. We will also look at the use of mathematical tools for thinking such as colour tiles, snap cubes, geoboards, and a few others to see how these tools can deepen students’ mathematical understanding.
F4.10 - A spatial approach to algebraic reasoning in early primary
Educators in Ontario are learning more about the importance of spatial reasoning in mathematics learning in the early years and beyond (including the importance of spatial reasoning as a predictor of mathematics success), but there is much to learn about how to implement a spatial approach to mathematics in the classroom. A team of early primary educators from DSBN connected with Math for Young Children researchers from Trent University to deepen our inquiry in spatial reasoning into a second year. In our first year, we explored the opportunities for learning in guided play, and looked to the resource Taking Shape as a launching point for our inquiry. In this, our second year of professional learning through a teacher-directed action research model, we wanted to deepen our learning by focusing on a specific content area in mathematics. Recognizing the importance of algebraic thinking to all mathematical thinking and as a gateway to later mathematics, we wanted to gain a better understanding of its foundations in the early years, and how we could leverage a spatial approach to build this strong foundation with students. In this session, the team will share our findings along with exploratory lessons and activities developed through the research process.

Teacher
Earl of March SS
Ottawa Carleton DSB
T1.31 - Grade 9 Activities: Oh The Possibilities
After making the transition to spiraling through the curriculum in our mathematics courses, we took a look at which of our favourite activities had the potential for students to make connections across several big ideas. In this session we will share activities we use in both grade 9 academic and applied; try out the activities; think about ways students may make connections to prior learning; and brainstorm the possible pathways the activities could lead the students to next.

Kindergarten Teacher
Highland Heights Public School
Kawartha Pine Ridge DSB
F1.10 - Building a Strong Foundation for Fractions: K-2
Are you thinking about how to build students’ early fractions knowledge? Are you a teacher of older students hoping to learn more about the very early foundations of fractions understanding? Learn about students’ intuitive early fractions understanding of fractions concepts and explore tasks you can use in your classroom. The presenters have explored Kindergarten learning in depth this year and will share some of our recent learnings with you. We will explore specific, easy to adapt instructional strategies to increase student understanding of fractions and relate the strategies to other supports found in the Fractions Learning Pathways, an on-line resource developed through a multi-year research project in Ontario classrooms. You will leave with a fresh perspective on fractions and of the possibilities in your classroom.

Teacher
Listowel District Secondary School
Avon Maitland DSB
F4.25 - VNPS, Spiralling and Rich Tasks: what does it mean for me? Perspectives from a mixed bag of teachers
Consolidating Rich Tasks - our TLLP journey In this session, our team will guide you through our TLLP journey from the perspectives of math teachers of various backgrounds: a new teacher, an alternative ed. teacher, and a math specialist. Our TLLP application was an off shoot of our team's #Math4TheNines project. As part of the #Math4TheNines project we were influenced by Smith and Stein's "5 Practices for Orchestrating Productive Mathematical Discussion", rich tasks, spiralling, and collaborative inquiry. As we explored rich task usage we recognized a need for tools for consolidation, to support student consolidation of learning. Questions we were left with and have explored are... How do we consolidate to support: student self -awareness of learning? connection to learning goals? students who have not yet met the planned goal? Our journey included: VNPS; spiralling; co-planning for instruction, assessment, and rich task development; discussions regarding strategies for assessment as learnings, student trust, and use of rich tasks to drive learning versus assess learning; in the context of secondary mathematics classrooms. We will share our learning so far.

Intensive Support Facilitator
Holy Cross Elementary School
Sudbury CDSB
T5.15 - Mathology: The Classroom Experience
Looking for new ways to empower your students in their mathematical capabilities? Ready to try something new but unsure of where to begin? Listen and connect with teachers from Sudbury Catholic District School Board as they share their experiences in their first year of implementing Mathology by Pearson in their K-2 classrooms. Mathology is a new, comprehensive, and simple math solution that enables teachers to easily plan and implement meaningful and differentiated math learning experiences for all students, while increasing teachers’ skills as math educators. Join Sudbury Catholic’s Math Facilitators as they guide you through how they have planned, instructed and assessed both the activities in the Classroom Activity Kit and the Little Books in the Pearson Mathology program. Engage in a variety of available activities as you rotate through hands-on learning centres and leave with sample activity cards and little books to try with your class on Monday! NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.
F1.23 - ‘Mathematizing’ the Home-School Connection in K-3
Why are math models so important in visualizing and communicating mathematical thinking? How might we provide opportunities for K-3 students to extend the use of math models in the classroom into their home setting? Journey along with two educators as they work to deepen the home-school connection by providing opportunities for students to involve and educate parents in using, applying and communicating their thinking using various mathematical models. Attendees will have the chance to view and create take home activities designed to assist in creating parent/family math events in their own schools. Discover the infinite possibilities in bridging the home-school relationship as we empower our young mathematicians!

Elementary Consultant
retired
Retired
T1.13 - Supporting Students with Learning Gaps in Mathematics
Join us for an exploration of the learning progressions of the Ontario Curriculum. Participants will investigate how to use the learning progressions outlined within TIPS4Math to help students close learning gaps in mathematics. This is an opportunity to extend or initiate your knowledge of these ministry developed resources that can be accessed through edugains.ca.
F5.08 - Engaging Parents and Primary Students with WINS and mathies Learning Tools
Are you looking for online tools and resources that parents and caregivers can use to explore math with with their children? Come and delve into some primary mathematics using free Ministry resources such as WINS and the mathies interactive learning tools. The workshop will highlight activities that provide a wide range of open math challenges and can be used by families as well as in your classroom.

Instructional Program Leader
New Street Education Center
Halton DSB
T5.09 - Can Innovation and Creativity be Taught? (Spoiler: It Can!)
The Ontario report card in on the verge of a major overhaul. The stated goal by the Ministry of Education is to “help students of all ages meet the changing demands of today and tomorrow.” We don’t know what tomorrow might look like, but we do know that navigating the 21st Century world will require skills in communication, problem-solving, critical thinking, creativity and global citizenship. But can these skills be taught? We think they can! Join us for a discussion of the conditions that need to exist in a classroom in order for Innovation and Creativity to thrive.

Elementary Numeracy Leader
Department of Education, Early Learning and Culture, Prince Edward Island
None
T3.15 - Teaching for Mastery: Applying a Mastery Approach to Instruction and Learning
Have you ever heard students say "We didn't do this before" or "I don't remember this"? Did you think students understood a concept and/or strategy, only to find out a few months later that this was not the case? It is not enough to teach for short-term memory. This session will provide practical strategies that can be embedded into daily classroom routines and structures to move learning beyond achievement and into mastery.
F3.16 - Using Writing to Frame, Support and Consolidate Student Mathematical Understanding
Writing is often used as a strategy to support student reading comprehension. Why aren't we doing this more in mathematics? There are numerous advantages to integrating writing into mathematics. Attendees will be provided a variety of writing strategies that can be used for instruction and assessment, and for students to frame, support and consolidate their thinking.

Kindergarten teacher
2Bcompleted
Trillium Lakelands DSB
F3.30 - Learning & Teaching with Learning Trajectories: 11 Kindergarten Educators from 3 DSBs Pursue Self-Directed, TLLP Financed Professional Learning into spatial reasoning
Eleven Kindergarten Educators from 3 contiguous DSBs are pursuing a self-directed inquiry into spatial reasoning in the early years. Through commentary, PowerPoint, video clips, data, testimonials, articles, sharing of links to our work, a question period and discussion, and video from Douglas Clements, this presentation is designed to enable self-directed professional learning communities/communities of practice with similar learning goals to harness our experience and make it easier for them to access funding and carry out professional learning. Many of the 11 ECES and OCTS in our group will share the learning journey (and its pitfalls) as we attempt to improve our understanding of spatial reasoning concepts and learning and teaching spatial reasoning in kindergarten.

Math Head
LDSS
Thames Valley DSB
F1.26 - Factoring from Quadratics to Polynomials and Applications
Starting off with Visual Patterns and expanding polynomials using the area model, come experience how factoring standard form (area form) into length/width form changed my students understanding starting from grade 10 (MFM2P and MPM2D). Includes application to completing the square and also factoring polynomials in MHF4U.

Technology Enabled Learning Coordinator
Program
Wellington CDSB
T1.10 - The Coding + Math Grade Mesh Credit
As part of our Innovation projects, WCDSB has been working with the Math Knowledge Network on a course where Math content is delivered in unique and innovative ways. As part of a project led by Dr. George Gadanidis, we will be presenting on our initiative to deliver Grade 10 Math through a combined credit with ICS2O where students apply math concepts in coding environments such as scratch.

K-12 Learning Coach - Mathematics
K-12 Learning Coach - Mathematics
Toronto DSB
T5.08 - Number Talks - Taking the 'Numb' Out of Numbers
Would you like to improve students' ability to play with numbers, perform calculations quickly, and think flexibly? Number Talks offers a daily, short, structured way for students to talk about math with their peers while developing their number fluency and flexibility. In this session, you will learn from teachers about their journey of embedding this routine in their classes and how they are working towards building capacity with the rest of their school. You will have an opportunity to engage in some Number Talks and leave with tips to begin Number Talks with your students right away.
F1.06 - Learning for ALL: Patterning to Algebra
In this interactive, hands-on session, we will look at how we can develop students’ algebraic reasoning over the junior/intermediate years (gr 6-9) through the use of concrete materials and patterning. You will have an opportunity to engage in a 3-part lesson based on the research of Beatty & Bruce as well as dig deeper into the enduring ideas and learning trajectories of patterning and algebra. We will discuss the importance of creating an inclusive mathematics classroom so that all students can experience engagement and success.

VP Teaching and Learning
Havergal College
Independent School
T3.22 - Enriching Girls' Math
Pernacity ... See it to believe it ... Precision ... What specific specifics of the mathematics learning environment motivate girls' to persevere with tenacity to learn mathematics, especially when it requires prolonged struggle through student co-construction? We've been studying this question, applying strategies and recording the outcomes in our classrooms throughout this year.

Teacher
St Mother Teresa HS
Ottawa Catholic DSB
T3.08 - Strategies for engaging all learners in a Thinking Classroom
Can students with varying abilities collaborate together in a visible random group to solve a rich math task? Yes! Strategies will shared for engaging all learners in a thinking classroom. From students who are working below grade level to students who have math anxiety, strategies will be shared to engage all learners.
F1.01 - BUILDING THINKING CLASSROOMS - A Fireside Chat with Dr Peter Liljedahl and Friends
FEATURED SESSION: Did you hope to learn more about building thinking classrooms before you left the conference? If so, this is a session you won't want to miss. Join Peter Liljedahl and friends Judy, Laura, Al, and Jaime for an informal chat about the theory and practice of thinking classrooms. Bring your questions.

Mnidoo Mnising Anishinabek Kinoomaage Gamig
None
F3.06 - Extending Our Understanding of Math in Anishinaabek Culture
Join us as we explore how to support student’s cultural and mathematical identity through the rich history and traditions of math within Anishinaabek culture. We'll also consider the importance and role of Anishinaabemowin, the language, in developing deep conceptual understanding of mathematical ideas. In this session, you will hear how partners from the First Nation communities and community schools of M’Chigeeng, Sagamok, Whitefish River and Sheshegwaning came together to extend a multi-year community-based participatory research project that began in The Algonquins of Pikwakanagan First Nation. The team will share how they adapted the math of loom beading to reflect the teachings and local context of their own communities. Finally, we will discuss how to foster culturally responsive instruction to develop connections between math and the lived experiences of students.

2Bcompleted

My name is Robin Debassige and I'm from M'Chigeeng First Nation on the beautiful Manitoulin Island. I am currently in my second year teaching. Last school year, I was offered my first LTO position (Jan. - Jun.) as a grade 5 teacher and this year, I've had the pleasure of teaching grade 3.

When my educational journey began, I started out in the Child and Youth Worker program (advanced diploma) at Cambrian College. After graduating from Cambrian, I attended Laurentian University and graduated with my Bachelor of Arts Degree in Indigenous Studies. Finally after obtaining my BA, I was accepted into the Consecutive Bachelor of Education - Primary/Junior Program at Nipissing University.

I'm only in the beginning of my teaching career and it has already been quite the adventure! I have already learned so much and I look forward to learning even more to help improve my teaching practice to become the best teacher I can for my current and future students.

The more that you read, the more things you'll know, the more things you know, the more places you'll go!" - Dr. Seuss

F3.06 - Extending Our Understanding of Math in Anishinaabek Culture
Join us as we explore how to support student’s cultural and mathematical identity through the rich history and traditions of math within Anishinaabek culture. We'll also consider the importance and role of Anishinaabemowin, the language, in developing deep conceptual understanding of mathematical ideas. In this session, you will hear how partners from the First Nation communities and community schools of M’Chigeeng, Sagamok, Whitefish River and Sheshegwaning came together to extend a multi-year community-based participatory research project that began in The Algonquins of Pikwakanagan First Nation. The team will share how they adapted the math of loom beading to reflect the teachings and local context of their own communities. Finally, we will discuss how to foster culturally responsive instruction to develop connections between math and the lived experiences of students.

Math Curriculum Consultant
Limestone DSB
Limestone DSB
Jackie's Twitter bio (@jackieadecker) really says it all: Educator, mom, chemistry geek, lover of math, tech nerd, world traveller and math curriculum consultant in the Limestone DSB.
T5.17 - Coaches, Consultants and Creative Leadership
Do you work with adult learners? Do you ever wonder if your work is effective and impacting student learning? This workshop will explore the tools we can use when working with adults: setting goals, monitoring growth and planning next steps in order to better meet student needs. All are welcome.

Grade 5/6 Teacher
Rideau Heights Public School
Limestone DSB
I have taught for over 18 years in the north end of Kingston, Ontario. Currently, I am in the role of Elementary Student Success Educator for the Limestone District School Board. I am inspired when I learn alongside other educators.
T5.27 - Collaboration for Inclusion
This presentation is the result of a reflection of how a Classroom Teacher and Student Support Teacher collaborated to meet the needs of a diverse set of learners. What began as an intervention for a specific group of students during a math block grew into an inclusive stance that benefitted the entire class. Working under the umbrella of "inclusion", we will share our story of how the implementation of Universal Design for Learning and Co-Teaching strategies created a more inclusive mathematics classroom. UDL + Co-Teaching = Inclusion

Math Learning Facilitator
Learning Support Services
Thames Valley DSB
F1.24 - The Importance of the "Pre-Op"
Interested in improving students abilities’ to operate with numbers? The importance of the Pre-op is critical. This session will focus on developing a deep understanding of quantity and the relationships among numbers that are essential prior to operating. It will prescribe how junior and intermediate teachers can use concrete materials and visual representations to help students explore and make sense of whole numbers, rational numbers, and negative integers. The importance of benchmarking, estimating, mental visualization, and understanding the effects of operations on a quantity, will all be a part of this treatment plan. Sign up for this session STAT.

TEACHER
Portage Trail CS
Toronto DSB
T4.15 - Unpacking and Addressing Student Mindset
This session is based on the collaboration of teachers from an inner city Toronto school. Teachers reviewed research around Mindset in mathematics and intersections with equity. They then co-created interview questions for students at several stages of their mathematics education: Grades 1, 3, 4, 6, 7 and 8. A focus of this research was to determine why and how student mindsets shifted over their educational careers and determine how both instruction and related advantages influenced these changes. Based on the information gathered from student interviews, teachers in this research project planned interventions to foster greater risk taking and non-threatening classroom environments. Session participants will watch student interviews and discuss key ideas that emerged. Participants will work through the teacher generated interventions to shift student mindsets and create positive norms.

Teacher
Eastwood
Greater Essex County DSB
Grade 7/8 Teacher at Eastwood Public School in Windsor, ON.
T5.18 - Concreteness Fading: A School Inquiry
Concreteness Fading is a well-research pedagogical strategy but little has been done to examine how this strategy can be applied to the classroom. This session will share the whole school inquiry of Eastwood Public School and our action research of putting into practice the process of Concreteness Fading. By beginning concrete and then purposefully fading students toward other mathematical representations, teachers uncovered a strategy for planning and assessing. Throughout the session we will share the planning tool developed by the teachers of the project, as well as examples of units and lessons designed to fade students through representations. We will explain how consider the developmental trajectory of mathematics to fade students across grades, through a unit and even within a lesson. As well, we will share the insights gained from observing students and the strategies used by teachers to support student learning.

Instructional Coach
Port Weller
DSB of Niagara
F4.10 - A spatial approach to algebraic reasoning in early primary
Educators in Ontario are learning more about the importance of spatial reasoning in mathematics learning in the early years and beyond (including the importance of spatial reasoning as a predictor of mathematics success), but there is much to learn about how to implement a spatial approach to mathematics in the classroom. A team of early primary educators from DSBN connected with Math for Young Children researchers from Trent University to deepen our inquiry in spatial reasoning into a second year. In our first year, we explored the opportunities for learning in guided play, and looked to the resource Taking Shape as a launching point for our inquiry. In this, our second year of professional learning through a teacher-directed action research model, we wanted to deepen our learning by focusing on a specific content area in mathematics. Recognizing the importance of algebraic thinking to all mathematical thinking and as a gateway to later mathematics, we wanted to gain a better understanding of its foundations in the early years, and how we could leverage a spatial approach to build this strong foundation with students. In this session, the team will share our findings along with exploratory lessons and activities developed through the research process.

Learning Coordinator Mathematics K-8
John Wise
Thames Valley DSB
F1.27 - Developing Additive Thinking
Using the work of Alex Lawson and Van de Walle, we will explore the properties, meanings and contexts, models and representations of addition and subtraction. We will be focusing on a linear model of addition (number line) to promote additive thinking in the primary grades.
F5.27 - From Number Path to Number Line
We will explore the importance of developing an internal number line in young students. We will use the work of Alex Lawson and John Van de Walle to follow the progression of development from number path to number line. We will also explore a variety of games and activities that can be done in the K-2 classroom to assist students with growing their own internal number line.

Math department assistant head, numeracy lead
CLARINGTON CENTRAL SS
KAWARTHA PINE RIDGE DSB
T4.10 - eLearning and Mathematics
Join us for this hands-on session about teaching mathematics in an eLearning environment and how to ensure it is interactive and enriching for our students. As a classroom teacher also teaching eLearning courses, Cynthia will share how she leverages tools like video, including screencasts, GeoGebra, Pencasts (using Livescribe echo pen), and much more to help create a rich learning environment by modifying the MInistry Provided content. As well, we will spend some time in discussion about some of the tools in the Provincial Virtual Learning Environment (Discussions, Quiz, Checklist, Awards tool, and more!) and ways to leverage their effectiveness.. Please join us to learn how eLearning in Mathematics is truly just learning and that it can be rich, interactive, and engaging.

Secondary Mathematics Instructional Coach
Earl of March Secondary School
Ottawa Carleton DSB
T1.31 - Grade 9 Activities: Oh The Possibilities
After making the transition to spiraling through the curriculum in our mathematics courses, we took a look at which of our favourite activities had the potential for students to make connections across several big ideas. In this session we will share activities we use in both grade 9 academic and applied; try out the activities; think about ways students may make connections to prior learning; and brainstorm the possible pathways the activities could lead the students to next.

Student Achievement Officer
Ministry of Education
York Region DSB
T3.18 - Math and Well-Being: Supporting Well-Being in the Math Classroom
“Students’ belief in their own efficacy is a better predictor of academic success than measured ability.” Knowing this, the conditions for learning that support student well-being in the math classroom are of significant importance to academic achievement in mathematics. In this session, participants will examine and explore specific strategies for supporting well-being in the mathematics classroom. The conditions for learning that support student well-being in the math classroom will be aligned through the 7 mathematical processes, the math pedagogical system and the four domains of well-being.

Teacher
McGregor Public School
Thames Valley DSB
Jay is an energetic primary/junior teacher in the Thames Valley DSB embracing the power of 1:1 tech and having a blast transitioning his students from consumers into content creators with authentic learning experiences that connect with real world. He is excited to be here with members of the ‘Listen Louder: Amplifying Student Voice with Technology in Mathematics’ 2017 TLLP team. He is currently observing how providing choice in the methods students best show their thinking (e.g., open access to ed tech tools) affects growth mindset. Using single point rubrics to honour student voice in the assessment cycle fits well with his classroom mantra: Explore - Create - Digitize - Reflect & Connect.
T5.13 - Amplifying Student Voice Using Technology in your Math Classroom
GAFE, Chromebooks and iPads are powerful multimedia tools that, quite simply, capture ideas, and thinking processes that a pencil sometimes can’t. Technology is a tool of empowerment, increasing the accessibility of the curriculum and serving as an amplifier of student voice in the math classroom. When offered choice, students are given agency with respect to HOW they document and share their mathematical thinking with teachers and peers. Bring your device(s) and be ready for a fun, fast-paced session on GAFE and iPad apps (including Mathies.ca and iOS tools!) that can be provided as options for students to capture thinking in primary, junior or intermediate math classrooms. Walk away with ideas as to how students can create a body of digital work that will be accessible to teachers, parents and peers, from any device, at any time...in a way that speaks to them and recognizes the beliefs and principles of the OAME. In order to make this session hands-on, attendees might consider installing Screencastify as an extension on their chromebook, and adding the Chatterpix, ShadowPuppet, PicCollage, and Mathies apps to their iPads. We are also exploring the power of assessment as learning, specifically focussing on student self-assessment as an on-going, reflective learning routine to promote an upward cycle of learning and confidence in the mathematics classroom. Join our TLLP team as we share insights into how the use of reflection frameworks (e.g., single-point rubrics) affect student meta-cognition and ownership in the math assessment process.
F5.07 - Finding Mathematics in the Forest: Linking Mathematics & Technology with Outdoor Education
Math is all around us! This session will highlight creative ways to integrate technology, mathematics, and environmental education while visiting your nearest outdoor education centre, or perhaps when on an adventure in your own school yard! Participants will explore a variety of ways to make rich learning connections for students by extending the learning environment and the learning community beyond the walls of the school. Technology applications such as Explain Everything, Chatterpix, Shadow Puppet, and GAFE can be used to document, practice, consolidate learning, and amplify student voice and choice during cross-strand, and cross-curricular learning opportunities. Bring your device(s) and be ready for a hands-on session highlighting how GAFE and iPad applications can enable primary/junior students to capture evidence of mathematics in the world around them, function as a tool to document student thinking, and also act as an authentic means of collecting formative assessment data. Please BYOD and consider installing Screencastify as an extension to Chromebooks, and downloading Chatterpix, ShadowPuppet, and PicCollage to iPads.

Principal Instructional Coach
Princess Elizabeth
Thames Valley DSB
BIO for Doug Duff Currently, I am a Principal with the Thames Valley District School Board in London Ontario, at Princess Elizabeth School in London. I have been particularly interested in math education for 20 years in various capacities both nationally and internationally. I have worked with Nelson Education as a seconded Senior Consultant, multi-grade textbook author and a presenter for Nelson Mathematics Professional Learning. I have presented numerous times with the Ontario Ministry of Education including work with the Curriculum and Assessment Branch as a lead presenter in the Professional Learning Series for Principals and school leaders. I have done extensive work on School Improvement in mathematics. Most recently, I am writing a book on School Improvement in Mathematics education entitled Math Up School Improvement – The Connected Number System.
F3.08 - Transforming Mathematics Instruction in our Schools
Using content from their new ASCD and Rubicon book, the presenters will describe the importance of principals, district leaders, coaches, and lead teachers taking the lead in using a whole school approach to improve the mathematics learning of their students. The presenters will provide participants with a better understanding of what the changes should look like, along with key “look fors” and a proven list of actions to take to achieve that improvement.

Instructional Coach
Joseph Brant Learning Centre
Grand Erie DSB
Rebecca Duran is an Instructional coach working for the Grand Erie District School Board. Her current work with Intensive Support Schools includes a series of Collaborative Inquiry experiences, coaching, and facilitating Professional Learning for K-8 educators.
T5.19 - Representing Numbers
Discover the infinite possibilities Representing provides! As a skill from our Ontario Curriculum, representing creates countless opportunities for making conceptual understanding accessible for all learners, and for providing rich assessment opportunities for educators. Investigate the intention of Representing as presented in our Ontario Curriculum. Explore examples of student representations of Key Mathematical Understandings through their varied and unique uses of concrete materials. Learn how to use student representations as valid and reliable sources of assessment to reveal misconceptions and make decisions about instruction. Learn how to engage and empower all students in the use of concrete materials in meaningful and challenging ways. Investigate how using concrete materials makes conceptual understanding accessible for all learners.

Math Learning Facilitator
Wilton Grove and Ashley Oaks
Thames Valley DSB
F5.21 - Rods, Rods Everywhere - Using Relational Rods to Increase Conceptual Understanding Across the Grades
This powerful math tool is very versatile and gives students a hands-on and differentiated approach to understanding numbers, their relationships with one another and operating with them. This presentation will share activities that you can use with your students in grades K - 8 to help them work and reason with numbers within many of the strands in mathematics. We will demonstrate how the purposeful use of this math tool lends itself to greater understanding as students move along the continuum from concrete to representational to abstract models. We will highlight how relational rods can be used with all of the operations, with whole and decimal numbers and with fractions. You will leave with a renewed vision of teaching the operations and practical tools to build your students’ understanding.

Teacher
St. Patrick School
Wellington CDSB
T4.11 - Ontario's Math Knowledge Network - grassroots ideas for math educators highlighting Indigenous knowledge and computational thinking in math education
The Math Knowledge Network (MKN), hosted by the Fields Institute for Research in Mathematical Sciences (Fields) through its Centre for Mathematics Education (CME), brings together diverse mathematics education stakeholders from across Ontario to mobilize evidence from research and professional practice in mathematics education from K-Post-Secondary, facilitate the use of evidence-based practices for mathematics instruction to support improved educational achievement, and contribute to the Ministry of Education’s Renewed Mathematics Strategy (RMS) in partnership with educators, researchers and organizations across Ontario. The MKN is part of the Knowledge Network for Applied Education Research (KNAER), a provincial education network funded by the Ontario Ministry of Education, with the mandate to mobilize research and knowledge in order to improve educational practices and student outcomes. This presentation will focus on the work of two of the MKN's four communities of practice (CoP), Computational Thinking in Mathematics Education and Indigenous Knowledge and Mathematics Education. Each CoP will highlight the innovative work being done in classrooms and beyond, guided by the principles of fostering inclusion, changing attitudes towards mathematics, and addressing educator-identified needs for improving student learning. Each CoP will share their strategies and takeaways for audience members. Please note that there is a second presentation that focuses on the other two MKN CoPs: Critical Transitions in Student Mathematical Development and Mathematics Leadership.

Secondary RMS Math Coach
Central Position (LC2)
Toronto DSB
Gillian is a Secondary RMS Math Coach with Learning Centre 2 in the Toronto District School Board. She is a long time math and science teacher having worked in the TDSB, the Ontario Science Centre and schools overseas. She is passionate about student engagement and inquiry in both her math and science classrooms.
F5.05 - Making Math/Science Connections
For anyone who has heard students say they don't know how to find the slope of a graph or do linear regression in science class, this session looks to focus in on and explore the explicit connections that teachers can make in math and science classrooms to help students to make the learning transferable between strands and courses. Sample lessons and resources will be available to take away. This session would be great for cross-department teachers or teachers of math who would like to partner with their science department colleagues!

Renewed Math Strategy Learning Coach
George Webster ES
Toronto DSB
Entering my 15th year in education I am always looking for new learning opportunities and experiences. I was fortunate during my career to work in a variety of settings; overseas, Learning Disabilities classes, higher income and inner city contexts within the TDSB. My passion is trying to improve outcomes and close gaps for students in Toronto's inner city. As one of the TDSB Renewed Math Strategy coaches this year, I have the pleasure to work with the dedicated staff at 2 RMS1 and 2 RMS2 schools. A large focus of our work has been the implementation of number talks, guided math programming and formative assessment strategies to improve outcomes.
T4.15 - Unpacking and Addressing Student Mindset
This session is based on the collaboration of teachers from an inner city Toronto school. Teachers reviewed research around Mindset in mathematics and intersections with equity. They then co-created interview questions for students at several stages of their mathematics education: Grades 1, 3, 4, 6, 7 and 8. A focus of this research was to determine why and how student mindsets shifted over their educational careers and determine how both instruction and related advantages influenced these changes. Based on the information gathered from student interviews, teachers in this research project planned interventions to foster greater risk taking and non-threatening classroom environments. Session participants will watch student interviews and discuss key ideas that emerged. Participants will work through the teacher generated interventions to shift student mindsets and create positive norms.

James Grieve
Peel DSB
T3.29 - Planning for Purposeful Play in Early Years Math
This is a call out to all curious and creative educators who wish to think deeper about the relationship between playful pedagogy and assessing spatial thinking in FDK classroom. We invite you to come explore both tech/non-tech provocations to consider their links to rich development in the 4-Frames. In this session we will share our team's journey through research and learning on spatial reasoning, technology and tools for assessment. Come ready to play and explore!
F3.29 - Building and Assessing Spatial Reasoning
Given the recent surge of research and resources in spatial reasoning, this workshop will focus on digging deeper into looking at where to start/how to cultivate and assess spatial thinking in K-3 classroom. Taking a hands on approach, this workshop will include a range of invitations for learning that will explore aspects of spatial thinking (e.g., symmetry, orienting, coding, composing/decomposing shapes etc.) as well as assessment tools to help guide thinking.

Education Officer
Ontario Ministry of Education
None
Craig is currently an Education Officer at the Ministry of Education. He began as a teacher and then a mathematics consultant with the Halton District School Board before working with Pearson as a consultant and author, developing both classroom and professional learning resources. At the Ministry he serves on the Innovation Design and Implementation Team, working together with education stakeholders from across the province to promote innovation and enhance learning and teaching.
T1.05 - Making Sense of Addition and Subtraction
What does it mean to add and subtract? And more importantly, how can students learn to translate word problems and everyday situations into number sentences that they can solve? This session explores the various addition and subtraction “problem structures” that students need to encounter, the types of representations students can use to make the operations visible, and the moves educators can make to help students advance in their learning, regardless of whether students are adding whole numbers, fractions or other types of numbers.
T5.06 - Making Sense of Multiplication and Division
What does it mean to multiply and divide? What does a “multiplicative situation” look like and how does it connect to proportional reasoning? And how can students learn to recognize these situations and represent them with the appropriate operation? This session explores the types of multiplication and division “problem structures” that students need to encounter, the relationship between multiplication and division and the various models students can use to make the operations visible. Furthermore, it looks at the role of paraphrasing as a strategy to help students advance in their learning, regardless of whether students are multiplying whole numbers, fractions or other types of numbers.

Account Executive
Pearson Canada
Sudbury CDSB
T5.15 - Mathology: The Classroom Experience
Looking for new ways to empower your students in their mathematical capabilities? Ready to try something new but unsure of where to begin? Listen and connect with teachers from Sudbury Catholic District School Board as they share their experiences in their first year of implementing Mathology by Pearson in their K-2 classrooms. Mathology is a new, comprehensive, and simple math solution that enables teachers to easily plan and implement meaningful and differentiated math learning experiences for all students, while increasing teachers’ skills as math educators. Join Sudbury Catholic’s Math Facilitators as they guide you through how they have planned, instructed and assessed both the activities in the Classroom Activity Kit and the Little Books in the Pearson Mathology program. Engage in a variety of available activities as you rotate through hands-on learning centres and leave with sample activity cards and little books to try with your class on Monday! NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Director of Research
Trent University
University
Tara Flynn is an educator, educational researcher, author and editor who has been working with Dr. Cathy Bruce in the fascinating world of mathematics education since 2007. Tara has had the honour of collaborating with hundreds of dedicated and innovative educators, particularly in the areas of spatial reasoning and fractions. She has been an integral member of the Math for Young Children (M4YC) team since the project’s inception, and was both co-author and Editorial Project Manager for the Pearson teacher resource, Taking Shape. Tara has edited numerous mathematics education resources and is the Principal Author of the recently published research-based ETFO resource, Learning through Teacher Research: A Guidebook for your Action Research Journey.
T5.12 - Multiplication and Division of Fractions across K-12
Do you struggle to make sense of inverting and multiplying to divide fractions? Join us and explore the recently released Fractions Learning Pathways: Multiplication and Division. This addition to the Fractions Learning Pathways includes research summaries and numerous tasks for use in your classroom. Over five years of research in Ontario classrooms has revealed how important Fractions learning is across the grades as well as led to the development of a variety of engaging, thought provoking tasks. Now you will be able to more easily support others in implementing these resources into your classroom practice.
F4.10 - A spatial approach to algebraic reasoning in early primary
Educators in Ontario are learning more about the importance of spatial reasoning in mathematics learning in the early years and beyond (including the importance of spatial reasoning as a predictor of mathematics success), but there is much to learn about how to implement a spatial approach to mathematics in the classroom. A team of early primary educators from DSBN connected with Math for Young Children researchers from Trent University to deepen our inquiry in spatial reasoning into a second year. In our first year, we explored the opportunities for learning in guided play, and looked to the resource Taking Shape as a launching point for our inquiry. In this, our second year of professional learning through a teacher-directed action research model, we wanted to deepen our learning by focusing on a specific content area in mathematics. Recognizing the importance of algebraic thinking to all mathematical thinking and as a gateway to later mathematics, we wanted to gain a better understanding of its foundations in the early years, and how we could leverage a spatial approach to build this strong foundation with students. In this session, the team will share our findings along with exploratory lessons and activities developed through the research process.

Elementary Teacher
Barbara Reid Public School
York Region DSB
F5.13 - Social Justice & Mathematics (Junior/Intermediate)
In this session, Michael Frankfort and Gerard Lewis will work through mathematical explorations that address issues of social justice, such as bullying, fairness and inclusivity. The participants will discuss issues and approaches to incorporate socially relevant contexts into inquiry-style mathematics lessons across the elementary and secondary curriculum. We will share some examples and problems from our own classes that demonstrate mathematics and social justice.

Mathematics Coordinator
Curriculum & Instructional Services
York Region DSB
F5.23 - Understanding Learning Disabilities How Processing Affects Mathematics Learning
This presentation will focus on exploring learning disabilities and how they affect our students in math class. Participants will have the opportunity to work through math tasks, analyze student work based on learner profiles, and review a new resource with strategies to support students with learning disabilities. We will be looking at how to plan and support math programming in response to a student's assessed areas of strength and need.

Assistant Deputy Minister, System Planning, Research and Innovation
Ministry of Education
None
T3.24 - The Role of Research at the Ontario Ministry of Education
How does research impact policies and decision-making at the Ministry of Education? How has it informed and shaped the conceptualization of the Renewed Mathematics Strategy and its developmental nature? What is the evidence that catalyzed a particular focus on students with learning disabilities? How is research being used to inform future mathematics curriculum development? This session provides opportunity to engage in conversation with representatives from the ministry about how research and data have informed, and continue to inform, ministry foci and strategies. It shares the impact of the government’s open data policy and some of the information that is already available to you. It explores the intersection between research-based policy, and the ways that we can monitor its success, to ensure that what we are doing is the “right” work and how we really can know that we’re making a difference.

Professor Emeritus OISE/U of T, consultant
OISE
Retired
Don began his career as a math teacher at Emery CI in Toronto. After many years of teaching student teachers at the University of Toronto, Don retired as a Professor Emeritus at OISE/U of T. While at the University of Toronto Don returned to the classroom for a full year several times. This paradoxically “re-energized him and wore him out”. Since “retiring” Don has done many workshops and keynotes across Canada, USA, and New Zealand. Publications have included Mathemagic and Taking the Numb Out of Numbers, both available on Amazon.com for about one cent! For three successive years, a highlight for Don was writing a different Blue Jays’ Math Book which was given out to the first 20 000 spectators at a Blue Jays’ game… This was in an age before bobble head dolls!
T3.26 - NUMBER SENSE, COMMON SENSE & A LITTLE NONSENSE
Sample some whole number activities & computational strategies which will increase your students' number sense and number skills. They will grow in confidence and competence when dealing with numbers. Some of the activities and strategies are old and some are new. However they are designed to engage all students at the Gr 4-6 level. A special handout from Don will add even more activities. Have some fun with Don as you experience the joy of math!

Bound2Learn
2Bcompleted
None
F1.30 - StrADDegy- From Noticing to Notation
Procedural proficiency grows from roots firmly embedded in number sense. Join Jamie Fraser as he explores the foundational ideas (subitzing, cardinality, hierarchical inclusion, compensation and equivalence, unitizing and more...) that fortify those roots. Participants will leave with a free two-month trial to the learning/teaching portal, StrADDegy, designed to help learners unpack these ideas. </p>NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Principal, Student Achievement Officer
Ministry of Education
York Region DSB
Sandra Fraser is a Principal with the York Region District School Board who is currently on secondment with the Ministry of Education as a Student Achievement Office for the Toronto Region. She has a wide range of experiences which include teaching in all three elementary divisions, instructing additional qualification courses (K-10), and serving in various leadership roles at the school, district and provincial levels in Mathematics, Instructional Intelligence, Assessment, Special Education, Literacy and Action Research. She is highly committed to creating effective learning communities where risk-taking is the norm.
T1.02 - Making Deep Mathematics Visible
Teaching through problem solving can offer all learners the opportunity to activate their own math thinking and participate in a meaningful discourse. In this session, we will explore how teachers can strategically select solutions, formalize students' ideas through annotations and make explicit connections between representations, so that students can develop and consolidate their math thinking.
T5.03 - What Counts? Influencing the Learning - A Principal's Role
How can principals influence learning in mathematics within the context of a whole school approach? And how much mathematical content knowledge do principals need to facilitate learning? Join us as we share the journey of a group of elementary principals who engaged in a Collaborative Inquiry (CI), built on the research of Dr. Deborah Ball et al., Mathematical Knowledge for Teaching. Learn about our findings and how principals can create the conditions for learning mathematics K to 8.

Teacher
Dr Frank J Hayden
Halton DSB
I have been teaching for 10 years in the Halton District School Board. For the past three years I have been teaching at Dr. Frank J Hayden Seconday in Burlington, ON. I have experience teaching in all pathways in a wide range of environments. When not in the classroom, I enjoy spending quality time with my husband and three children, playing sports and going to the gym.
T4.30 - Picture-Perfect Projectiles
This session presents a Quadratics activity designed for the MCR3U course, but that could also be used and adapted in any course that studies Quadratics. The activity involves a study of projectile motion in which students take rapid exposure photos of a projectile in flight, layer the photos into a single image, and then map the motion to a quadratic function in Desmos. The Desmos function is then compared to an algebraically determined quadratic function produced using estimated data recorded at the time of flight. The goal of this session is to explain and demonstrate the activity to session attendees so that they can then incorporate it into their own classrooms. Participants will leave with the tools and resources to run this activity with their classes tomorrow!

Teacher
St. Emily
Ottawa Catholic DSB
My name is Heather Fyfe and I live and work in Ottawa, Ontario as a grade 6 teacher for the Ottawa Catholic School Board. I have my Primary/Junior Math Specialist and am privileged to work collaboratively with other teachers as a math lead in my school.
F3.04 - Meaningful Mathematics: The Effective use of Storytelling in the Elementary Mathematics Classroom
According to the Council of Ministers of Education Canada, Ontario students are exceeding expectations in language arts but not in mathematics. How can we transfer our success in language classes over to our math classes? Utilizing children’s literature and storytelling as a means of providing contextualization for mathematical problems is an important way to make math more meaningful for our students. The illustrative and often whimsical nature of children’s stories not only captures student interest but it helps deepen student understanding by providing relevant problems designed to build students’ problem solving skills. In this session we will engage in large and small group discussion and a hands-on collaborative task designed to explore the different ways integrating language arts and mathematics expectations can create learning experiences that will resonate with students.

Professor
The University of Western Ontario
Faculty of Education
Math Education professor, UWO, 2000-present; Math Consultant, DDSB, 1996-2000; teacher
F3.09 - Educating young mathematicians: challenges and opportunities
I will briefly share 3 mindsets most of us have that get in the way of children's math development. The workshop will then focus on opportunities to improve the development of young mathematicians, with hands-on examples from work in Ontario classrooms, in part through the Math Knowledge Network (mathnetwork.ca). A handout and links to classroom documentaries will be provided.

Program Facilitator, Mathematics
Durham District School Board
Durham DSB
F1.31 - RAMP - An innovative Approach to Growth Mind Set in Mathematics
In the summer of 2017, we ran a pilot project designed to develop a growth mind set towards mathematics and to close gaps for students transitioning from Grade 8 to Grade 9. The program was completely innovative in its approach. Students engaged in rich mathematical thinking, collaboration and learned with technology in an atmosphere of fun. Come and see and experience how we were able to change mind sets and close gaps...and had a great time in the process !

K-12 Learning Coach
TDSB Central Staff
Toronto DSB
T4.31 - Bridging the Gap in Secondary Mathematics
Secondary Mathematics can be a tremendous challenge for students with a large number of learning gaps - and it can be particularly difficult to design instruction for students entering grade 9 with such a diverse set of learning needs. As a K-12 Learning Coach in the TDSB, I have had the privilege of working with a diverse range of teachers in classrooms across the school board as we struggled with this challenge. In this session, we will explore how teachers from across the TDSB have addressed these challenges by modifying instructional techniques, changing the way we think about assessment, and even shifting our mindset about how we see "basic skill" development. There will be examples from school spaces that are exploring what "de-streaming" might look like in Secondary, as well as examples of how full inclusion models have been run in intermediate classrooms.

Math Department Head
Georgetown District High School
Halton DSB
Math Department Head
F4.28 - Shift Your Approach: Using Open-ended Questions to Improve Problem-Solving and Thinking Skills
Do you want to improve problem-solving strategies and critical thinking skills in your students? Come learn how we used (and how you can, too) open-ended questions to support students to become better problem solvers and thinkers… and to improve student achievement and engagement. Using open-ended questions provides multiple entry points and offers every student the opportunity to answer the question based on their own readiness. As a teacher, you get detailed feedback on student understanding. In this session, we will share student work, sample rubrics and examples of open-ended questions we have found success with. We will provide strategies for creating and evaluating effective questions. Participants will leave with ready-to-go templates, questions, and evaluations for grades 9 to 12 on a variety of topics.

OQRE
2Bcompleted
None
F4.20 - L'OQRE et Le curriculum de mathématiques de l'Ontario
Le but de cette présentation est d’examiner les liens entre la composante mathématiques des tests du cycle primaire et du cycle moyen de l’Office de la qualité et de la responsabilité en éducation (OQRE) et Le curriculum de l’Ontario. Les discussions porteront sur : – la conception des tests de l’OQRE; – les liens entre les questions des tests de l’OQRE et Le curriculum de l’Ontario (attentes et contenus d’apprentissage); – les liens entre les questions des tests de l’OQRE et les compétences évaluées; – la rédaction d’une question; – les documents affichés sur le site Web de l’OQRE (www.oqre.on.ca). Les participantes et les participants pourront prendre part à diverses activités afin de découvrir les liens étroits entre les questions des tests de l’OQRE, Le curriculum de l’Ontario et la raison d’être des leurres des questions à choix multiple.

3P Learning - Home of Mathletics
None
T3.20 - Introduction to Mathletics
Mathletics is a captivating online math learning space providing students with all the tools they need to be successful learners, both in the classroom and beyond. Powerful courses aligned to provincial math curricula, from Kindergarten through High School, matched with dynamic tools and reporting for teachers. Mathletics supports and caters to each teacher’s unique blend of student-driven learning and teacher-led instruction. In partnership Dr. Marian Small, we have created Rich Learning Tasks that provide both teachers and students with interactive, open-ended and deeply engaging learning experiences. Mathletics supports teachers and students with: • Curriculum-aligned content and supporting resources grouped by topic for easy student access • Results and Reporting provide new visibility for data driven learning with easy access to diagnostic data and tools • Assign functionality allows teachers to schedule and plan ahead • Age-appropriate learning spaces to motivate and captivate students • Traffic light system: Students can drive their own learning through greater visibility of progress and results • Learning resources: Students have access to a wide range of learning resources including interactive activities, eBooks and videos to support their own learning • Learning content: Now grouped by topic, making student-driven learning easy • Mobile compatible platform in HTML All teachers will receive a FREE 2 week trial to use in their classroom following the workshop.

K-12 Learning Coach
TDSB
Toronto DSB
F3.27 - Curriculum Learning vs. Authentic Math….Let’s do both!
How might teachers support developmentally appropriate curriculum big ideas (like Marian Small) AND make math authentic, engaging and meaningful (Dan Meyers style)? We will explore a trajectory approach to student learning through rich, authentic math. We will start the session by dissecting one key concept in a curriculum strand in order to explore the big ideas and the learning stages from Kindergarten through to Grade 8. We will then reconsider each developmental stage and offer a meaningful, authentic provocation to support the learning at this level. Free web-based resources and sites to find these meaningful math provocations will also be shared.

Technology Integration Coordinator/Math Coach
HPEDSB
Hastings and Prince Edward DSB
F4.30 - Sparking Mathematical Investigations with Number Talks
Join us for a hands on workshop beginning with a number talk that sparks an investigation that deepens conceptual understanding of a mathematical strategy. We will use the misconception from a Number Talk to spark an investigation into how and why a strategy works and whether or not it will always work. These investigations provide opportunities for students to engage in discussion, make conjectures and use tools and models to convince themselves, a friend and a skeptic that a strategy does or doesn’t work. We will be using student work to inform on next steps and understanding of the strategies that support our junior-intermediate students.

Dean, School of Liberal Arts and Sciences
Humber College ITAL
College
Dean, School of Liberal Arts and Sciences at Humber College ITAL
T1.11 - Bridging the Numeracy Gap and Preparing Students for Success in Mathematics
Statistical information from OECD programs like the PIAAC and PISA, and results from EQAO math tests have provided clear evidence that a numeracy gap exists when students begin their post-secondary education. The evidence also suggests that strong numeracy (and literacy) skills lead to employment in higher skilled positions, raised personal income, and better sociological outcomes. However, interventions need to be introduced well in advance of students beginning their post-secondary studies. As a result of 10 years of funded research in the areas of student achievement in Mathematics, the 24 Ontario publicly funded colleges collaboratively developed a unique Assessment for Learning programme called the Ontario Colleges Math Test (OCMT). The OCMT was field tested with over 10,000 students at 16 colleges and 112 secondary schools in Ontario. Through funding received from the Ontario Centres of Excellence, the OCMT app is being introduced to students in Grade 8 transition courses and Grade 9 Applied Math courses at the Toronto Catholic District School. The goal is to increase student achievement and engagement through the integrated use of digitally rich formative and summative resources that connect abstract math concepts to their practical applications. During this interactive session, participants will not only learn more about the OCMT tools and the ways in which they are being used by various groups in Ontario, but they will also have the opportunity to engage with the app and learn first-hand that learning math can both meaningful and enjoyable. Bring your own device (laptop or iPad) to join in!

Project Lead - mathies Digital Resource Development
Assumption College
Brant Haldimand Norfolk CDSB
Agnes is currently a Project Lead - Digital Resource Development. She works with a team to develop resources for mathies.ca. She has been a secondary program consultant, department head and secondary math teacher.
T5.11 - Engaging Intermediate Students with the mathies Learning Tools
The freely available resources at mathies.ca are a growing collection of powerful, visual, interactive learning tools for developing conceptual understanding and creating representations. In this session, participants will use mathies tools to explore some intermediate mathematics topics including: fractions, integers, linear growing patterns and more.
F3.10 - Algebraic Reasoning in Secondary using mathies tools
In this session, we will explore how the learning tools available at mathies.ca provide powerful, visual platforms for developing conceptual understanding in the areas of algebraic reasoning and functions. Come and engage in some interesting mathematics using visual representations.

Teacher
Centennial PS
Limestone DSB
T4.16 - Noticing and Naming: Reaching all Math Thinkers
The goal of this session is on building our collective efficacy in Math teaching and learning with a focus on Noticing and Naming. This term stems from the Kindergarten curriculum document (2016) and is accessible to all grades and subject areas. As a group, we will dig into the infinite possibilities for Noticing and Naming in Mathematics classrooms, the connections with the 5 Practices (Smith & Stein, 2011) and the potential these strategies have for enhancing student achievement and teacher efficacy. Cross-strand examples will be shared in this hands-on session.

Teacher
Holy Trinity School
Independent School
T3.01 - Using quick activities to collect authentic data
Students can make deeper connections to content when they have hands-on experience with the concepts. This session will lead participants through many activities I use in MDM 4U to quickly collect authentic data. From shoe tieing, to sipping water to rolling dice, the data collected has been used to study probability, statistics, and analyzing appropriate mathematical models. Though the activities are used in MDM4U they can be easily adapted to use in other courses and lower levels. Participants are encouraged to bring their own device to this session to analyze some of the data.

Math Consultant
York Region District School Board
York Region DSB
F5.23 - Understanding Learning Disabilities How Processing Affects Mathematics Learning
This presentation will focus on exploring learning disabilities and how they affect our students in math class. Participants will have the opportunity to work through math tasks, analyze student work based on learner profiles, and review a new resource with strategies to support students with learning disabilities. We will be looking at how to plan and support math programming in response to a student's assessed areas of strength and need.

Teacher
St. Thomas of Villanova
Windsor-Essex CDSB
F4.29 - Assessments be Nimble, Feedback be Quick
What would you do with class sets of iPads and touch screen Chromebooks? For us, it was trying to leverage them to quickly get feedback from students as to what they know and don't know. Through a TLLP grant our high school math department had an influx of technology with a mandate to explore assessment in the 21st century. Using things like Desmos Activity Builder, Nearpod, Google Suite and other apps to facilitate self-assessment, formative assessment and summative assessment, we are finding things that work and things that don't. Come join us as we talk about our journey into nimble assessment in grade 9 -12 math (and find out how you could get your own grant to do the same).

Teacher
Our Lady of Perpetual Help Elementary
Toronto CDSB
F1.03 - Learning skills Improvement in an Inquiry-Based Math Classroom
Presenters looked at inquiry-based math teaching at the primary level within a regular school setting to analyze the effect on student learning skills. This is the second part of a project where researchers found that an inquiry-based teaching style increased student engagement. The purpose of the project was to obtain meaningful data on student learning skills and determine if they are improving when the teacher used an inquiry-based teaching style. Participants will gain insight into the stages of teaching through inquiry - strategies to build inquiry-based teaching - (ie . cards that students use in the early stages) and participants will participate in a mini inquiry-based lesson - to gain a deeper understanding of its impact on student learning skills.

Indigenous Education Resource Teacher
Program department
Lakehead DSB
Anika is Anishnaabe kwe living in Thunder Bay, ON. Her father's family is from Wikwemikong Unceded Indian Reserve, she remains connected to the beautiful shores of Lake Simcoe where she was raised. She is a wife, mother of two, educator and life-long learner. She is currently on leave from her role as the Indigenous Education Resource Teacher with Lakehead District School Board to pursue her Master of Education degree, specializing in Indigenous Education. Anika is honoured to work for the children in this time of Truth & Reconciliation in Canada.
T3.05 - Birch Bark Baskets: Honouring Indigenous Approaches to Learning in Mathematics
Indigenous knowledge systems and approaches to teaching and learning have sustained the First Peoples of Canada for thousands of years, long before the introduction of a western education system. In this session, we will begin to understand the importance of land, language, culture and community, and explore these in relation to the teaching of school mathematics. Through the sharing of a community based participatory research project, we will focus on birch bark basket making and connect teachings to the mathematics students experience in school. Finally, we will reflect on the significance of learning through culture-based design and technology for all students and consider how educators, through authentic collaboration with First Nations partners, can simultaneously support the resurgence of culture, student achievement in mathematics, as well as student cultural and mathematical identity.

Math Coach K-8
Education Center
Hastings and Prince Edward DSB
F4.30 - Sparking Mathematical Investigations with Number Talks
Join us for a hands on workshop beginning with a number talk that sparks an investigation that deepens conceptual understanding of a mathematical strategy. We will use the misconception from a Number Talk to spark an investigation into how and why a strategy works and whether or not it will always work. These investigations provide opportunities for students to engage in discussion, make conjectures and use tools and models to convince themselves, a friend and a skeptic that a strategy does or doesn’t work. We will be using student work to inform on next steps and understanding of the strategies that support our junior-intermediate students.

Teacher
Portage Trail Community School
Toronto DSB
T4.15 - Unpacking and Addressing Student Mindset
This session is based on the collaboration of teachers from an inner city Toronto school. Teachers reviewed research around Mindset in mathematics and intersections with equity. They then co-created interview questions for students at several stages of their mathematics education: Grades 1, 3, 4, 6, 7 and 8. A focus of this research was to determine why and how student mindsets shifted over their educational careers and determine how both instruction and related advantages influenced these changes. Based on the information gathered from student interviews, teachers in this research project planned interventions to foster greater risk taking and non-threatening classroom environments. Session participants will watch student interviews and discuss key ideas that emerged. Participants will work through the teacher generated interventions to shift student mindsets and create positive norms.

Retired teacher, Author, Workshop Facilitator, Independent Consultant
n/a
Retired
Throughout her long and varied career as a math educator, curriculum developer, textbook author and PD facilitator, Cathy has worked extensively with school administrators, teachers and students throughout Ontario, Quebec, Northwest Territories and Nunavut. During her 30+ years as a classroom teacher, she was active in the areas of curriculum development and assessment, both locally & provincially. As Past-President of O.A.M.E. and a member of C.O.M.A. Council, she supports teachers in their quest for excellence in mathematics education. Currently Cathy is involved in helping teachers translate research into practice, specifically dealing with the implications of conceptual development and learning trajectories in mathematics.
F3.25 - What’s Keeping You Awake at Night? Bridging Mathematics Assessment and Instruction
As educators we are called on to understand, value, and have empathy for each individual child in our classroom, to believe in their potential, to identify their unique needs, and to build instruction that respects and challenges them. The research clearly shows that the greatest impact a teacher can have on students is to believe they can learn and to teach them starting with what they already know. This session will provide participants with the most current research about using learning trajectories to identify where students are on their math journey. It will demonstrate how identifying learning pre-requisites and identifying gaps in student learning can lead to student success and student confidence in their math learning. The session will explore strategies to meet and teach students from each student’s own appropriate starting point. This workshop will also provide a brief overview of the new Nelson Pre-Assessments Grades 1-6: Finding Each Student’s Pathway.

Teacher
St. Patrick CS
Wellington CDSB
T4.11 - Ontario's Math Knowledge Network - grassroots ideas for math educators highlighting Indigenous knowledge and computational thinking in math education
The Math Knowledge Network (MKN), hosted by the Fields Institute for Research in Mathematical Sciences (Fields) through its Centre for Mathematics Education (CME), brings together diverse mathematics education stakeholders from across Ontario to mobilize evidence from research and professional practice in mathematics education from K-Post-Secondary, facilitate the use of evidence-based practices for mathematics instruction to support improved educational achievement, and contribute to the Ministry of Education’s Renewed Mathematics Strategy (RMS) in partnership with educators, researchers and organizations across Ontario. The MKN is part of the Knowledge Network for Applied Education Research (KNAER), a provincial education network funded by the Ontario Ministry of Education, with the mandate to mobilize research and knowledge in order to improve educational practices and student outcomes. This presentation will focus on the work of two of the MKN's four communities of practice (CoP), Computational Thinking in Mathematics Education and Indigenous Knowledge and Mathematics Education. Each CoP will highlight the innovative work being done in classrooms and beyond, guided by the principles of fostering inclusion, changing attitudes towards mathematics, and addressing educator-identified needs for improving student learning. Each CoP will share their strategies and takeaways for audience members. Please note that there is a second presentation that focuses on the other two MKN CoPs: Critical Transitions in Student Mathematical Development and Mathematics Leadership.

Math Teacher/Numeracy Lead
Rockland District High School
Upper Canada DSB
F4.22 - Breaking the mould and keeping it real!
Ever wondered how zip lines, The Elf On The Shelf, Tim Hortons, ice cream trucks, and Six Flags amusement parks can be linked to the Ontario High School Math Curriculum? If so, come and experience a diverse collection of real life activities that will increase student engagement. In this session, participants will work through and develop their own authentic learning experiences that can be implemented in the classroom next week and have their students wanting to come back for more.

Educator
Lisgar Collegiate Institute
Ottawa Carleton DSB
Nour Harriz is a Mathematics educator at Lisgar Collegiate Institute. Nour started his career in 2000 in Lebanon then taught in Saudi Arabia, Egypt and presently in Canada. Nour FLIPPED his classroom in 2011 and has presented many workshops during the Math Subject Council professional development days and the Digital Lead Learners conferences in the Ottawa Carleton District School Board and at OAME. Nour received the 2013 Yale Educator Recognition Award and the 2013 OTIP Teaching Award Recognizing and Celebrating Teaching Excellence Honourable Mention. Nour was interviewed by John Hoffman for the Professionally Speaking in 2014 who wrote the article "on the Flip Side".
F4.17 - Enriching And Optimizing Education By Technology
In this session, I will demonstrate the use of interactive free tools (Playposit, Google Classroom, Sesame HQ, Google Forms, Knowledgehook and Plickers) in the Flipped Learning Environment. Participants will be able to build interactive video lessons, monitor students' outcomes, collect data to support students' progress within the Triangulation Process in addition to observing how to help students reflect on their learning and assessments. Note that smartphones will not offer the same satisfying experience as laptops, Chromebooks and tablets.

Research Professor
Stony Brook University
University
George Hart is a sculptor and applied mathematician who demonstrates how mathematics is cool and creative in ways you might not have expected. Whether he is slicing a bagel into two linked halves or leading hundreds of participants in an intricate geometric sculpture barn raising, he always finds original ways to share the beauty of mathematical thinking. An interdepartmental research professor at Stony Brook University, he holds a B.S. in Mathematics and a Ph.D. in Electrical Engineering and Computer Science from MIT. Hart is an organizer of the annual Bridges Conference on mathematics and art and the editor for sculpture for the Journal of Mathematics and the Arts. His research explores innovative ways to use computer technology in the design and fabrication of his artwork, which has been exhibited widely around the world. Hart co-founded the Museum of Mathematics in New York City and developed its initial set of hands-on exhibits. He also makes videos that show the fun and creative sides of mathematics. See http://georgehart.com for examples of his work.
T3.33 - Creating Infinite Possibilities
SPECIAL SESSION: This year, OAME 2018 and Humber College will leave behind a unique piece of geometry to spark student interest in mathematics long after the conference has ended. Mathematician and artist, George Hart, has designed a sculpture to be installed at Humber's Learning Resource Commons using the OAME 2018 theme Infinite Possibilities. Registrants to this session will be working collaboratively to assemble this sculpture. George Hart will be there as your facilitator. After the session, come back to visit the sculpture. Bring your friends and your camera.</p>
T4.17 - Creating Infinite Possibilities
SPECIAL SESSION: This year, OAME 2018 and Humber College will leave behind a unique piece of geometry to spark student interest in mathematics long after the conference has ended. Mathematician and artist, George Hart, has designed a sculpture to be installed at Humber's Learning Resource Commons using the OAME 2018 theme Infinite Possibilities. Registrants to this session will be working collaboratively to assemble this sculpture. George Hart will be there as your facilitator. After the session, come back to visit the sculpture. Bring your friends and your camera.</p>
F5.15 - Puzzle Me Math!
"Puzzles are to math what books are to reading". This idea seems to come up more and more often when talking about engaging students with math. We know that puzzles encourage perseverance and provide students with intrisically motivating "aha" moments. Come and find out how to infuse your own math lessons with the joy of puzzles. You will learn how to make your own puzzles and how to incorporate them into your everyday teaching. Join us for a session of play and hands-on mathematical delights.

Instructional Coach
Learning Support Services
Thames Valley DSB
T1.29 - Coding Unplugged
Do you want to teach coding but struggle with technology or don’t know where to start? This workshop will focus on fun and engaging activities to teach coding and math concepts such as location on a grid and positional knowledge. Participants will see how these activities address the math processes of problem solving, reasoning, reflecting, representing, and communicating by writing “code”. By engaging in some whole class and small group activities, participants will see how students in the primary grades can learn the skills needed to be able to code before they use a computer. Some links to computer coding activities will be provided to make connections into the technology. All lessons and activities will be shared to address curriculum expectations across mathematics, literacy and social studies for early years and primary grades.

Mathematics Facilitator
Bluewater District Schoolboard
Bluewater DSB
Elisabeth Heathfield (elisabetheathfield@gmail.com) is a certified teacher and an artist with in-depth experience running math workshops at the middle and elementary school levels. For the 2015/2016 academic year, she is a visiting scholar at Stony Brook University where she is conducting research into early math education and collaborating with George Hart to design workshops for teachers, which can be accessed at: http://makingmathvisible.com. She is interested in exploring the connections between math and art and how hands-on construction activities can change children's mindsets about mathematics. Elisabeth has created and managed a weekly after-school STEAM club, as well as community math nights and Celebration of Mind events for Martin Gardner's birthday. She has given math-education workshops at Lakehead University, at OAME 2015, at the MIT Museum and various NY city schools sponsored by Math for America. Elisabeth has a B.A. in Visual Art from OCAD University, a B.Ed. from Lakehead University, and an M.A. from Norwich University of Art. She is also a practicing artist whose work has been exhibited in Canada, England, Italy, and the US and she has taught fine art classes at various institutions in Ontario.
F5.15 - Puzzle Me Math!
"Puzzles are to math what books are to reading". This idea seems to come up more and more often when talking about engaging students with math. We know that puzzles encourage perseverance and provide students with intrisically motivating "aha" moments. Come and find out how to infuse your own math lessons with the joy of puzzles. You will learn how to make your own puzzles and how to incorporate them into your everyday teaching. Join us for a session of play and hands-on mathematical delights.

Student Achievement Officer
Ontario Ministry of Education: Leadership and Implementation
Toronto CDSB
Gianna Helling has been a Teacher and a Principal for over 26 years. She is currently acting as Student Achievement Officer with the Ontario Ministry of Education. She has authored a number of articles on Student Voice, Mathematics, Leadership, Collaboration, Blended Learning and Student Transition Initiatives including Establishing Successful Transitions for Intermediate Students in Perspectives on Schooling and Instructional Practice (UTP, 2013). Gianna has presented to educators across Ontario and internationally on a variety of topics including Math and Social Justice, Growth Mindset, Strategies for Students at Risk, ELL Learners, Personalized Student Learning, Inquiry, Collaboration and 21st Century Learning
T3.18 - Math and Well-Being: Supporting Well-Being in the Math Classroom
“Students’ belief in their own efficacy is a better predictor of academic success than measured ability.” Knowing this, the conditions for learning that support student well-being in the math classroom are of significant importance to academic achievement in mathematics. In this session, participants will examine and explore specific strategies for supporting well-being in the mathematics classroom. The conditions for learning that support student well-being in the math classroom will be aligned through the 7 mathematical processes, the math pedagogical system and the four domains of well-being.
F5.14 - Propelling Your School Forward through Spatial Reasoning
Spatial Reasoning development links to success in all areas of mathematics. In this presentation participants will be led through one school's research-based journey of exploring and focusing on Spatial Reasoning from the beginning to the end of one school year. Everyone will have a chance to participate in spatial reasoning activities that can easily be replicated in their schools. This presentation will be of interest to teachers, administrators, and anyone interested in infusing their curriculum with Spatial Reasoning and propelling their schools forward.

2Bcompleted
T1.30 - Building Primary Math Skills Using Lego
Presenters will outline a variety of concepts and strands of math taught using Lego as a valuable manipulative with primary students. Lego is an engaging math tool that allows students to make meaning of numbers and improve their spatial sense. Presenters will provide photo and video examples of students learning with Lego. As well, session attendees will be able to explore and use Lego to see how they could use it in their primary classrooms to enhance their math program.

Math Consultant
Board Office
Limestone DSB
I love math, physics, and visual arts. Currently a K-12 Math Facilitator. Love working with students and helping them find joy in their math education because simply... it is joyful.
T4.20 - A visual progression of multiplication
How do Grade 3 to 8 students learn and understand multiplication? Is it procedural or conceptually developed? Do students understand how the multiplication algorithm has come to exist? We will make a progressional lens of multiplication to grow our conceptual understanding and practice with a variety of manipulatives and diagrams. Target curriculum is Gr 3 to 9 (focus on 1L).
T5.20 - A visual progression of division
Let's explore the concept of division through visual strategies that allow us to use reasoning and logic. Transform students understanding of fair share, scaling up, and long division. Discuss how and when strategies make sense and develop individual efficiencies in division. Target curriculum is Gr 3 - 9 (1L).

Teacher
White Oaks Secondary School
Halton DSB
T4.26 - From standards based to no-grades – the end of assessment as we know it.
In this session we will explore two methods I have used for standards based assessment in my classroom – one of which has no grades at all! In the past couple years, I completely changed the way I assess my students. By shifting the students’ focus from “getting x%” to achieving specific learning goals, my students are more open to receiving descriptive feedback and are less stressed when it comes time for an assessment. The checklist-style reports have increased student accountability; students know exactly what their strengths and weaknesses are! Come learn about making the switch to standards based assessment and how it can transform your classroom. Take away tools which can be used to collect data through conversations and observations, as well as conventional assessments.

Math and computer science teacher.
CKSS
Halton DSB
T4.06 - Teach Math Through Coding!
Looking for ways to integrate computer programming in your math classroom? Join us for a session where you will get to code along with some internet based coding lessons that can be integrated into your math classroom. You will walk away with some experience of coding in JavaScript via Khan Academy where you will write your very own programs to find the roots of a quadratic, solve pythagorean theorem and/or find the POI of any linear system. Alternatively, you can choose a more introductory coding language to discover the ‘sum of the angle properties in polygons’ through programing in Scratch. Teaching through coding helps students see the importance of being able to manipulate variables to create equations for use in computer programs as well as learn a whole new skill set to solving problems in the real world. We will be passing along any Math Coding lessons we have developed thus far. Are you ready to create with Math and code? Don’t forget to bring your laptop!
F1.04 - Making Math Stick and Increasing Perseverance
Have you ever wondered why students forget everything after they write the test? For the last 3 years, the grade 10 academic math team at Craig Kielburger SS have piloted a new way of teaching and evaluating. Unit tests were removed, weekly cumulative quizzes and thinking assignments were implemented, along with cumulative homework. Our three main goals were to attack deficiencies in basic skill development, increase retention of learned skills, and increase problem solving ability. We found students were more comfortable with mixing concepts from various topics, and that we had more time to focus on problem solving, games, and rich activities. All developed resources will be explained and shared!

Mathematics Educator
Wilfrid Laurier University
Faculty of Education
Jennifer Holm is an Assistant Professor at Wilfrid Laurier University. She has taught at various elementary level classrooms, and currently teaches future elementary teachers how to teach mathematics.
T3.30 - Early Numeracy Activities
Through this session, there will be a focus on activities and games to support number sense in early learning classrooms. Participants will explore different games for early learning to grade 2 classrooms. We will start by looking at different early number sense concepts and how we can develop and observe them in the classroom. The focus will then be on trying some games and exploring on how they fit into the classroom and Ontario curriculum. This session will not only explore the activities but learn ways to move students toward a greater understanding of and fluency with number sense. Practical resources will be used and discussed so that teachers can bring activities back to their classrooms for use.

Teacher Consultant
Program Dept.
Greater Essex County DSB
T1.20 - Making Math Matter: through Concrete Materials in the Junior Classroom
This session will help to support junior teachers create mathematical investigations that reach the varying needs of students. The teachers leading this work have put research into practice and the results are amazing. The depth of student understanding of mathematical concepts has greatly improved through concrete and contextual mathematical experiences. In this session, we will describe our learning, tell our story and inspire others to make math matter with concrete materials.
T5.18 - Concreteness Fading: A School Inquiry
Concreteness Fading is a well-research pedagogical strategy but little has been done to examine how this strategy can be applied to the classroom. This session will share the whole school inquiry of Eastwood Public School and our action research of putting into practice the process of Concreteness Fading. By beginning concrete and then purposefully fading students toward other mathematical representations, teachers uncovered a strategy for planning and assessing. Throughout the session we will share the planning tool developed by the teachers of the project, as well as examples of units and lessons designed to fade students through representations. We will explain how consider the developmental trajectory of mathematics to fade students across grades, through a unit and even within a lesson. As well, we will share the insights gained from observing students and the strategies used by teachers to support student learning.
F3.19 - Math Leadership Learning Project
As part of the Mathematics Knowledge Network, the Greater Essex County District School Board has engaged in a study of mathematics school leadership. The Mathematics Leadership Learning Project is a study of 6 schools who created school-based leadership models and engaged their entire staff in professional learning. This session will tell the story of these schools, highlight their models, share their learning and provide participants with information that can help them to lead learning in their own school. This session is appropriate for school and system leaders as we will tell the stories of our mathematics leaders and the impact they have in transforming mathematics teaching and student learning.

Principal
Campbell PS
Greater Essex County DSB
F3.19 - Math Leadership Learning Project
As part of the Mathematics Knowledge Network, the Greater Essex County District School Board has engaged in a study of mathematics school leadership. The Mathematics Leadership Learning Project is a study of 6 schools who created school-based leadership models and engaged their entire staff in professional learning. This session will tell the story of these schools, highlight their models, share their learning and provide participants with information that can help them to lead learning in their own school. This session is appropriate for school and system leaders as we will tell the stories of our mathematics leaders and the impact they have in transforming mathematics teaching and student learning.

Math Lead - Grade 6/7/8
Mount Joy P.S.
York Region DSB
Hello Everyone,

I teach in the York Region District School Board. I have experience in the primary, junior and intermediate divisions. I enjoy learning and teaching math! I look forward to sharing ideas and having deep conversation related to mathematics instruction and assessment.

F1.14 - HUMOUR AND HUMILITY: Inspiring School Change One Laugh at a Time
Engage with us as we share the experience of how we set about to change attitudes and mindsets through thoughtful, reflective, but strategic planning...and with a great deal of humility and humour. We will share the structures and approaches that we initiated to begin uniting staff under a common vision for the personal and professional learning necessary to advance the goals of our School Improvement Plan for Student Achievement and Well-Being. Through distributive leadership and faith in the talents of others, we have maintained a consistency in approach, while tailoring the learning to the specific needs of teachers. From delivering broad messages regarding the comprehensive math program in staff meetings, to exploring higher-order thinking as it relates to creating meaningful word problems that promote mathematical thinking, and from tapping into teacher risk-taking to model effective practices, to sharing and reflecting on examples of the ongoing learning, we have worked thoughtfully to create conditions that allow meaningful and personally relevant learning to take place. We will not pretend that it has been easy, nor will we say that we have reached our destination. But, we can say that the journey is worth it - for our staff, for our students, and for our future.
F5.10 - Word Problems? No Problem!
In our experience, for teachers who are early on their math journeys, their biggest hesitation seems to be with utilizing the power of word problems in developing mathematical thinking. Many teachers shy away from inquiry-based word problems because they fear not knowing the answers, or that there are simply too many answers. When they begin to develop word problems, they tend to rely on algorithms wrapped up in words. But…that is a start. We know that effective word problems stimulate curiosity, demand problem-solving skills, lend themselves to meaningful mistakes, and generate robust conversations in the service of discovery. In this session, we will work collaboratively with participants to share with them our experience with developing our craft in regards to creating creative and meaningful word problems that students find fun, where all the while, they are learning. We will take a look at typical word problems, and delve a bit deeper into what thinking skills they actually demand of students, and what math concepts they are tackling. We will share a critical framework for reflecting on current practices and models, and making small, but profound changes, that open up the learning for students. For example, when we ask, “Does this question lead students to an answer or specific strategy?” we can monitor ourselves and make choices to ensure that open up the problem, leave room for inquiry, and build mathematical thinking. Our quick checklist will be used to generate reflective conversations about word problems. From these conversations, we will turn to collaboratively developing fun and creative word problems that involve students engaging in role play or where they can pretend, so as to live the math as they discover it, use it, and understand stand it. We’ll share video examples from our classroom to highlight the growth we have experienced.

teacher
forest hill public school
Toronto DSB
F3.02 - The Magnetic Power of Manipulatives
It has been a long tradition to use manipulatives in the teaching of mathematics. Students are visual and kinetic learners and manipulatives can allow them to construct their own cognitive models for abstract math ideas and concepts. They are hands-on and advantageous for engaging students in authentic learning. Although manipulatives can provide valuable support, teachers should be cognisant of what manipulatives are appropriate to teach different concepts, as pointed out by Cathy Fosnot. In this workshop, participants will be introduced to the power of the magnetic board with tools such as magnet dots, shapes, etc, that will help students build their spatial reasoning, increase their critical thinking skills and have fun creating and exploring new math possibilities. Sample lessons, rationales and exemplars will be included on how to use these magnetic tools in each math strand. Participants will also be able to make their own magnet shapes using inexpensive materials and walk away with an array of "magnetics" for hands-on use in their own classes.
F5.01 - Math Talk: Going Beyond Number Talks in the Primary Grades
In order for students to become confident math thinkers, teachers need to rethink our way to teach math to one that focuses on reasoning and sense making over how to use algorithms. If we can engage in math conversations on a daily basis, students can make better connections about the world of math and build fluency and flexibility in their math thinking. By allowing them a platform where they can communicate their thinking beyond just algorithms, students will increase their critical thinking skills and gain a better understanding of math concepts. In this workshop, we will share our journey of how we use math talk across the math strands beyond just number sense and how it has evolved over the years. We will also share how math talk has impacted students' attitudes, mindsets and learning of math from Grade 1 to Grade 3. Participants will also be provided with tools, strategies and resources to help them start math conversations in their own classes.

2Bcompleted
York Region DSB
F5.26 - Cross-Curricular Correlations
This session will interest Math teachers who are interested in learning how to emphasize the connections between the Math and Science curricula, using a more seamless approach. The focus of this session will be on the process used to co-plan a Modern Learning experience for students in the two subject areas. The presenters will share how the Teacher Learning and Leadership Program (TLLP) supported their professional journey. Topics such as timetabling, unit planning, and the creation of joint assessments will be addressed. Participants will have the opportunity to explore the Critical Thinking tools and assessments used, hear the students’ perspectives and walk away with ready-to-use resources in their own classrooms!

Mathematics Instructor
University of Portland
University
Brian Huyvaert is currently a mathematics instructor at the University of Portland in Oregon. Brian received his M.S. in mathematics from Loyola University Chicago. He has taught at 6 different institutions of higher education across the country, including serving as the lead instructor for the mathematics for elementary educators sequence at the University of Oregon. Brian also has experience as an instructional designer. Throughout his career, Brian has served as a consultant and content expert for several publishing giants and educational technology companies, particularly for K-12 mathematics. His current research includes evaluating effective techniques in teaching and learning mathematics and depth versus breadth assessments in math. Brian’s speaking engagements have brought him from coast to coast in the USA and Canada.
T3.17 - Changing the Culture of Failure
Few tools are as useful to a mathematician as being wrong. However, many students flee from math precisely because of their perceived failures. Some of the strongest connections in education are made through evaluating where you went wrong, persisting, finding the right path, and reflecting on the entire process. Supporting educators with the right tools and technology to facilitate productive failure in all subjects is paramount. Let's cultivate resilient learners who are prepared for the dynamic challenges ahead by changing what it means to "be wrong" in the classroom. This session will introduce failure in historical and local contexts, investigate research on mindset, and address ways in which failure can become a valuable part of our classrooms.

Math Teacher
St. Thomas of Villanova
Windsor-Essex CDSB
F4.29 - Assessments be Nimble, Feedback be Quick
What would you do with class sets of iPads and touch screen Chromebooks? For us, it was trying to leverage them to quickly get feedback from students as to what they know and don't know. Through a TLLP grant our high school math department had an influx of technology with a mandate to explore assessment in the 21st century. Using things like Desmos Activity Builder, Nearpod, Google Suite and other apps to facilitate self-assessment, formative assessment and summative assessment, we are finding things that work and things that don't. Come join us as we talk about our journey into nimble assessment in grade 9 -12 math (and find out how you could get your own grant to do the same).

Teacher
Rose Avenue P.S.
Toronto DSB
Catherine is a grade 5 teacher at Rose Ave. School in the heart of St. Jamestown (Toronto). She is passionate about how to integrate issues of social justice and equity with good teaching.
T3.04 - Financial Literacy for the 99%
By the end of this session, participants will know how to confidently integrate financial literacy education into their classroom practice, while centering it within a framework of social justice. Participants will learn how financial literacy is embedded throughout the Ontario curriculum across multiple subject areas (math, language, social studies, history/geography, science, HPE, and the arts), and how to present lessons through an equity lens. They will be provided with an opportunity to learn and share effective teaching strategies, integrating principles of social justice education, which will ensure all students are included, regardless of socio-economics, race, culture, ability, or gender. There will be a special focus on how to use picture books as a foci when presenting sound financial literacy and social justice teaching.

Learning Coach K-12
TDSB
Toronto DSB
T1.07 - Using Math Understandings to Solve 21st Century Issues - a Social Justice Approach
In this session, participants will learn to incorporate math understandings to encourage students to become aware of, and help solve 21st century issues. Teachers will learn about possibilities for integrating social justice within any junior or intermediate mathematics classroom. This approach will help students become critical consumers of the world around them and to challenge the inequities they encounter, while fostering an understanding of mathematical concepts, strategies, and processes. Attendees will participate in learning activities and receive samples of the presenters' work with teachers.
F1.06 - Learning for ALL: Patterning to Algebra
In this interactive, hands-on session, we will look at how we can develop students’ algebraic reasoning over the junior/intermediate years (gr 6-9) through the use of concrete materials and patterning. You will have an opportunity to engage in a 3-part lesson based on the research of Beatty & Bruce as well as dig deeper into the enduring ideas and learning trajectories of patterning and algebra. We will discuss the importance of creating an inclusive mathematics classroom so that all students can experience engagement and success.

Project Lead - Digital Resources
North Bay Head Office
Near North DSB
Ross Isenegger is a Project Lead - Digital Resource Development. He helps develop resources for mathies.ca.
T5.11 - Engaging Intermediate Students with the mathies Learning Tools
The freely available resources at mathies.ca are a growing collection of powerful, visual, interactive learning tools for developing conceptual understanding and creating representations. In this session, participants will use mathies tools to explore some intermediate mathematics topics including: fractions, integers, linear growing patterns and more.
F3.10 - Algebraic Reasoning in Secondary using mathies tools
In this session, we will explore how the learning tools available at mathies.ca provide powerful, visual platforms for developing conceptual understanding in the areas of algebraic reasoning and functions. Come and engage in some interesting mathematics using visual representations.

Math Consultant
Durham CDSB Office
DURHAM CDSB
Mike Jacobs is a Mathematics Consultant in Ontario, Canada. Originally from Yorkshire in the U.K., he has been teaching for 27 years. His favourite prime number is 23 and he is convinced that triangle numbers are so much more cooler than square numbers.

Professor
Nipissing University
Faculty of Education
Dr. Daniel Jarvis is a professor of graduate and mathematics education in the Schulich School of Education at Nipissing University, North Bay.
T3.11 - Ontario's Math Knowledge Network - grassroots ideas for math educators highlighting critical transitions in student mathematical development and mathematics leadership
The Math Knowledge Network (MKN), hosted by the Fields Institute for Research in Mathematical Sciences (Fields) through its Centre for Mathematics Education (CME), brings together diverse mathematics education stakeholders from across Ontario to mobilize evidence from research and professional practice in mathematics education from K-Post-Secondary, facilitate the use of evidence-based practices for mathematics instruction to support improved educational achievement, and contribute to the Ministry of Education’s Renewed Mathematics Strategy (RMS) in partnership with educators, researchers and organizations across Ontario. The MKN is part of the Knowledge Network for Applied Education Research (KNAER), a provincial education network funded by the Ontario Ministry of Education, with the mandate to mobilize research and knowledge in order to improve educational practices and student outcomes. This presentation will focus on the work of two of the MKN's four communities of practice (CoP), Critical Transitions in Student Mathematical Development and Mathematics Leadership. Each CoP will highlight the innovative work being done in classrooms and beyond, guided by the principles of fostering inclusion, changing attitudes towards mathematics, and addressing educator-identified needs for improving student learning. Each CoP will share their strategies and takeaways for audience members. Please note that there is a second presentation that focuses on the other two MKN CoPs: Computational Thinking in Mathematics Education and Indigenous Knowledge and Mathematics Education.
F4.21 - Grade 8 to 9 Transitions: Exploring Pathways, Resources, and Effective Support Strategies
Dan serves as a member of the Mathematics Knowledge Network (MKN) Critical Transitions in Student Mathematical Development Community of Practice (CoP). In Year 1 (2016-17), Dan completed a resource/literature review as well as a multi-site case study research project involving a number of different boards and stakeholder groups to explore critical Grade 8 to 9 transition issues that included pathway selections and math learning support strategies. This workshop will present findings from the resource/literature review and from the interview research. There will also be time for small group discussions relating to critical issues and strategies surrounding the student transition from Grade 8 to 9.

Math consultant
CLL
York Region DSB
F3.17 - Personalized Learning in Early Mathematics
Stories and activities present a rich medium by which children are immersed into a wide range of mathematical thinking and Big Ideas. The choice of stories and engaging activities can be particularly powerful if centered around individual student needs, with multiple entry points for all learners.  This session will explore possible pathways in which children develop Mathematical concepts and how primary educators can be very intentional in their planning. Through active involvement in stories and activities, participants will have a deeper understanding of the continuum of learning. With that lens they will consider student groupings, anticipated student responses, connections to concepts already learned and possible next steps in their Mathematics journey. Note: The presentation will reference the math learning progression behind the development of Pearson Canada’s Mathology Little Books, as well as the new Mathology Grade 1 Activity Kit. NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Senior School Mathematics Teacher
Royal St. George's College
Independent School
T4.27 - Problem-Based Learning and Assessment
PBL allows students to lead discussions about mathematical ideas, share creative approaches and discover patterns. We've used a model this year that combines this approach with whole group consolidation and varied assessment. The program has been implemented in Grade 9 and 10 at our school, but could easily be applied to the grades above and below. This session will be a combination of sharing what we've done as well as allowing teachers to experience a taste of what it's like to be a student in one of our PBL classes. We will also talk about how the program has changed over three years of delivery.

DI Numeracy Support Teacher
Board
Windsor-Essex CDSB
T3.03 - Am I sick? Because I think this is fun!
How many times do you see students so disengaged with a worksheet full of practice questions? What if instead, you hear a student say "Am I sick? Because I think this is fun" (actual student quote) and all they were doing was solving equations? We have created several activities that have students practicing a concept via a continuum. Students start at a difficulty level that matches their ability and then they move themselves to questions of higher difficulty when ready. Come see how we do this with topics from adding fractions in grade 7 to rational functions in grade 12.
T5.26 - Am I sick? Because I think this is fun!
How many times do you see students so disengaged with a worksheet full of practice questions? What if instead, you hear a student say "Am I sick? Because I think this is fun" (actual student quote) and all they were doing was solving equations? We have created several activities that have students practicing a concept via a continuum. Students start at a difficulty level that matches their ability and then they move themselves to questions of higher difficulty when ready. Come see how we do this with topics from adding fractions in grade 7 to rational functions in grade 12.

Vice-Principal/Student Support Teacher
École Sir John A. Macdonald P.S.
Limestone DSB
T4.16 - Noticing and Naming: Reaching all Math Thinkers
The goal of this session is on building our collective efficacy in Math teaching and learning with a focus on Noticing and Naming. This term stems from the Kindergarten curriculum document (2016) and is accessible to all grades and subject areas. As a group, we will dig into the infinite possibilities for Noticing and Naming in Mathematics classrooms, the connections with the 5 Practices (Smith & Stein, 2011) and the potential these strategies have for enhancing student achievement and teacher efficacy. Cross-strand examples will be shared in this hands-on session.

Math Learning Coach
Math Learning Coach
Toronto DSB
T1.07 - Using Math Understandings to Solve 21st Century Issues - a Social Justice Approach
In this session, participants will learn to incorporate math understandings to encourage students to become aware of, and help solve 21st century issues. Teachers will learn about possibilities for integrating social justice within any junior or intermediate mathematics classroom. This approach will help students become critical consumers of the world around them and to challenge the inequities they encounter, while fostering an understanding of mathematical concepts, strategies, and processes. Attendees will participate in learning activities and receive samples of the presenters' work with teachers.

Teacher
Roberta Bondar Public School
Peel DSB
F3.18 - Math Assessments - A Collaborative Journey into Spiraling Math, Learning Maps and Getting Students to Self Assess their mathematical goals.
Six passionate teachers, spread over five different grades (4 - 8), from three different Peel District School Board locations are changing the way students experience math. In addition to valuing a growth mindset, the group have documented successes, failures and what’s next along the journey. It’s time to share the experience and get others to let go of providing levels for every assessment. The presentation will take 50 minutes, with a 25 minutes Q&A. Get hands on and start planning your own spiral program. Learn about how alternative “gradeless” assessment helps students learn, and begin the journey to creating your own curriculum map.
F5.16 - Using Learning Maps within a Spiralling Math Curriculum
This session explores the use of learning maps, learning goals and success criteria to co-assess learning with students . We will examine a variety of learning maps as an assessment tool in a spiralling math program. We will share different assessment and evaluation tools that encourage a growth mindset (such as rich questions, math games, videos, descriptive feedback and exit tickets).

President
Vretta Inc.
None
T1.11 - Bridging the Numeracy Gap and Preparing Students for Success in Mathematics
Statistical information from OECD programs like the PIAAC and PISA, and results from EQAO math tests have provided clear evidence that a numeracy gap exists when students begin their post-secondary education. The evidence also suggests that strong numeracy (and literacy) skills lead to employment in higher skilled positions, raised personal income, and better sociological outcomes. However, interventions need to be introduced well in advance of students beginning their post-secondary studies. As a result of 10 years of funded research in the areas of student achievement in Mathematics, the 24 Ontario publicly funded colleges collaboratively developed a unique Assessment for Learning programme called the Ontario Colleges Math Test (OCMT). The OCMT was field tested with over 10,000 students at 16 colleges and 112 secondary schools in Ontario. Through funding received from the Ontario Centres of Excellence, the OCMT app is being introduced to students in Grade 8 transition courses and Grade 9 Applied Math courses at the Toronto Catholic District School. The goal is to increase student achievement and engagement through the integrated use of digitally rich formative and summative resources that connect abstract math concepts to their practical applications. During this interactive session, participants will not only learn more about the OCMT tools and the ways in which they are being used by various groups in Ontario, but they will also have the opportunity to engage with the app and learn first-hand that learning math can both meaningful and enjoyable. Bring your own device (laptop or iPad) to join in!

Teacher
2Bcompleted
Halton DSB
T3.31 - A Journey through Assessment for, as and of learning in secondary math classrooms
Come share in our journey through assessment and evaluation - for, as and of learning in a math classroom. As a department we have incorporated various strategies to help our students be successful including re-imagined graphic organizers, daily self-assessments, technology, conversations and observations. Walk away with some new ideas and resources to help your students make connections from year to year in secondary math.

Teacher
St. Sebastian
Toronto CDSB
F5.14 - Propelling Your School Forward through Spatial Reasoning
Spatial Reasoning development links to success in all areas of mathematics. In this presentation participants will be led through one school's research-based journey of exploring and focusing on Spatial Reasoning from the beginning to the end of one school year. Everyone will have a chance to participate in spatial reasoning activities that can easily be replicated in their schools. This presentation will be of interest to teachers, administrators, and anyone interested in infusing their curriculum with Spatial Reasoning and propelling their schools forward.

Teacher
Nottawasaga Pines Secondary School
Simcoe County DSB
T1.04 - Meeting the Needs of Students with Learning Challenges, Including Students with Learning Disabilities
Participants in this hands-on session will learn how to leverage a Strengths and Needs Class Profile to provide a balanced and diverse instructional program to meet a broad range of learning styles and needs. Many of the strategies, both with and without technology, can be transferred to other courses. In this session you will: • deconstruct a Strengths and Needs Class Profile with IEP information; • engage in simulated role play involving students who face different learning challenges including LD students; • identify and explore assessment strategies that link to specific learning strengths and needs for success on EQAO and within every course. Bring your own device if you have one, but some will also be provided. Participants will receive ready-to-use classroom activities, tests and assignments.

Coordinator of Mathematics Professional Learning, Innovation and Research
Havergal College - Junior School
Independent School
Kathryn Kubota-Zarivnij is currently the coordinator of mathematics professional learning, innovation and research at Havergal College. As well, she is past president of OAME, co-editor of the Abacus, course instructor for primary/junior and intermediate mathematics, and a PhD candidate focusing on teacher education in mathematics within a complexity theory framework.
T3.22 - Enriching Girls' Math
Pernacity ... See it to believe it ... Precision ... What specific specifics of the mathematics learning environment motivate girls' to persevere with tenacity to learn mathematics, especially when it requires prolonged struggle through student co-construction? We've been studying this question, applying strategies and recording the outcomes in our classrooms throughout this year.
F5.18 - Bansho (Board-Writing): Provoking Collective Knowledge Production and Knowledge Mobilization (Experienced Session)
Let's practise planning and implementing Bansho (Board-Writing) for the learning/teaching of mathematics through problem solving. This session emphasizes student and teacher co-construction of success criteria in relation to the HIghlights/Summary. This session is intended for educators who have some experience with bansho (board-writing). NEW problems will be used during the session.

Teacher
Craig Kielburger Secondary School
Halton DSB
T4.06 - Teach Math Through Coding!
Looking for ways to integrate computer programming in your math classroom? Join us for a session where you will get to code along with some internet based coding lessons that can be integrated into your math classroom. You will walk away with some experience of coding in JavaScript via Khan Academy where you will write your very own programs to find the roots of a quadratic, solve pythagorean theorem and/or find the POI of any linear system. Alternatively, you can choose a more introductory coding language to discover the ‘sum of the angle properties in polygons’ through programing in Scratch. Teaching through coding helps students see the importance of being able to manipulate variables to create equations for use in computer programs as well as learn a whole new skill set to solving problems in the real world. We will be passing along any Math Coding lessons we have developed thus far. Are you ready to create with Math and code? Don’t forget to bring your laptop!
F1.04 - Making Math Stick and Increasing Perseverance
Have you ever wondered why students forget everything after they write the test? For the last 3 years, the grade 10 academic math team at Craig Kielburger SS have piloted a new way of teaching and evaluating. Unit tests were removed, weekly cumulative quizzes and thinking assignments were implemented, along with cumulative homework. Our three main goals were to attack deficiencies in basic skill development, increase retention of learned skills, and increase problem solving ability. We found students were more comfortable with mixing concepts from various topics, and that we had more time to focus on problem solving, games, and rich activities. All developed resources will be explained and shared!

Teacher
Fletcher's Meadow Secondary School
Peel DSB
Math Teacher, Peel District School Board
F4.23 - FUSION at FMSS – Cycling Grade 9 curriculum with a twist  
For 12 years our school struggled with students entering Grade 9 academic unprepared for the rigors of an abstract approach to math in Grade 9 Academic.  Often we would timetable small applied classes in anticipation of the abundance of students looking to move to applied in the first half of the course.  However this became increasingly more difficult and students were stuck in a program they couldn’t handle.    What could we do: 1. We run 3 sections of academic math at the same time to allow for collaborative teaching and learning 2. We cycle the curriculum 3. We offer students at risk the opportunity to transfer to applied at midterm 4. We do not grade papers traditionally with numeric scores, but rather standards based feedback If you want to hear about the successes and challenges sign up and we’ll give you a rundown of the program and how it is helping our students.  

Instructional Coach
Curriculum Services
Ottawa Carleton DSB
Natasha is an educator who is most confident about the fact that she still has much to learn. She is a Numeracy, and more recently, Blended Learning Instructional Coach in the Ottawa-Carleton District School Board.
T4.03 - Learning from the inside out: A Grassroots Structure for Improving Assessment Practices.
Many teachers have done a lot of thinking, learning, and innovating around assessment beliefs and practices in response to the compelling vision of Growing Success. To support depth and spread of learning and practice around Assessment FOR, AS and OF Learning, the secondary instructional coaches at the OCDSB started a multi-subject network called PAN - Planning and Assessment Network. PAN is a vehicle for teachers to collaborate with colleagues about assessment challenges specific to their courses; to design an assessment task, try it in their classes, and share their learning with colleagues. The collaborative practice of teacher moderation is central to PAN, as we study the impact of our practices on students, and learn from them. The network offers differentiated entry points for teachers. It is designed to stimulate leadership and shift teacher culture, celebrating innovation and collaborative risk taking, connecting teachers with colleagues as sources of strength and support. We will share the network structure, and assessment tools from the Math teams. We will also share our themes and insights that have emerged as we expand the network into its second year.
F4.05 - What does “determine, THROUGH INVESTIGATION” mean in Grade 9 Math ?
When it comes to investigation, do you find your students just want to “get it done”? Do you find it challenging to help students develop investigative skills? Even as teachers, we noticed that often, we tend to focus more on the results of the investigation rather than the investigation itself. We were interested in how to help students see the value of the investigative process and to become better investigators. We chose a task from the curriculum to begin INVESTIGATING the question “How do we assess investigations?”. We created some possible observable behaviours, and learned by trying the task with our students. We will share our successes, challenges and next steps in using this task as assessment FOR and OF learning. We will look at the assessment materials, and samples of student work. We see our work as the beginnings of a framework for learning through investigations in 1P/1D.

Associate Professor, Teaching Stream
OISE/UT
Faculty of Education
Ron is an Associate Professor (Teaching Stream) at the University of Toronto where he teaches mathematics courses for pre-service middle and high school teachers. He has over 20 years of experience teaching grades 7-12 mathematics. Ron's professional activities include consultations and conference presentations in North America, Asia, England, the Middle East, Africa and India. Ron is an author for the NCTM (The Mathematical Lens) and member of the Advisory Board for the Museum of Mathematics in New York City. He is the recipient of the 2015 Margaret Sinclair Memorial Award Recognizing Innovation and Excellence in Mathematics Education awarded by the Fields Institute.
F4.16 - Low-floor, high-ceiling and multi-grade problems that literally start on the floor
In this workshop we will examine problems that all students in grades 7 - 12 can enter into by making use of the floor space in classrooms, gymnasiums and hallways. We will create physical representations of the solutions to these problems that can be displayed on a wall or hung from a ceiling. After we get over being floored by this display, we will discuss how all students can access the problems according to their own competency and background knowledge, and learn alongside their peers with different strengths.

Associate Professor
University of the Fraser Valley
University
I have been drawn into the field of mathematics education progressively through my life. The more I teach, the more I appreciate the art. As an associate professor at the University of the Fraser Valley, I teach mathematics, mathematics methods, and math for teachers courses. I take interest in environments that occasion mathematical thinking, the role of autonomy in mathematics classrooms, affective aspects of learning mathematics, and mathematics teacher professional growth. I am currently most interested in the generative possibilities of community spaces, including those within social media settings. I love creating 'thinking classrooms' in my teaching and learning settings because they become a rich place for mathematical learning and they make the environment inclusive. I also love connecting with others about mathematics education on Twitter. Find me at @JudyLarsen3 or via judylarsen.ca.
T4.24 - Nurturing Thinking Classroom Culture
In this session, we aim to generate and discuss ways in which we choose to nurture a ‘thinking classroom’ culture. The choices we make matter, but we don’t typically talk about culture-building moves explicitly as they often seem sub-par to the curricular demands we want to meet. However, nurturing a culture in which students are comfortable being vulnerable to ask questions, to imagine new ideas, and to respectfully and creatively build on each others’ work is the cornerstone for fostering positive attitudes about mathematics and for encouraging learners to make positive contributions to their learning environment. So, how do we achieve this ‘magic’? Prompted by ‘thinking classroom’ experiences, we will collectively unpack our ideas about classroom culture and what we do to enhance it. Come prepared to share your thoughts.
F1.01 - BUILDING THINKING CLASSROOMS - A Fireside Chat with Dr Peter Liljedahl and Friends
FEATURED SESSION: Did you hope to learn more about building thinking classrooms before you left the conference? If so, this is a session you won't want to miss. Join Peter Liljedahl and friends Judy, Laura, Al, and Jaime for an informal chat about the theory and practice of thinking classrooms. Bring your questions.
F5.24 - Being with/in a professional learning network. How do you MTBoS?
Professional learning can continue outside conference opportunities. There’s even an established professional learning community you can tap into, often referred to as the MTBoS (Math Twitter Blogosphere). In this session, we will explore various ways to use social media for professional learning both to enhance teaching and to contribute to the broader endeavour of developing effective mathematics teaching practices and resources. My research of the MTBoS space has revealed that there are various ways of participating, some more productive than others. We are better together, but how do we interact meaningfully and productively with each other online? How do we find resources for our teaching contexts in the online space? And how do we develop with and in the community to build effective ideas for teaching mathematics? These are questions we will aim to address through activities and discussions. Come and explore the opportunities for professional learning that digital tools make available. No prior experience with the MTBoS is necessary. Bring an Internet-enabled device if possible.

Math Department Assistant Head
Middlefield Collegiate Institute
York Region DSB
F5.26 - Cross-Curricular Correlations
This session will interest Math teachers who are interested in learning how to emphasize the connections between the Math and Science curricula, using a more seamless approach. The focus of this session will be on the process used to co-plan a Modern Learning experience for students in the two subject areas. The presenters will share how the Teacher Learning and Leadership Program (TLLP) supported their professional journey. Topics such as timetabling, unit planning, and the creation of joint assessments will be addressed. Participants will have the opportunity to explore the Critical Thinking tools and assessments used, hear the students’ perspectives and walk away with ready-to-use resources in their own classrooms!

Education Officer
EQAO
None
F4.20 - L'OQRE et Le curriculum de mathématiques de l'Ontario
Le but de cette présentation est d’examiner les liens entre la composante mathématiques des tests du cycle primaire et du cycle moyen de l’Office de la qualité et de la responsabilité en éducation (OQRE) et Le curriculum de l’Ontario. Les discussions porteront sur : – la conception des tests de l’OQRE; – les liens entre les questions des tests de l’OQRE et Le curriculum de l’Ontario (attentes et contenus d’apprentissage); – les liens entre les questions des tests de l’OQRE et les compétences évaluées; – la rédaction d’une question; – les documents affichés sur le site Web de l’OQRE (www.oqre.on.ca). Les participantes et les participants pourront prendre part à diverses activités afin de découvrir les liens étroits entre les questions des tests de l’OQRE, Le curriculum de l’Ontario et la raison d’être des leurres des questions à choix multiple.
F4.20 - L'OQRE et Le curriculum de mathématiques de l'Ontario
Le but de cette présentation est d’examiner les liens entre la composante mathématiques des tests du cycle primaire et du cycle moyen de l’Office de la qualité et de la responsabilité en éducation (OQRE) et Le curriculum de l’Ontario. Les discussions porteront sur : – la conception des tests de l’OQRE; – les liens entre les questions des tests de l’OQRE et Le curriculum de l’Ontario (attentes et contenus d’apprentissage); – les liens entre les questions des tests de l’OQRE et les compétences évaluées; – la rédaction d’une question; – les documents affichés sur le site Web de l’OQRE (www.oqre.on.ca). Les participantes et les participants pourront prendre part à diverses activités afin de découvrir les liens étroits entre les questions des tests de l’OQRE, Le curriculum de l’Ontario et la raison d’être des leurres des questions à choix multiple.

Teacher Consultant
N/A
Greater Essex County DSB
T1.20 - Making Math Matter: through Concrete Materials in the Junior Classroom
This session will help to support junior teachers create mathematical investigations that reach the varying needs of students. The teachers leading this work have put research into practice and the results are amazing. The depth of student understanding of mathematical concepts has greatly improved through concrete and contextual mathematical experiences. In this session, we will describe our learning, tell our story and inspire others to make math matter with concrete materials.

Education Officer, EQAO
none
None
T1.22 - EQAO and the Ontario Curriculum--Mathematics
By exploring released primary- and junior-division EQAO assessment questions, this session will familiarize teachers with how the mathematics components of these assessments are connected to The Ontario Curriculum. The session will answer the following questions: • What are the processes EQAO follows for assessment development? • How are questions linked to curriculum expectations? • How are questions mapped to the categories of knowledge and skills? • How are questions created? • What resources are available on the EQAO website? The key to this presentation will be to allow teachers the opportunity to discuss items and engage in guided activities. Exploring how the assessments are compiled and connected to the curriculum are also important aspects.

Teacher
St Denis
Toronto CDSB
F5.13 - Social Justice & Mathematics (Junior/Intermediate)
In this session, Michael Frankfort and Gerard Lewis will work through mathematical explorations that address issues of social justice, such as bullying, fairness and inclusivity. The participants will discuss issues and approaches to incorporate socially relevant contexts into inquiry-style mathematics lessons across the elementary and secondary curriculum. We will share some examples and problems from our own classes that demonstrate mathematics and social justice.

Professor
Simon Fraser University
Faculty of Education
Professor in Mathematics Education, Simon Fraser University
T2.KeyOverflow - Building a Thinking Mathematics Classroom
Watch the keynote address streamed to a large screen in a smaller room. <BR><BR>Keynote with Peter Liljedahl
T2.Keynote - Building a Thinking Mathematics Classroom
KEYNOTE SESSION - DR PETER LILJEDAHL We know that problem solving is an effective way for students to learn to think mathematically and to acquire deep knowledge and understanding of the mathematics they are learning. Simply problematizing the mathematics curriculum, however, does not help constitute the practice that teachers want or students need. Equally, infusion of problem-based learning into the mathematics curriculum does not help with the transformations we want to see in our classrooms. What we need are a set of tools that, along with good problems, can build thinking classrooms. In this presentation, Dr. Peter Liljedahl looks at a series of such tools, emerging from research, that can help to build an environment conducive to problem-based learning. He will unpack his research that has demonstrates that a problem-based learning environment and culture can quickly be established, even in classrooms where students resist change.
T4.02 - Building a Thinking Classroom
In this breakout session teachers will experience first hand a Thinking Classroom. Through modelling and deep engagement in learning we will unpack several of the tools presented in the keynote and discuss the pragmatics of implementation in their own classrooms. This session is for teachers new to the Thinking Classroom framework.
T5.02 - Thinking Deeper about the Thinking Classroom
This session is for teachers who are already implementing the Thinking Classroom framework as their primary mode of teaching. In this breakout session teachers will explore the deeper dimensions, implications, and innovations of the Thinking Classrooms.
F1.01 - BUILDING THINKING CLASSROOMS - A Fireside Chat with Dr Peter Liljedahl and Friends
FEATURED SESSION: Did you hope to learn more about building thinking classrooms before you left the conference? If so, this is a session you won't want to miss. Join Peter Liljedahl and friends Judy, Laura, Al, and Jaime for an informal chat about the theory and practice of thinking classrooms. Bring your questions.

teacher
Kingsville Public School
Greater Essex County DSB
F5.28 - Bring Coding & Robotics Into Your Classroom
Bring Coding & Robotics into Your K-4 Classroom Three primary teachers participated in TLLP 2016-2017. During the past year they have developed activities to address the dual nature of coding and robotics. Students learn to code and then, take this knowledge and apply it, in other words, code to learn. In particular students in K to Grade 4 learn to code with apps such as BeeBot & BlueBot and LightBot; BlueBot and DASH robots; and ScratchJr. Next comes the integration of coding and robotics into language, mathematics, and inquiry activities. This workshop takes on a playground atmosphere where participants get hands-on time with all the applications and devices. They will see actual student work. We will share lesson plans (English and French Immersion) and connections to curriculum. Participants do not need any background knowledge in coding and robotics to attend this workshop.

Havergal College
Independent School
T3.22 - Enriching Girls' Math
Pernacity ... See it to believe it ... Precision ... What specific specifics of the mathematics learning environment motivate girls' to persevere with tenacity to learn mathematics, especially when it requires prolonged struggle through student co-construction? We've been studying this question, applying strategies and recording the outcomes in our classrooms throughout this year.

SEF Mathematics Facilitator
SCDSB
Simcoe County DSB
Kit Luce is a K - 12 Mathematics Instructional Resource Teacher for the Simcoe County DSB. She believes that everyone can learn mathematics and that it is our job as educators to help students see the beauty in math and experience joy in playing with numbers.
T5.22 - Math Tasks to Support the Progression and Development of Addition, Subtraction, Multiplication and Division
There is currently a great deal of talk about how to best help students learn basic facts and to develop automaticity and fluency with these facts. Traditional classroom practice often has lessons that teach traditional algorithms without considering how to help students develop the conceptual understanding necessary to build this flexibility and fluency in the operations of addition, subtraction, multiplication and division. Math educators have been exploring the work of Douglas Clements and Alex Lawson to understand how learners progress developmentally. The curriculum clearly states the expectations and standards at grade levels but educators are not always aware of how to best teach and plan to help students achieve these expectations. Choosing math problems, games, activities with intention and purpose is necessary to scaffold that student understanding. Some tasks are better suited to this than others. Participants will first review the research by Clements and Lawson to more fully understand the progressions of learning in addition, subtraction, multiplication and division. We will then explore specific tasks that will help support student development and understanding to move along this continuum to develop more efficient and effective strategies for these operations. Resources for problems, games, and lessons will be provided. Participants should leave the presentation with a deeper understanding of the progressions and a toolkit that will help them support their students to develop greater flexibility, fluency and automaticity in addition, subtraction, multiplication and division.
F3.20 - Authentic and Inclusive Math Talk
An effective and safe math talk community allows the students to take risks when sharing their ideas, to agree/disagree/build on the knowledge of their peers. It creates a culture where the students are valued and viewed as learners and mathematicians, and that their ideas have validity and importance. Strategies used to build a math talk community allow for multiple access points – “no floor, no ceiling tasks” – that all students can participate in as equals. This in turn develops confidence and the ability to take risks, persevere, think creatively and see themselves as empowered problem solvers. A vibrant math talk community allows the educator to assess student current understanding and develop steps to move that understanding forward. Being able to discuss math concepts and share their understanding is important learning for students. We will share strategies for developing a collaborative and dynamic math talk community in your classroom by examining how best to create a culture of safety and risk taking, and to embed structures such as Number Talks, Number Strings, Talking Points and other oral math procedures into your daily routine. Participants will acquire a number of tools to use immediately in their classrooms and gain an understanding of the importance of intentionally creating opportunities for authentic talk between students.

Teacher
Jean Augustine Secondary School
Peel DSB
Heather is a teacher-leader in assessment in her school board. She is the lead teacher for her TLLP team whose project is centred around feedback-focused assessment with a desire to better use "Growing Success (2010)" and to be more transparent with students. She is currently teaching at the newest secondary school in Peel whose goal is to engage students in their learning to make them life-long learners who are engaged in society.
T4.08 - Innovating the Secondary Mathematics Classroom - a Panel Discussion
We are in a time of change in education. Educators throughout Ontario are continually reflecting on their practices and exploring innovative approaches and solutions to support student learning and achievement in mathematics. Please join this interactive session to explore creative instructional and assessment practices being implemented in secondary math classrooms across the province including: - Cross-Curricular Classrooms (Mathematics integrated with Physical Education, Computer Science, Technological Education, etc..) - Feedback-Focused (or “Gradeless”) Classrooms - Stacked/“Destreamed” Classrooms - Thinking Classrooms .. and more! You will also have an opportunity to influence the provincial direction of innovation in the secondary math classroom, including conversation around the development and scaling of innovative solutions to secondary math education’s most persistent challenges.
F4.11 - A "Gradeless" Math Classroom
Gradeless is a big word in the education world these days - to me this means that I provide feedback to students on assessments and evaluations and use grades only for reporting purposes. In this session I will share my journey into the gradeless classroom and show some tangible ways its elements can be implemented in a math classroom.

Literacy Resource Teacher
Blessed Pope Paul VI
Toronto CDSB
We are two teams of Kindergarten Educators looking for ways to use the outdoor classroom as much as possible.
T3.14 - Math Outdoors in the Arboretum
As noted in the Kindergarten Program Document, research suggests that connecting to the natural world contributes to children’s mental, physical, emotional, and spiritual health and well being. Taking children outside provides authentic opportunities to find math in the world. As educators we are striving to develop a better understanding of how we can notice, name and uncover mathematical learning both in and out of the classroom. Through exploring, looking closely, games, and problem solving, children are naturally engaged in using math in their play. During this workshop, participants will be given the opportunity to explore a variety of outdoor math experiences and reflect on how their outdoor learning environments foster a sense of wonder in children and encourage inquiry into mathematics.

Education Officer
EQAO
None
T1.22 - EQAO and the Ontario Curriculum--Mathematics
By exploring released primary- and junior-division EQAO assessment questions, this session will familiarize teachers with how the mathematics components of these assessments are connected to The Ontario Curriculum. The session will answer the following questions: • What are the processes EQAO follows for assessment development? • How are questions linked to curriculum expectations? • How are questions mapped to the categories of knowledge and skills? • How are questions created? • What resources are available on the EQAO website? The key to this presentation will be to allow teachers the opportunity to discuss items and engage in guided activities. Exploring how the assessments are compiled and connected to the curriculum are also important aspects.

Education Officer
Ministry of Education
None
F1.08 - A new way to teach MFM2P: an online learning course from the Ministry of Education
Mathematics is a story of relationships - relationships that can be represented with pictures, numbers, graphs, algebra, and words. Through the interweaving (or spiraling) of the curriculum expectations and units, a new MFM2P course has been written to provide students with multiple opportunities to revisit concepts and skills in a variety of contexts, as well as to build their understanding of mathematics as a connected whole rather than as a sequence of discrete topics. A focus on building student familiarity with and facility using the Mathematical Processes while they work through meaningful and relevant tasks scenarios allows students to develop their problem solving and communicating skills. These task scenarios are revisited throughout the course, allowing students to extend their ability to analyse the real world situations as they learn new mathematics. Literacy strategies to support the learning of mathematics and a focus on learning skills to support students to develop good work habits are woven throughout the course. Whether you are teaching in a physical classroom or a virtual one, you will leave this session with new ideas about the Grade 10 Foundations course.

Consultant
DCDSB
Durham CDSB
T1.08 - Indigenous Learning and Mathematics
We are going to explore ways to integrate culturally relevant curriculum into our mathematics learning through the sharing of best practices. Participants will learn about the Calls to Action from the Truth & Reconciliation Commission and experience first-hand some mathematics activities that include perspectives from our Indigenous education advisory circle.

Science Department Head
Middlefield Collegiate Institute
York Region DSB
F5.26 - Cross-Curricular Correlations
This session will interest Math teachers who are interested in learning how to emphasize the connections between the Math and Science curricula, using a more seamless approach. The focus of this session will be on the process used to co-plan a Modern Learning experience for students in the two subject areas. The presenters will share how the Teacher Learning and Leadership Program (TLLP) supported their professional journey. Topics such as timetabling, unit planning, and the creation of joint assessments will be addressed. Participants will have the opportunity to explore the Critical Thinking tools and assessments used, hear the students’ perspectives and walk away with ready-to-use resources in their own classrooms!

Teacher
Mount Pleasant School
Grand Erie DSB
T1.30 - Building Primary Math Skills Using Lego
Presenters will outline a variety of concepts and strands of math taught using Lego as a valuable manipulative with primary students. Lego is an engaging math tool that allows students to make meaning of numbers and improve their spatial sense. Presenters will provide photo and video examples of students learning with Lego. As well, session attendees will be able to explore and use Lego to see how they could use it in their primary classrooms to enhance their math program.

2Bcompleted
Thames Valley DSB
F1.17 - Developing Early Number Sense
This session will explore the Early Number Sense Learning Trajectory developed by Jessica Shumway that is based on the research by Clements, Dolk, and Fosnot. We will share diagnostic assessments based on the trajectory that help to identify gaps in student’s understanding of number. The assessments are easy to administer, individualized, and helps direct instruction. As well, activities and games will be shared to integrate into classroom instruction that address each of the number concepts in the assessment. This complements and links to the curriculum in Kindergarten and Grade 1.

Teacher/Numeracy Coach
Father Leo J. Austin C.S.S.
Durham CDSB
F3.26 - UP (Ultimate Potential) Math Teachers Share Gap Remediation and Student Engagement Strategies for Grade 9 Math
In UP (Ultimate Potential) Math, an innovative math program created by Durham Catholic District School Board teachers, students learn to recognize their potential in math and in life. Math becomes the vehicle by which student thinking is transformed, and students use technology and an Explore Master Share (EMS) approach to overcome barriers to learning and become better prepared to reach their ultimate potential in their chosen Grade 9 Math course. In this workshop, teachers will try out UP Math classroom activities that support students’ movement through a concrete-diagrammatic-symbolic learning pathway. Participants will also be given the opportunity to explore and take away a comprehensive, concept-by-concept resource designed for teachers implementing UP Math or just looking for resources to support concept remediation in their Grade 9 Math class.

Secondary Mathematics Teacher
Dr. F. J. Hayden Secondary School
Halton DSB
Have taught mathematics and the elementary and secondary level for 15 years. Have spent time as a secondary math coach.
F4.09 - Rethinking Your A&E Practices Through Student Choice
Why do we rely so heavily on traditional testing when so many other tools exist that will allow us to assess student learning? Come join in the conversation about one school’s journey in allowing authentic student voice and choice in their A&E practices. Come hear how we provide students with the option to demonstrate their learning through CHOICE: Choice in both the WHAT and the WHEN.

Teacher
James Grieve Public School
Peel DSB
T3.29 - Planning for Purposeful Play in Early Years Math
This is a call out to all curious and creative educators who wish to think deeper about the relationship between playful pedagogy and assessing spatial thinking in FDK classroom. We invite you to come explore both tech/non-tech provocations to consider their links to rich development in the 4-Frames. In this session we will share our team's journey through research and learning on spatial reasoning, technology and tools for assessment. Come ready to play and explore!
F3.29 - Building and Assessing Spatial Reasoning
Given the recent surge of research and resources in spatial reasoning, this workshop will focus on digging deeper into looking at where to start/how to cultivate and assess spatial thinking in K-3 classroom. Taking a hands on approach, this workshop will include a range of invitations for learning that will explore aspects of spatial thinking (e.g., symmetry, orienting, coding, composing/decomposing shapes etc.) as well as assessment tools to help guide thinking.

2Bcompleted
F3.23 - Adding #MathSnaps to your Classroom Practice
How can using #mathsnaps in the elementary classroom help to develop mathematical thinking and reasoning? Come and learn how students at Ridgeview Public School use #rpsmathsnaps to communicate, reflect on strategies, and enhance their mathematical thinking. By using #mathsnaps, students develop the skills to communicate, connect, reason, and reflect. Join us and learn how to implement this right away in your classroom! We will share student work samples, ideas for provocations, and assessment strategies. We will also share about the various apps which will enable you to create your very own #mathsnaps. Math snaps can be created using technologies such as Google apps, Seesaw, Pic Collage, Snapchat, and Book Creator. Pick which one works best for you and come ready to create with us! *We were inspired by #booksnaps and wanted to create something similar in our math classrooms - see @TaraMartinEDU for more info on #booksnaps.

Educational Technology Consulant - Canada
Texas Instruments
None
T3.16 - Coding in High School Math Using TI Technology
Instead of getting the Computer teacher to teach the coding in Applied 9 and 10 math, the math teacher can use existing TI technology to allow students to learn basic coding. Come and see the TI-Innovator and the TI-Rover that will allow students to integrate math coding into math concepts. This might be a good solution to incorporating this strand at your school. NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.
T5.14 - No more Grading? Formative Assessment and Technology
Come and see how easy it is to integrate TI technology into everyday formative assessments techniques that you are trying to use in your daily practice. With the TI-Nspire Navigator system teachers can integrate the use of the TI Learning system to monitor student responses, assess in a variety of ways and, with different levels of engagement, keep students informed on their progress. This matches well with the new trend to eliminate traditional grading. Teachers will receive free software to get started. NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Teacher
Michael Power/St. Joseph CSS
Toronto CDSB
I am an Intermediate/Senior Mathematics Teacher from Toronto
F4.19 - Surviving Spiraling Applied Math
Spiraling a course for the first time can be scary! We will share with you the successes and failures of our first time spiraling both the 9P and 10P courses. Come learn about why spiraling is the way to go!

retired Course Director
York University
Retired
T5.29 - Literature Possibilities
When we agree that math is everywhere there are infinite possibilities for using children's literature as contexts for posing math problems. Let's dig deeper into picture books to notice and name the math that students might experience.
F5.18 - Bansho (Board-Writing): Provoking Collective Knowledge Production and Knowledge Mobilization (Experienced Session)
Let's practise planning and implementing Bansho (Board-Writing) for the learning/teaching of mathematics through problem solving. This session emphasizes student and teacher co-construction of success criteria in relation to the HIghlights/Summary. This session is intended for educators who have some experience with bansho (board-writing). NEW problems will be used during the session.

professor
University of Toronto
Faculty of Education
Professor at OISE, presenter, author of Math Expressions (Pearson Canada), and Teaching Math with Meaning (Fall 2017).
F3.07 - Concept Circles and Math Think Alouds: Meaningful ways to Promote Meaningful Talk and Problem Solving in Mathematics
In this hands-on session, I will share, based on my research, practical ways to use concept circles (with manipulatives), think-alouds and proofs to facilitate student talk and enhance student thinking in all areas of the math curriculum. We will also explore how to modify activities to accommodate the diverse learners in our classrooms.

Mathematics Development Program Coordinator
Brock University
University
T3.02 - Coding icebreaker: In/for math learning
<B>BRING YOUR OWN DEVICE</B><BR>A coding icebreaker for absolute beginners! Do you wonder what coding (a.k.a. programming) is all about? Is it possible to engage in coding without a digital device? And what are the connections to math learning? In this short hands-on workshop, we’ll learn together the basics of coding through fun math activities: i) Simon Says: “flip a coin”; ii) walk the squares with Dash the robot; iii) Scratch a flower of circles—how do you walk a circle? (Use your iPad or laptop or pair up with someone.) In brief: It’s happening in Canada! Kids are learning to code as part of their curriculum in England, in France, in Australia, and now in British Columbia too! Whether part of the math curriculum or as a separate subject, coding has a natural connection to math learning, and we’ll end the session with a brief overview of the research and a list of useful resources.

Education Officer
TVO
None
T4.22 - Supporting Ontario’s Renewed Math Strategy with Homework Help
<B>BRING YOUR OWN DEVICE</B><BR>EQAO support, exam prep resources, digital math tools, free online math tutoring and more! Homework Help is here to support grade 7-10 educators and students all across the province! In partnership with the Ministry of Education and powered by TVO, Homework Help provides students a safe learning environment to develop their math skills and deepen their understanding of mathematical concepts. Ontario’s Renewed Math strategy has identified Homework Help as one of the key elements in supporting student math learning. Empower student math learning in Ontario! In this hands-on session, we will explore practical ideas for using Homework Help. Take a guided tour of the tutor chat room, and check out how the Homework Help resources can support differentiated instruction, fill gaps, prepare students for the EQAO test and minimize summer slide! Come discover Homework Help!

Full Professor
University of Windsor
Faculty of Education
I teach mathematics at the Faculty of Education, University of Windsor.
T3.11 - Ontario's Math Knowledge Network - grassroots ideas for math educators highlighting critical transitions in student mathematical development and mathematics leadership
The Math Knowledge Network (MKN), hosted by the Fields Institute for Research in Mathematical Sciences (Fields) through its Centre for Mathematics Education (CME), brings together diverse mathematics education stakeholders from across Ontario to mobilize evidence from research and professional practice in mathematics education from K-Post-Secondary, facilitate the use of evidence-based practices for mathematics instruction to support improved educational achievement, and contribute to the Ministry of Education’s Renewed Mathematics Strategy (RMS) in partnership with educators, researchers and organizations across Ontario. The MKN is part of the Knowledge Network for Applied Education Research (KNAER), a provincial education network funded by the Ontario Ministry of Education, with the mandate to mobilize research and knowledge in order to improve educational practices and student outcomes. This presentation will focus on the work of two of the MKN's four communities of practice (CoP), Critical Transitions in Student Mathematical Development and Mathematics Leadership. Each CoP will highlight the innovative work being done in classrooms and beyond, guided by the principles of fostering inclusion, changing attitudes towards mathematics, and addressing educator-identified needs for improving student learning. Each CoP will share their strategies and takeaways for audience members. Please note that there is a second presentation that focuses on the other two MKN CoPs: Computational Thinking in Mathematics Education and Indigenous Knowledge and Mathematics Education.
T4.11 - Ontario's Math Knowledge Network - grassroots ideas for math educators highlighting Indigenous knowledge and computational thinking in math education
The Math Knowledge Network (MKN), hosted by the Fields Institute for Research in Mathematical Sciences (Fields) through its Centre for Mathematics Education (CME), brings together diverse mathematics education stakeholders from across Ontario to mobilize evidence from research and professional practice in mathematics education from K-Post-Secondary, facilitate the use of evidence-based practices for mathematics instruction to support improved educational achievement, and contribute to the Ministry of Education’s Renewed Mathematics Strategy (RMS) in partnership with educators, researchers and organizations across Ontario. The MKN is part of the Knowledge Network for Applied Education Research (KNAER), a provincial education network funded by the Ontario Ministry of Education, with the mandate to mobilize research and knowledge in order to improve educational practices and student outcomes. This presentation will focus on the work of two of the MKN's four communities of practice (CoP), Computational Thinking in Mathematics Education and Indigenous Knowledge and Mathematics Education. Each CoP will highlight the innovative work being done in classrooms and beyond, guided by the principles of fostering inclusion, changing attitudes towards mathematics, and addressing educator-identified needs for improving student learning. Each CoP will share their strategies and takeaways for audience members. Please note that there is a second presentation that focuses on the other two MKN CoPs: Critical Transitions in Student Mathematical Development and Mathematics Leadership.

Instructional Coach
NA
Thames Valley DSB
F1.17 - Developing Early Number Sense
This session will explore the Early Number Sense Learning Trajectory developed by Jessica Shumway that is based on the research by Clements, Dolk, and Fosnot. We will share diagnostic assessments based on the trajectory that help to identify gaps in student’s understanding of number. The assessments are easy to administer, individualized, and helps direct instruction. As well, activities and games will be shared to integrate into classroom instruction that address each of the number concepts in the assessment. This complements and links to the curriculum in Kindergarten and Grade 1.

Teacher
Stoney Creek Public School
Thames Valley DSB
I am a grade 4 teacher in London, Ontario, and a member of the Blended Learning Ministry Team.
F3.15 - What Does Assessment Look Like in Math Blended Learning? TIPS4Math Grades 4 to 6
Participate in a hands-on session to learn about and experience some classroom-ready math performance tasks to support you in assessing mathematics learning. These performance tasks for grades 4, 5 and 6 have been designed to complement the TIPS4Math scope and sequences and lesson bundles that incorporates technology in the learning. This is an opportunity to extend or initiate your knowledge of these ministry developed resources that can be accessed through edugains.ca.

Teacher
Bell HS
OTTAWA CARLETON DSB
T4.03 - Learning from the inside out: A Grassroots Structure for Improving Assessment Practices.
Many teachers have done a lot of thinking, learning, and innovating around assessment beliefs and practices in response to the compelling vision of Growing Success. To support depth and spread of learning and practice around Assessment FOR, AS and OF Learning, the secondary instructional coaches at the OCDSB started a multi-subject network called PAN - Planning and Assessment Network. PAN is a vehicle for teachers to collaborate with colleagues about assessment challenges specific to their courses; to design an assessment task, try it in their classes, and share their learning with colleagues. The collaborative practice of teacher moderation is central to PAN, as we study the impact of our practices on students, and learn from them. The network offers differentiated entry points for teachers. It is designed to stimulate leadership and shift teacher culture, celebrating innovation and collaborative risk taking, connecting teachers with colleagues as sources of strength and support. We will share the network structure, and assessment tools from the Math teams. We will also share our themes and insights that have emerged as we expand the network into its second year.
F1.32 - Help! My Senior Math Students are Marks Obsessed!
Do you notice that your senior math students tend to be marks focussed? Do you feel that it is sometimes at the expense of their learning? Do you find it difficult to provide the differentiated feedback that students need to learn? As MCR3U teachers, we wanted to empower our students in learning behaviours such as reflection, self-assessment and self regulation. We designed a portfolio assessment where students select and document artifacts of their learning, and identify their own strengths and next steps. Success criteria drawn from the curriculum are provided to guide students’ reflection and teacher feedback. The portfolio acts as a communication vehicle, as well as additional evidence of learning. We shared this task with other teachers in our board who adapted it in their classes. We will share our successes, challenges and next steps in using this framework as assessment FOR, AS, and OF learning. We will also look at the assessment materials, and samples of student work. This framework can easily be adapted to other subjects and topics.

teacher
Thamesford
Thames Valley DSB
F3.15 - What Does Assessment Look Like in Math Blended Learning? TIPS4Math Grades 4 to 6
Participate in a hands-on session to learn about and experience some classroom-ready math performance tasks to support you in assessing mathematics learning. These performance tasks for grades 4, 5 and 6 have been designed to complement the TIPS4Math scope and sequences and lesson bundles that incorporates technology in the learning. This is an opportunity to extend or initiate your knowledge of these ministry developed resources that can be accessed through edugains.ca.

Kindergarten Teacher
Our Lady of Perpetual Help
Toronto CDSB
T3.14 - Math Outdoors in the Arboretum
As noted in the Kindergarten Program Document, research suggests that connecting to the natural world contributes to children’s mental, physical, emotional, and spiritual health and well being. Taking children outside provides authentic opportunities to find math in the world. As educators we are striving to develop a better understanding of how we can notice, name and uncover mathematical learning both in and out of the classroom. Through exploring, looking closely, games, and problem solving, children are naturally engaged in using math in their play. During this workshop, participants will be given the opportunity to explore a variety of outdoor math experiences and reflect on how their outdoor learning environments foster a sense of wonder in children and encourage inquiry into mathematics.

Teacher
Woodroffe High School
Ottawa Carleton DSB
F4.14 - Engage the Reluctant Learner in MAT1L/2L and MEL3E/4E
Continue to engage your students in MAT1L/2L and MEL3E/4E using some lessons we will share with you. Don't teach in isolation - come to this session and meet other teachers trying to engage their reluctant learners. We have successfully used VNPS, activities, and games to help our students learn essential and workplace math. These activities and lessons work well with students who do not have consistent attendance, or who have gaps in their learning. Join us and share your successful lessons too.

Professional Learning consultant
N/A
None
T3.12 - EOCCC Math Inquiry Project - A Digital Resource
During this session participants will hear and see how positive thinking and progressive teaching methods have helped the EOCCC achieve and inspire infinite possibilities for their students. Beginning in the Spring of 2017 the EOCCC partnered with professionals from different schools across eastern Ontario Catholic School Boards to mobilize research and evidence on effective assessment and pedagogical practices in math. The goal of the EOCCC Math Inquiry Project was to work with teachers as they deepened their understanding of planning for effective mathematics assessment, instruction, and professional learning models. Units of study were co-developed with colleagues from different schools that would allow for students to engage in cross-strand and interdisciplinary activities. These units focused on the curriculum and a deep understanding of the continuum of expectations across the grades and divisions. These lesson sequences were then videotaped in different schools to highlight the different ways that these units could be accessed by different students. Clips from these lessons are being created as artifacts of our learning. By creating digital evidence of our learning we hope to illustrate effective mathematics assessment and instruction, including the co-creation of success criteria and development of rich learning tasks and share these with the larger mathematics community in the Province. Many of the lessons sequences demonstrate different aspects of a “thinking classroom” (Lilijedahl, 2015) including highly engaging and collaborative problems, visible random groupings, and vertical non-permanent surfaces. We look forward to sharing the videos of these different strategies with you. This digital resource will be posted on EduGains in the long term. As part of our session will share the various lesson sequences (Grades 1, 5, 7 and 9 Applied) that were created by the writing teams involved in the project along with their reflections on the experience.
F5.04 - Creating a Spiralled Curriculum
Spiralling the curriculum involves moving away from teaching discrete units strand by strand. A spiralled curriculum moves between and among math strands, connecting concepts and returning to big ideas again and again throughout the year. Students discover the connections between concepts and are given more time to explore, relate to, and solidify their understanding of math. This session will provide examples of spiralled curriculums and offer participants the time and tools to begin to develop and write their own spiralled curriculums.

System Principal
2Bcompleted
Hastings and Prince Edward DSB
T5.03 - What Counts? Influencing the Learning - A Principal's Role
How can principals influence learning in mathematics within the context of a whole school approach? And how much mathematical content knowledge do principals need to facilitate learning? Join us as we share the journey of a group of elementary principals who engaged in a Collaborative Inquiry (CI), built on the research of Dr. Deborah Ball et al., Mathematical Knowledge for Teaching. Learn about our findings and how principals can create the conditions for learning mathematics K to 8.

Teacher - Senior Math
MOTHER TERESA CHS
OTTAWA CDSB
T1.32 - Building YOUR Thinking Classroom - Instruction
Thinking classrooms? VNPS? VRG? Flow? Student Engagement? There is a great deal of professional development currently underway, with research supporting the effectiveness of all these new instructional strategies. After more than two years of experience (and struggle), we can help you implement these strategies into your classroom. How do I fit in the curriculum? What about the shy students? What about the dominant students? This feels so different – won’t the parents complain? What does teaching and learning in our thinking classroom look, sound and feel like? We will share strategies for incorporating curriculum from all high school grade levels. We will show videos of students working, as well as interviews with both teachers and students. Let us help you begin the journey to successfully building your OWN thinking classroom.
T4.05 - Building YOUR Thinking Classroom - Assessment
Thinking classrooms? VNPS? VRG? Flow? Student Engagement? There is a great deal of professional development currently underway, with research supporting the effectiveness of all these new instructional strategies. After more than two years of experience (and struggle), we can help you implement these strategies into your classroom. Do my assessments have to change? What about the shy students? What about the dominant students? This feels so different – won’t the parents complain? What does assessment in our thinking classroom look, sound and feel like? We will share assessments – both traditional and using VPNS and VRG - from a variety of grade levels. We will show videos of students working, as well as interviews with both teachers and students. Let us help you begin the journey to successfully building your OWN thinking classroom.

2Bcompleted
T5.16 - Indigenous Ways of Knowing in Early Mathematics
Primary teachers, are you looking for ways to embed Indigenous content into math in authentic ways?  Not sure where to begin?  Do you want to learn how to do it in respectful ways that will engage all learners?   Come meet with two Indigenous authors who wrote for Pearson’s Mathology series. They will talk about their experiences as Indigenous educators and how this writing experience is helping to provide quality authentic Indigenous pedagogy and content into mathematics.  They will provide concrete strategies that you can use now and talk about why it is important for all students to learn about Indigenous knowledge and culture. NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Mathematics Learning Facilitator
Lord Nelson and Prince Charles
Thames Valley DSB
F1.24 - The Importance of the "Pre-Op"
Interested in improving students abilities’ to operate with numbers? The importance of the Pre-op is critical. This session will focus on developing a deep understanding of quantity and the relationships among numbers that are essential prior to operating. It will prescribe how junior and intermediate teachers can use concrete materials and visual representations to help students explore and make sense of whole numbers, rational numbers, and negative integers. The importance of benchmarking, estimating, mental visualization, and understanding the effects of operations on a quantity, will all be a part of this treatment plan. Sign up for this session STAT.

Instructional Designer
Vretta
None
T1.19 - International Digital Math Learning, from here in Ontario!
Do you believe that technology has amazing potential to revolutionize math education? MathemaTIC is a digital platform created as an international initiative to push the boundaries of technology in math education and create a world where everyone enjoys math. In 2015, the Luxembourg Ministry of Education along with national and international partners, including the University of Luxembourg and the French Ministry of Education, launched an international collaboration to bring innovative digital teaching and learning technologies to teachers. Over the past 3 years, our team of instructional designers, animators, and developers have been working closely with teachers in the classroom to develop a digital learning environment to help students learn mathematics in grades 3 to 8. This has included developing tools to support student reasoning and make student thinking visible to their teachers through the platform, as well as ensuring that students have freedom to approach problems in their own way and are supported throughout their learning. In this session, we will share exciting examples from the platform of interactive tools to support student thinking, dynamic feedback to assist struggling students, and gamified elements to keep learning fun. Participants will gain access to the full MathemaTIC platform, including over 300 engaging and interactive learning and assessment items for grades 3 to 8, covering topics in fractions, 2D and 3D geometry, data management, number sense and more. The session will also include a demonstration of how the MathemaTIC platform can be used effectively in a classroom setting to give students a powerful differentiated learning experience. Bring your own device to join in! NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Sessional Instructor
Western University
Faculty of Education
F5.02 - The Mathematics of Modelling - The Unidentified Big Idea
The Ontario Curriculum defines mathematical modelling as "the process of describing a situation in a mathematical form". How does the Ontario curriculum develop mathematical modelling skills from grades 1 - 12? What instructional strategies will support students understanding of and fluency with mathematical modelling? How can teachers support their students ability to mathematize a real world situation so that they can use mathematical results to help them make informed decisions? What are effective ways of assessing students' abilities to model mathematically? In this session, we will develop our own understanding of mathematical modelling so as to better support our students to look at their world through a mathematical lens.

Special Education/Physical Education
Madoc Drive Public School
Peel DSB
T1.28 - Embrace the Chaos - Small Group Guided Math Instruction
Wondering how to get the most out of your mathematics learning block? Step back and let the students and their work do the talking! By integrating small group instruction and math game centres into the classroom, teachers will have more opportunity to closely observe student learning, which in turn allows for a greater understanding of student learning needs. This session is designed to help you develop the classroom structures needed to implement and assess independent math centres and small-group guided math instruction. Part presentation, part hands-on experimentation, this session allow you to try out a series of hands-on math game and apps, participate in math talk activities, and review additional resources to help you get the most out of your math program. We will look at open-ended math problems and learn how to let the students take the lead. Participants will walk away with a series of math resources for all learning levels including hands-on math games, number talk strategies and assessment/monitoring templates. Participants are encouraged to BYOD! #embracethechaos

Teacher/Primary Chair
Broadacres Junior School
Toronto DSB
T1.27 - Infinite Diversities: Uncovering Common Misconceptions in Number Sense
This session will explore common misconceptions that students with special needs demonstrate in number sense and numeration. This session will enable participants to build effective strategies to scaffold and support the learning of students based on their unique needs.

Teacher
Caradoc Public School
Thames Valley DSB
A teacher with the TVDSB for 17 years. Former Instructional Coach.
F1.17 - Developing Early Number Sense
This session will explore the Early Number Sense Learning Trajectory developed by Jessica Shumway that is based on the research by Clements, Dolk, and Fosnot. We will share diagnostic assessments based on the trajectory that help to identify gaps in student’s understanding of number. The assessments are easy to administer, individualized, and helps direct instruction. As well, activities and games will be shared to integrate into classroom instruction that address each of the number concepts in the assessment. This complements and links to the curriculum in Kindergarten and Grade 1.

DECE
Blessed Pope Paul VI
Toronto CDSB
T3.14 - Math Outdoors in the Arboretum
As noted in the Kindergarten Program Document, research suggests that connecting to the natural world contributes to children’s mental, physical, emotional, and spiritual health and well being. Taking children outside provides authentic opportunities to find math in the world. As educators we are striving to develop a better understanding of how we can notice, name and uncover mathematical learning both in and out of the classroom. Through exploring, looking closely, games, and problem solving, children are naturally engaged in using math in their play. During this workshop, participants will be given the opportunity to explore a variety of outdoor math experiences and reflect on how their outdoor learning environments foster a sense of wonder in children and encourage inquiry into mathematics.

Teacher
Mount Pleasant School
Grand Erie DSB
T1.30 - Building Primary Math Skills Using Lego
Presenters will outline a variety of concepts and strands of math taught using Lego as a valuable manipulative with primary students. Lego is an engaging math tool that allows students to make meaning of numbers and improve their spatial sense. Presenters will provide photo and video examples of students learning with Lego. As well, session attendees will be able to explore and use Lego to see how they could use it in their primary classrooms to enhance their math program.

Program Lead: Mathematics and Computer Studies
Dr Frank J. Hayden Secondary School
Halton DSB
Jamie is the Program Leader for Mathematics and Computer Studies at Dr Frank J. Hayden Secondary School in Burlington, Ontario. He has been teaching High School Mathematics for over ten years. In 2017 he was selected as one of the recipients of the Prime Minister's Award for Teaching Excellence (Certificate of Achievement). In his spare time he enjoys preparing for the Zombie Apocalypse.
T5.09 - Can Innovation and Creativity be Taught? (Spoiler: It Can!)
The Ontario report card in on the verge of a major overhaul. The stated goal by the Ministry of Education is to “help students of all ages meet the changing demands of today and tomorrow.” We don’t know what tomorrow might look like, but we do know that navigating the 21st Century world will require skills in communication, problem-solving, critical thinking, creativity and global citizenship. But can these skills be taught? We think they can! Join us for a discussion of the conditions that need to exist in a classroom in order for Innovation and Creativity to thrive.
F4.09 - Rethinking Your A&E Practices Through Student Choice
Why do we rely so heavily on traditional testing when so many other tools exist that will allow us to assess student learning? Come join in the conversation about one school’s journey in allowing authentic student voice and choice in their A&E practices. Come hear how we provide students with the option to demonstrate their learning through CHOICE: Choice in both the WHAT and the WHEN.

teacher
Kingsville Public School
Greater Essex County DSB
Grade 1 French Immersion teacher, GECDSB
F5.28 - Bring Coding & Robotics Into Your Classroom
Bring Coding & Robotics into Your K-4 Classroom Three primary teachers participated in TLLP 2016-2017. During the past year they have developed activities to address the dual nature of coding and robotics. Students learn to code and then, take this knowledge and apply it, in other words, code to learn. In particular students in K to Grade 4 learn to code with apps such as BeeBot & BlueBot and LightBot; BlueBot and DASH robots; and ScratchJr. Next comes the integration of coding and robotics into language, mathematics, and inquiry activities. This workshop takes on a playground atmosphere where participants get hands-on time with all the applications and devices. They will see actual student work. We will share lesson plans (English and French Immersion) and connections to curriculum. Participants do not need any background knowledge in coding and robotics to attend this workshop.

Teacher
Brian W. Fleming P.S
Peel DSB
F1.20 - The Practices in Practice
<B>BRING YOUR OWN DEVICE</B><BR>Anticipating, Monitoring, Selecting, Sequencing and Connecting. The Five Practices were developed to help teachers organize their classroom to facilitate more organic and student-led discussion, in order to reveal how best to move each student forward along the continuum of understanding in any area of math. Using student work and the framework of the Five Practices, teachers will will be guided through how these concepts can work in a classroom setting, how they can reveal their students current understanding of the current topics, and how teachers can best approach each students strengths and weaknesses in order to foster more efficient thinking and effective learning.

Math Facilitator
Learning Support Services
Thames Valley DSB
Seta Moore-Bridge is a Math Learning Facilitator and life-long learner at Thames Valley DSB. She has previously taught at Trillium Lakelands and Toronto DSBs where she has gained many years of experience working in grades K-8 (including LST). She has benefitted from incredible PD from the Instructional Coaches, Administrators and Learning Co-ordinators that she has worked with over the years.

She is currently focusing her work on Lesson Study / W-Model and CIL-Ms to enhance sustained, collaborative and reflective teaching and learning within schools.

Seta lives in London with her husband and their three combined children.

F5.21 - Rods, Rods Everywhere - Using Relational Rods to Increase Conceptual Understanding Across the Grades
This powerful math tool is very versatile and gives students a hands-on and differentiated approach to understanding numbers, their relationships with one another and operating with them. This presentation will share activities that you can use with your students in grades K - 8 to help them work and reason with numbers within many of the strands in mathematics. We will demonstrate how the purposeful use of this math tool lends itself to greater understanding as students move along the continuum from concrete to representational to abstract models. We will highlight how relational rods can be used with all of the operations, with whole and decimal numbers and with fractions. You will leave with a renewed vision of teaching the operations and practical tools to build your students’ understanding.

Outdoor Education Facilitator
Duffins Creek OEE
Durham DSB
F3.05 - Math in Nature
At my outdoor education centre, I created a program called Math in Nature. This program allows students in primary and junior grades to explore nature through the eyes of a mathematician. They learn and practice math skills, see how math and nature are connected, and most of all they have fun! Students will learn about the Fibonacci rule and spiral in nature, collect and graph data about trees or birds, look for symmetry and patterns in nature, and participate in a shapes & measurement scavenger hunt out in the forest. Students will also participate in many games that combine math and nature. This workshop will share the fundamentals of our program with math teachers, to help them bring nature into their math classroom.

Inquiry Teacher / Modern Learning Librarian
Willow Way PS
Peel DSB
Hi, my name is Pamela Morris and I am a Grade 1 Inquiry teacher with the Peel School Board. I believe in creating a student-focused hands-on classroom environment. In 2015 my school, and specifically my class, was featured in a ministry initiative for Learn Teach Lead, a video titled "Building Success in Mathematics: A School's Journey". Follow me on twitter: @mspjmorris Follow my class on twitter: @Lynx1A
T1.28 - Embrace the Chaos - Small Group Guided Math Instruction
Wondering how to get the most out of your mathematics learning block? Step back and let the students and their work do the talking! By integrating small group instruction and math game centres into the classroom, teachers will have more opportunity to closely observe student learning, which in turn allows for a greater understanding of student learning needs. This session is designed to help you develop the classroom structures needed to implement and assess independent math centres and small-group guided math instruction. Part presentation, part hands-on experimentation, this session allow you to try out a series of hands-on math game and apps, participate in math talk activities, and review additional resources to help you get the most out of your math program. We will look at open-ended math problems and learn how to let the students take the lead. Participants will walk away with a series of math resources for all learning levels including hands-on math games, number talk strategies and assessment/monitoring templates. Participants are encouraged to BYOD! #embracethechaos

Elementary Teacher
Eastwood Public School
Greater Essex County DSB
T5.18 - Concreteness Fading: A School Inquiry
Concreteness Fading is a well-research pedagogical strategy but little has been done to examine how this strategy can be applied to the classroom. This session will share the whole school inquiry of Eastwood Public School and our action research of putting into practice the process of Concreteness Fading. By beginning concrete and then purposefully fading students toward other mathematical representations, teachers uncovered a strategy for planning and assessing. Throughout the session we will share the planning tool developed by the teachers of the project, as well as examples of units and lessons designed to fade students through representations. We will explain how consider the developmental trajectory of mathematics to fade students across grades, through a unit and even within a lesson. As well, we will share the insights gained from observing students and the strategies used by teachers to support student learning.
F3.06 - Extending Our Understanding of Math in Anishinaabek Culture
Join us as we explore how to support student’s cultural and mathematical identity through the rich history and traditions of math within Anishinaabek culture. We'll also consider the importance and role of Anishinaabemowin, the language, in developing deep conceptual understanding of mathematical ideas. In this session, you will hear how partners from the First Nation communities and community schools of M’Chigeeng, Sagamok, Whitefish River and Sheshegwaning came together to extend a multi-year community-based participatory research project that began in The Algonquins of Pikwakanagan First Nation. The team will share how they adapted the math of loom beading to reflect the teachings and local context of their own communities. Finally, we will discuss how to foster culturally responsive instruction to develop connections between math and the lived experiences of students.

2Bcompleted
T4.01 - What If We’ve Been Teaching Mathematics All Wrong?
FEATURED SESSION: One of the biggest myths is that mathematics is all about computation. John Allen Paulos wrote in his book Innumeracy, “... mathematics has as much to do with computation as writing has to do with typing.” Yet, school mathematics continues to focus heavily on computation and arithmetic and not nearly enough on critical thinking and problem-solving. The mathematical expectations and processes that we expect students to acquire and apply depend directly on mathematics instruction and curriculum that expose students to mathematics as a way of thinking and solving problems.

Bishop MacDonell Catholic High School
Wellington CDSB
T1.10 - The Coding + Math Grade Mesh Credit
As part of our Innovation projects, WCDSB has been working with the Math Knowledge Network on a course where Math content is delivered in unique and innovative ways. As part of a project led by Dr. George Gadanidis, we will be presenting on our initiative to deliver Grade 10 Math through a combined credit with ICS2O where students apply math concepts in coding environments such as scratch.
T4.11 - Ontario's Math Knowledge Network - grassroots ideas for math educators highlighting Indigenous knowledge and computational thinking in math education
The Math Knowledge Network (MKN), hosted by the Fields Institute for Research in Mathematical Sciences (Fields) through its Centre for Mathematics Education (CME), brings together diverse mathematics education stakeholders from across Ontario to mobilize evidence from research and professional practice in mathematics education from K-Post-Secondary, facilitate the use of evidence-based practices for mathematics instruction to support improved educational achievement, and contribute to the Ministry of Education’s Renewed Mathematics Strategy (RMS) in partnership with educators, researchers and organizations across Ontario. The MKN is part of the Knowledge Network for Applied Education Research (KNAER), a provincial education network funded by the Ontario Ministry of Education, with the mandate to mobilize research and knowledge in order to improve educational practices and student outcomes. This presentation will focus on the work of two of the MKN's four communities of practice (CoP), Computational Thinking in Mathematics Education and Indigenous Knowledge and Mathematics Education. Each CoP will highlight the innovative work being done in classrooms and beyond, guided by the principles of fostering inclusion, changing attitudes towards mathematics, and addressing educator-identified needs for improving student learning. Each CoP will share their strategies and takeaways for audience members. Please note that there is a second presentation that focuses on the other two MKN CoPs: Critical Transitions in Student Mathematical Development and Mathematics Leadership.

Teacher, Math Department Head
Royal St George's College
Independent School
T4.27 - Problem-Based Learning and Assessment
PBL allows students to lead discussions about mathematical ideas, share creative approaches and discover patterns. We've used a model this year that combines this approach with whole group consolidation and varied assessment. The program has been implemented in Grade 9 and 10 at our school, but could easily be applied to the grades above and below. This session will be a combination of sharing what we've done as well as allowing teachers to experience a taste of what it's like to be a student in one of our PBL classes. We will also talk about how the program has changed over three years of delivery.

Monsignor Percy Johnson
Toronto CDSB
Lukas is a secondary mathematics educator for the TCDSB
F4.19 - Surviving Spiraling Applied Math
Spiraling a course for the first time can be scary! We will share with you the successes and failures of our first time spiraling both the 9P and 10P courses. Come learn about why spiraling is the way to go!

Mathematics Department Head
London South Secondary School
Thames Valley DSB

Teacher
Canterbury High School
Ottawa Carleton DSB
T1.26 - Creating Math Stories through Collaboration
Group work can promote learning, engagement and self-confidence in mathematics. I have created an atmosphere in which students accept responsibility for their learning and feel accountable to each other. Students are introduced to the concepts, allowing them to create mathematical stories/problems that relate to learned concepts. These students created stories/problems that are similar to the manner in which mathematical problems present themselves in ‘real life’; as opposed to the edited, directed manner of a textbook problem. The students create stories/problems of personal interest requiring application of their problem solving skills all within the curriculum expectations. They solve their own problems before presenting them to their classmates who will in turn also solve these original problems. I will share several of their creative math stories along with teaching strategies on how to get every student engaged - even those who are convinced that they can't do math. I have several activities to share for grades 9 to 11. Placing students in groups and providing individual white boards to each student facilitates engagement, participation and the sharing of ideas. I don't teach but rather I direct learning and sometimes there is no direction needed as students take on challenges on their own and lead the class. It's very exciting to watch them get excited about math!!

Curriculum Chair of Math, Math Coach
Monsignor John Pereyma Catholic Secondary School
Durham CDSB
Leanne Oliver is the Curriculum Chair of Mathematics at Monsignor John Pereyma Catholic Secondary School in Oshawa, Ontario. She has been the lead teacher for two Ontario Ministry of Education Teacher Leadership and Learning (TLLP) projects. Leanne also participates in NORCAN, an international partnership that brings together teachers from Ontario, Alberta and Norway to improve transitional Math experiences for students. With a background that includes a Master’s Degree in Statistics, Leanne uses data to target departmental direction and professional growth needs, to support enhanced student learning and to effect significant changes in student perception regarding Mathematics. Leanne is a strong advocate of a growth mindset and believes that teachers must strive to make Mathematics accessible and engaging for all students.
F3.26 - UP (Ultimate Potential) Math Teachers Share Gap Remediation and Student Engagement Strategies for Grade 9 Math
In UP (Ultimate Potential) Math, an innovative math program created by Durham Catholic District School Board teachers, students learn to recognize their potential in math and in life. Math becomes the vehicle by which student thinking is transformed, and students use technology and an Explore Master Share (EMS) approach to overcome barriers to learning and become better prepared to reach their ultimate potential in their chosen Grade 9 Math course. In this workshop, teachers will try out UP Math classroom activities that support students’ movement through a concrete-diagrammatic-symbolic learning pathway. Participants will also be given the opportunity to explore and take away a comprehensive, concept-by-concept resource designed for teachers implementing UP Math or just looking for resources to support concept remediation in their Grade 9 Math class.

Math Teacher
John McGregor Secondary School
Lambton Kent DSB
Jon is the math curriculum leader at John McGregor Secondary School in the Lambton-Kent District School Board. Jon led his district by bringing iPad into the math classroom and promoted new pedagogical practices for technology use. He is an Apple Distinguished Educator who has authored three multi-touch books using iBooks Author and three iTunes U courses for math education. He is passionate about, and has led numerous workshops promoting technology & curiosity in the math classroom. You can follow his classroom lessons, routines, and educational thoughts at Mrorr-isageek.com and also on Twitter: @MrOrr_Geek
T4.14 - Going Deeper With Memorable Math Moments
What makes a memorable math moment? Is it a real world task? Is it relevant to your students? Is it media-rich or delivered in 3 acts? While many professional development sessions focus on a specific component of an effective math lesson, Jon Orr and Kyle Pearce will model what they believe to be the three key components of an effective mathematics lesson: sparking student curiosity, fuelling their sense making and igniting your next steps. Join them as they lead a task to break each component down and then build it all back up to create a memorable math moment.
F1.16 - Start A Math Fight!
Get ready to start a fight in your classroom. Not a real fight, a math fight, it’s better!!!. Get your students actively estimating, questioning, discussing, and defending their insights not with the teacher, but with each other. During this session you'll get access to resources that encourage discourse and discussion and experience how they are used in math class. Be prepared to have your students argue....about math!! Resources from grades Kindergarten to 12.

Mathematics Teacher
Glebe Collegiate
Ottawa Carleton DSB
T1.25 - How did you Visual Pattern? Exploring HOW we do what we do
<B>BRING YOUR OWN DEVICE</B><BR>In this session, we are not presenting. Instead, we aim to collectively explore the infinite diversities in HOW we do what we do in the classroom. Using <i>visual patterns</i> as a basis of our conversations, the group will share and discuss our structures and our thinking behind our teacher moves. Through this experience, we aim to expand all of our considerations around effective teaching in the classroom (e.g. how much scaffolding, how to prompt and question students, what curriculum topics to target, how to extend patterns, how we engage with different scenarios, how we manage flow, etc.). Participants do not need to have any prior classroom experience using visual patterns as a teaching tool, but are encouraged to bring any experiences, expertise, and materials they may have used in the past (e.g. set up, assessment for/of/as learning). Come join the conversation!
F1.01 - BUILDING THINKING CLASSROOMS - A Fireside Chat with Dr Peter Liljedahl and Friends
FEATURED SESSION: Did you hope to learn more about building thinking classrooms before you left the conference? If so, this is a session you won't want to miss. Join Peter Liljedahl and friends Judy, Laura, Al, and Jaime for an informal chat about the theory and practice of thinking classrooms. Bring your questions.
F4.24 - Incorporating Manipulatives in the Secondary Thinking Classroom
If you are looking for more ways of involving manipulatives to help your students learn in your secondary classroom, this is the session for you. Join us in exploring active learning in a secondary thinking classroom. In this session, you will have some hands-on opportunities to think with manipulatives, as well as engage in discussions with others about what, how, and when to use these thinking tools. You are also encouraged to bring your own experiences and ideas, as there will be opportunities to share and discuss them.

math department head
Glebe Collegiate Institute
OTTAWA CARLETON DSB
secondary math teacher and department head at Glebe Collegiate Institute in Ottawa.
F4.26 - Assessing Conversations, Observations, and Products in Math
Evidence of student achievement for evaluation is collected over time from three different sources – observations, conversations, and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning (Growing Success, 2010, p. 39). We have all seen students demonstrate learning in class one day, only to have difficulties with that same concept the next day on the test. We may have evidence through students’ collaborative work on vertical surfaces or via a conversation with us. How do we honour that evidence? How can we triangulate evidence to accurately reflect what students have learned? Bring your best practices and your questions as we collaboratively explore how to use and track conversations, observations, and products to differentiate between students’ diverse learning needs.

Mathematics Teacher
Woodroffe High School
Ottawa Carleton DSB
T1.25 - How did you Visual Pattern? Exploring HOW we do what we do
<B>BRING YOUR OWN DEVICE</B><BR>In this session, we are not presenting. Instead, we aim to collectively explore the infinite diversities in HOW we do what we do in the classroom. Using <i>visual patterns</i> as a basis of our conversations, the group will share and discuss our structures and our thinking behind our teacher moves. Through this experience, we aim to expand all of our considerations around effective teaching in the classroom (e.g. how much scaffolding, how to prompt and question students, what curriculum topics to target, how to extend patterns, how we engage with different scenarios, how we manage flow, etc.). Participants do not need to have any prior classroom experience using visual patterns as a teaching tool, but are encouraged to bring any experiences, expertise, and materials they may have used in the past (e.g. set up, assessment for/of/as learning). Come join the conversation!
T4.24 - Nurturing Thinking Classroom Culture
In this session, we aim to generate and discuss ways in which we choose to nurture a ‘thinking classroom’ culture. The choices we make matter, but we don’t typically talk about culture-building moves explicitly as they often seem sub-par to the curricular demands we want to meet. However, nurturing a culture in which students are comfortable being vulnerable to ask questions, to imagine new ideas, and to respectfully and creatively build on each others’ work is the cornerstone for fostering positive attitudes about mathematics and for encouraging learners to make positive contributions to their learning environment. So, how do we achieve this ‘magic’? Prompted by ‘thinking classroom’ experiences, we will collectively unpack our ideas about classroom culture and what we do to enhance it. Come prepared to share your thoughts.
F4.24 - Incorporating Manipulatives in the Secondary Thinking Classroom
If you are looking for more ways of involving manipulatives to help your students learn in your secondary classroom, this is the session for you. Join us in exploring active learning in a secondary thinking classroom. In this session, you will have some hands-on opportunities to think with manipulatives, as well as engage in discussions with others about what, how, and when to use these thinking tools. You are also encouraged to bring your own experiences and ideas, as there will be opportunities to share and discuss them.

Mathematics Learning Coordinator K-8
tvdsb
Thames Valley DSB
F5.27 - From Number Path to Number Line
We will explore the importance of developing an internal number line in young students. We will use the work of Alex Lawson and John Van de Walle to follow the progression of development from number path to number line. We will also explore a variety of games and activities that can be done in the K-2 classroom to assist students with growing their own internal number line.

Elementary Teacher
Aylesbury PS
Peel DSB
F3.18 - Math Assessments - A Collaborative Journey into Spiraling Math, Learning Maps and Getting Students to Self Assess their mathematical goals.
Six passionate teachers, spread over five different grades (4 - 8), from three different Peel District School Board locations are changing the way students experience math. In addition to valuing a growth mindset, the group have documented successes, failures and what’s next along the journey. It’s time to share the experience and get others to let go of providing levels for every assessment. The presentation will take 50 minutes, with a 25 minutes Q&A. Get hands on and start planning your own spiral program. Learn about how alternative “gradeless” assessment helps students learn, and begin the journey to creating your own curriculum map.

K-12 Mathematics Consultant
Program Dept.
Greater Essex County DSB
I’m Kyle Pearce and I am a former high school math teacher. I’m now the K-12 Mathematics Consultant with the Greater Essex County District School Board, where I uncover creative ways to spark curiosity and fuel sense making in mathematics.
T4.14 - Going Deeper With Memorable Math Moments
What makes a memorable math moment? Is it a real world task? Is it relevant to your students? Is it media-rich or delivered in 3 acts? While many professional development sessions focus on a specific component of an effective math lesson, Jon Orr and Kyle Pearce will model what they believe to be the three key components of an effective mathematics lesson: sparking student curiosity, fuelling their sense making and igniting your next steps. Join them as they lead a task to break each component down and then build it all back up to create a memorable math moment.
F5.12 - Memorization vs. Automaticity: Back to Basics or Beyond the Basics?
We’ve all heard it before; kids don’t know their math facts! While this may be true for some students, what is more important than simply memorization multiplication facts is building a conceptual understanding of what multiplication means, how to visualize multiplication and how the standard algorithm for multiplication really works. Let’s start in primary where the beginnings of multiplication are introduced through counting, explore some key cross-strand connections we can make along the journey and show how these deep conceptual understandings can help support student understanding of abstract concepts that arise in grade 9 and 10. As always, we will approach this learning with tasks that are contextual, visual and concrete.

classroom teacher
Kingsville P.S.
Greater Essex County DSB
F5.28 - Bring Coding & Robotics Into Your Classroom
Bring Coding & Robotics into Your K-4 Classroom Three primary teachers participated in TLLP 2016-2017. During the past year they have developed activities to address the dual nature of coding and robotics. Students learn to code and then, take this knowledge and apply it, in other words, code to learn. In particular students in K to Grade 4 learn to code with apps such as BeeBot & BlueBot and LightBot; BlueBot and DASH robots; and ScratchJr. Next comes the integration of coding and robotics into language, mathematics, and inquiry activities. This workshop takes on a playground atmosphere where participants get hands-on time with all the applications and devices. They will see actual student work. We will share lesson plans (English and French Immersion) and connections to curriculum. Participants do not need any background knowledge in coding and robotics to attend this workshop.

Math Facilitator
NNDSB
Near North DSB
F5.11 - New Horizons: How NOMA bridges the distance to support learning and teaching
In an age of information overload, how are we leveraging technology to facilitate deep learning opportunities to diverse groups of learners? Join the Northern Ontario Mathematics Association (NOMA) Regional Hub Leaders as we share how we are overcoming geographical barriers, and developing new ways of serving the needs of a wide range of educators. We welcome teachers interested in learning how to implement innovative collaboration strategies with their students, as well as math coaches or board math leads looking to inspire infinite possibilities for instructional leaders, educators, and classrooms across great distances.

ECE
OLPH
Toronto CDSB
T3.14 - Math Outdoors in the Arboretum
As noted in the Kindergarten Program Document, research suggests that connecting to the natural world contributes to children’s mental, physical, emotional, and spiritual health and well being. Taking children outside provides authentic opportunities to find math in the world. As educators we are striving to develop a better understanding of how we can notice, name and uncover mathematical learning both in and out of the classroom. Through exploring, looking closely, games, and problem solving, children are naturally engaged in using math in their play. During this workshop, participants will be given the opportunity to explore a variety of outdoor math experiences and reflect on how their outdoor learning environments foster a sense of wonder in children and encourage inquiry into mathematics.

Provincial Mathematics Professional Learning Facilitator
n/a
Retired
Dan Peter has been involved in mathematics professional development for almost 30 years. He has taught in all 4 divisions, has been a consultant and has taught at the Faculty of Education. Currently he is an emeritus educator who still is involved in development of materials with the Ministry of Education and teaches Math AQ's for York University.
F1.22 - Lies and Partial Truths We Tell Children in Math Class
This interactive workshop will examine the lies and partial truths that are often taught in math class both by direct statement and by implication through teaching/assessment methods. This workshop will examine why these are incorrect and the long term misconceptions they create by comparing them to the Big Ideas which are the essential long term learning. By examining the misconceptions and the Big Ideas that they conflict with, teachers will become more aware of the long term negative implications of short-cuts and non-contextualized learning for students' long term success in mathematics.

Math, Science, IT and DI Consultant
Windsor Essex Catholics DSB
WINDSOR ESSEX CDSB
I am the Math, Science and IT consultant at the Windsor Essex Catholic DSB. I also have been known to work on curriculum and textbook writing from time to time. Most recently on the new MDM4U textbook from McGraw Hill. In my spare time I help raise a small heard of 3 teenagers and compete in Ironman triathlons. You can find me on Twitter @davidpetro314
T3.03 - Am I sick? Because I think this is fun!
How many times do you see students so disengaged with a worksheet full of practice questions? What if instead, you hear a student say "Am I sick? Because I think this is fun" (actual student quote) and all they were doing was solving equations? We have created several activities that have students practicing a concept via a continuum. Students start at a difficulty level that matches their ability and then they move themselves to questions of higher difficulty when ready. Come see how we do this with topics from adding fractions in grade 7 to rational functions in grade 12.
T5.26 - Am I sick? Because I think this is fun!
How many times do you see students so disengaged with a worksheet full of practice questions? What if instead, you hear a student say "Am I sick? Because I think this is fun" (actual student quote) and all they were doing was solving equations? We have created several activities that have students practicing a concept via a continuum. Students start at a difficulty level that matches their ability and then they move themselves to questions of higher difficulty when ready. Come see how we do this with topics from adding fractions in grade 7 to rational functions in grade 12.
F5.32 - Infinite Geometry with Desmos
Yup, Desmos isn’t just a graphing calculator. Now it’s fortified with geometry. Come to this session to see how Desmos Geometry works (Spoiler alert: think Geometer’s Sketchpad). Learn the tools, construct some items, save your work and do it all on any device. Bring your own device to this session and dive in with me.

Principal of Curriculum and Instructional Services
Centre for Leadership and Learning
York Region DSB
Greetings,

I am an elementary school principal in the York Region District School Board. I have taught in the primary, junior and intermediate divisions, and have been a curriculum consultant and vice principal. I am passionate about bringing math alive for students, and enjoy learing along with students and colleagues alike. I look forward to working with you as we delve deeper into the world of meaningful math instruction and assessment.

F1.14 - HUMOUR AND HUMILITY: Inspiring School Change One Laugh at a Time
Engage with us as we share the experience of how we set about to change attitudes and mindsets through thoughtful, reflective, but strategic planning...and with a great deal of humility and humour. We will share the structures and approaches that we initiated to begin uniting staff under a common vision for the personal and professional learning necessary to advance the goals of our School Improvement Plan for Student Achievement and Well-Being. Through distributive leadership and faith in the talents of others, we have maintained a consistency in approach, while tailoring the learning to the specific needs of teachers. From delivering broad messages regarding the comprehensive math program in staff meetings, to exploring higher-order thinking as it relates to creating meaningful word problems that promote mathematical thinking, and from tapping into teacher risk-taking to model effective practices, to sharing and reflecting on examples of the ongoing learning, we have worked thoughtfully to create conditions that allow meaningful and personally relevant learning to take place. We will not pretend that it has been easy, nor will we say that we have reached our destination. But, we can say that the journey is worth it - for our staff, for our students, and for our future.
F5.10 - Word Problems? No Problem!
In our experience, for teachers who are early on their math journeys, their biggest hesitation seems to be with utilizing the power of word problems in developing mathematical thinking. Many teachers shy away from inquiry-based word problems because they fear not knowing the answers, or that there are simply too many answers. When they begin to develop word problems, they tend to rely on algorithms wrapped up in words. But…that is a start. We know that effective word problems stimulate curiosity, demand problem-solving skills, lend themselves to meaningful mistakes, and generate robust conversations in the service of discovery. In this session, we will work collaboratively with participants to share with them our experience with developing our craft in regards to creating creative and meaningful word problems that students find fun, where all the while, they are learning. We will take a look at typical word problems, and delve a bit deeper into what thinking skills they actually demand of students, and what math concepts they are tackling. We will share a critical framework for reflecting on current practices and models, and making small, but profound changes, that open up the learning for students. For example, when we ask, “Does this question lead students to an answer or specific strategy?” we can monitor ourselves and make choices to ensure that open up the problem, leave room for inquiry, and build mathematical thinking. Our quick checklist will be used to generate reflective conversations about word problems. From these conversations, we will turn to collaboratively developing fun and creative word problems that involve students engaging in role play or where they can pretend, so as to live the math as they discover it, use it, and understand stand it. We’ll share video examples from our classroom to highlight the growth we have experienced.

Learning Support & Math Teacher
Ridgemont High School
Ottawa Carleton DSB
T4.08 - Innovating the Secondary Mathematics Classroom - a Panel Discussion
We are in a time of change in education. Educators throughout Ontario are continually reflecting on their practices and exploring innovative approaches and solutions to support student learning and achievement in mathematics. Please join this interactive session to explore creative instructional and assessment practices being implemented in secondary math classrooms across the province including: - Cross-Curricular Classrooms (Mathematics integrated with Physical Education, Computer Science, Technological Education, etc..) - Feedback-Focused (or “Gradeless”) Classrooms - Stacked/“Destreamed” Classrooms - Thinking Classrooms .. and more! You will also have an opportunity to influence the provincial direction of innovation in the secondary math classroom, including conversation around the development and scaling of innovative solutions to secondary math education’s most persistent challenges.
T5.05 - So your classroom is thinking… what about students with exceptionalities?
Last year we presented "Really everyone has an IEP" which focussed on building student/class profiles for all of the students in your class. This year our focus is on supporting students in the thinking classroom based on Liljedahl's 14 point hierarchy of implementation. The hierarchy allows for accommodations for most students yet some students need more. We'll share instructional strategies to meet the additional needs of students with Autism Spectrum Disorder, Non-Verbal Learning Disorder, receptive (including auditory) processing and expressive language disorders in a thinking classroom. Join us on our continuing journey to support all students in a thinking classroom.

2Bcompleted
T5.10 - Strands? Expectations? Categories? How Do I Record Marks When I Spiral With Activities?
After spiralling with a TLLP focus on student-centred classes for two years with 20+ teachers, we decided it was time to tackle assessment and evaluation. We love spiralling and activities, but traditional recording of marks wasn’t working. Our current TLLP group is focusing on planning meaningful formative assessments and intentionally incorporating observation and conversation. If you have decided to spend more time spiraling, in this session we will share techniques for gathering, recording, and sharing evidence of the learning occurring in your classes.

Grade 4 Teacher
James Grieve Public School
Peel DSB
T5.21 - Meaning Making in Mathematics Between Intuition and Cognition
Is math just a logical subject or does it also rely on feelings to be grasped? In this workshop with our participants, we will build an understanding of how intuition and reasoning complete each other so that we construct our mathematical knowledge, examine experiences from the field where students engage both intuitively and cognitively in investigation-based learning to build their conceptual understanding in mathematics, and explore inquiry-based activities as doers of mathematics to confirm the yin yang relationship of intuition and reasoning in mathematics.
F3.21 - Building a Thinking Math Classroom
How would you create authentic thinking math classrooms? If you are wondering about what are the specific highly effective strategies that help students enhance their thinking skills, come and join us to examine our collaborative inquiry findings from a Grade 4 classroom. Participants will be able to explore a variety of explicit instructional strategies and routines that help improve students’ thinking skills. Come and examine how students enhance their thinking skills when they are exposed to reciprocal thinking, Ladder of Inference, Chalk Talk, RISE, Visualization, Metacognition, Brain break activities, etc. in an inquiry based classroom. An absolute need for any 21st century math classrooms!!!

Special Education Teacher
St. Sebastian Elementary Catholic School
Toronto CDSB
For the past 20 years, Katharine Piotrowski has worked in education in Canada and abroad. Most recently, she spent 4 years in Monterrey, Mexico working as an Assistant Principal of Curriculum, with a focus on K-6 mathematics. Since returning to Canada in 2012, Katharine has been teaching a closed Language Impaired Intensive Special Programing class (affectionately known as “Team 218”). Katharine has been involved in working on the School Improvement Team in promoting Spatial Reasoning as well as a Growth Mindset in the school. Katharine is currently working on her Educational Doctorate with the Social Justice Department at the University of Toronto.
F5.14 - Propelling Your School Forward through Spatial Reasoning
Spatial Reasoning development links to success in all areas of mathematics. In this presentation participants will be led through one school's research-based journey of exploring and focusing on Spatial Reasoning from the beginning to the end of one school year. Everyone will have a chance to participate in spatial reasoning activities that can easily be replicated in their schools. This presentation will be of interest to teachers, administrators, and anyone interested in infusing their curriculum with Spatial Reasoning and propelling their schools forward.

Director of Marketing
Louise Kool
None
Since becoming a teacher in 1994 Bogdan has taught in Moscow, Chicago, as well as Ontario, but has spent most of the past two decades consulting and training teachers on technology for teaching students with special needs. This has included product development, implementation and professional learning including recently the Canadian version of Equals math curriculum for students with mild to profound and complex needs. He has presented at conferences and published articles nationally and internationally including, OAME 2014, Closing the Gap (Minneapolis), CSUN (Los Angeles) and ATIA, Orlando.
T5.31 - Building Math with Sumblox
Moving from concrete to semi-concrete to abstract trips up so many students early in their learning and often. Adding, subtracting, place value, and on to fractions, understanding how numbers connect with values and operations is an essential foundation to math learning in the early years. Proportional numerical building blocks, Sumblox allow children to explore mathematical operations and concepts with their unique proportionality and teachers to instruct too. This presentation will look at how Sumblox are being used to bridge this gap in classrooms in Peel, Toronto and other school districts.</p>NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Math Department Head, Secondary Numeracy Coach
École secondaire catholique Jean-Vanier
CSC MonAvenir
F4.18 - Building better communicators
Efficient communication of reasoning is integral to sharing one's understanding of mathematical concepts. These two mathematical processes will be at the center of this session as I share how I use technology such as DESMOS and Google Apps to improve student communication of reasoning. Supported by the seven fundamental principles from Growing Success, I will also share how I use assessment and descriptive feedback to improve student learning. All my documents will be shared with participants.

Head of Mathematics at NDSS
Norwell District Secondary School
UPPER GRAND DSB
T4.04 - Using Self-reflection and Growth Mindset in grades 9 and 10 mathematics and its impact on EQAO, Students and Parents.
This session focuses on how we use portfolios in grades 9 and 10 to promote self-reflection and improve growth mindset in our students. The Math Journey portfolios are designed to gather triangulated assessment data (observation, conversation, product) focused around the seven mathematical processes and self-reflection. We will share our journey so far including: learning and promoting growth mindset in and out of the classroom, and how we implemented formative descriptive feedback to create a product for evaluation. We will also provide examples from our classrooms to discuss and debate during the workshop. We will discuss how the math department has changed the school and administration's attitude toward mathematics and enable math to become a more supported presence in the school. Lastly, we will share digitally many of the resources we have created and implemented.

Associate Professor
Shahid Bahonar University of Kerman
University
F4.03 - Modelling Real World with GeoGebra
In this short hands-on workshop, we will engage in a modelling activity through group work. We’ll choose (free, online) GeoGebra software to help us – we’ll give a short introduction to GeoGebra. As we will progress in our work, different aspects from research about modeling will be highlighted, such as Alsina (2007), Rosa & Orey (2013). We will end by briefly discussing and distributing other types of modeling tasks with complete solutions in GeoGebra. Bring your own devise. About GeoGebra: It can be run through the web browser and it could be installed on Cell phones and can be installed on diverse type of computers laptop with different operator systems (e.g. Windows, Mac and Linux).

Teacher
CKSS
Halton DSB
F1.04 - Making Math Stick and Increasing Perseverance
Have you ever wondered why students forget everything after they write the test? For the last 3 years, the grade 10 academic math team at Craig Kielburger SS have piloted a new way of teaching and evaluating. Unit tests were removed, weekly cumulative quizzes and thinking assignments were implemented, along with cumulative homework. Our three main goals were to attack deficiencies in basic skill development, increase retention of learned skills, and increase problem solving ability. We found students were more comfortable with mixing concepts from various topics, and that we had more time to focus on problem solving, games, and rich activities. All developed resources will be explained and shared!

Professor of Math Education
OISE U of Toronto
Faculty of Education
Dr. Mary Reid is an assistant professor of math education in the department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education (OISE). With over 25 years of teaching experience, she brings a wealth of knowledge and expertise to her role as elementary coordinator of the Master of Teaching program. Prior to OISE, Mary was a classroom teacher, instructional leader, education officer at the Education Quality Accountability Office (EQAO), vice-principal and principal. In addition, her field experiences involve both urban and rural school settings. She has published research in the areas of math content knowledge of pre-service teachers, math anxiety in the classroom, the gender gap in STEM, and building efficacy for math teaching. Her research would be of interest to those seeking to enhance math education through building math capacities of pre-service and in-service teachers.
T3.06 - Nervous About Numbers? How to Identify and Diminish Math Anxiety
It is important that math leaders and educators consider math anxiety research in order to employ structures aimed to reduce anxiety, improve math pedagogy and ultimately foster students’ deep and sustained understanding in math. This math workshop will focus on recent research about factors that contribute to math anxiety and how anxiety impacts on learning and teaching development. In this session, participants will be provided with practical strategies on how to recognize math anxiety, reduce math anxiety and build confidence from both teacher and student perspectives. Developing positive attitudes and emotions towards math is a critical next step for Ontario and beyond.

Sessional Lecturer, Mathematics
Ontario Institute for Studies in Education - University of Toronto (OISE/UT)
University
Over the span of his 26-year career, Dr. Reid has been a tireless advocate for students, and has served as an educational assistant, classroom teacher, principal and supervisory officer. Most recently, Steven joined EQAO as the Chief Assessment Officer in October 2017. He is passionate about the current work to modernize the EQAO assessments program, to better reflect the experience of students in the classroom. Steven is also a Sessional Lecturer at OISE focused on building the confidence of graduate students in math learning and teaching. In his various roles, he has worked with educators in the areas of student assessment, data management, strategic planning, and educational leadership.
T3.06 - Nervous About Numbers? How to Identify and Diminish Math Anxiety
It is important that math leaders and educators consider math anxiety research in order to employ structures aimed to reduce anxiety, improve math pedagogy and ultimately foster students’ deep and sustained understanding in math. This math workshop will focus on recent research about factors that contribute to math anxiety and how anxiety impacts on learning and teaching development. In this session, participants will be provided with practical strategies on how to recognize math anxiety, reduce math anxiety and build confidence from both teacher and student perspectives. Developing positive attitudes and emotions towards math is a critical next step for Ontario and beyond.

Teacher
Listowel District Secondary School
Avon Maitland DSB
F4.25 - VNPS, Spiralling and Rich Tasks: what does it mean for me? Perspectives from a mixed bag of teachers
Consolidating Rich Tasks - our TLLP journey In this session, our team will guide you through our TLLP journey from the perspectives of math teachers of various backgrounds: a new teacher, an alternative ed. teacher, and a math specialist. Our TLLP application was an off shoot of our team's #Math4TheNines project. As part of the #Math4TheNines project we were influenced by Smith and Stein's "5 Practices for Orchestrating Productive Mathematical Discussion", rich tasks, spiralling, and collaborative inquiry. As we explored rich task usage we recognized a need for tools for consolidation, to support student consolidation of learning. Questions we were left with and have explored are... How do we consolidate to support: student self -awareness of learning? connection to learning goals? students who have not yet met the planned goal? Our journey included: VNPS; spiralling; co-planning for instruction, assessment, and rich task development; discussions regarding strategies for assessment as learnings, student trust, and use of rich tasks to drive learning versus assess learning; in the context of secondary mathematics classrooms. We will share our learning so far.

Numeracy Facilitator
Program Services
Durham CDSB
Chad is a Teaching and Learning Numeracy Facilitator in the Durham Catholic DSB. Follow Chad on twitter @CRichardTeacher
F4.07 - Reaching the 21st Century Math Student
Today's learners are a diverse group with varying strengths and areas of need. This presentation blends discussion about 21st Century learning with practical hands-on demonstration of how to use new and innovative digital resources. Participants should bring a web-enabled device and will leave with the knowledge and skills to use exciting new resources with their students right away!

K-12 Learning Coach
TDSB
Toronto DSB
Currently Shelley is a K-12 Learning Coach with TDSB. She taught for 12 years with the WRDSB and has been with TDSB for the last 16 years. Shelley has experienced a variety of roles in education including core French teacher, classroom teacher, K-8 Literacy Coach, K-8 Math Coach and K-12 Learning Coach.
F3.27 - Curriculum Learning vs. Authentic Math….Let’s do both!
How might teachers support developmentally appropriate curriculum big ideas (like Marian Small) AND make math authentic, engaging and meaningful (Dan Meyers style)? We will explore a trajectory approach to student learning through rich, authentic math. We will start the session by dissecting one key concept in a curriculum strand in order to explore the big ideas and the learning stages from Kindergarten through to Grade 8. We will then reconsider each developmental stage and offer a meaningful, authentic provocation to support the learning at this level. Free web-based resources and sites to find these meaningful math provocations will also be shared.

Teacher
St. Mother Teresa High School
Ottawa-Carleton CDSB
T1.32 - Building YOUR Thinking Classroom - Instruction
Thinking classrooms? VNPS? VRG? Flow? Student Engagement? There is a great deal of professional development currently underway, with research supporting the effectiveness of all these new instructional strategies. After more than two years of experience (and struggle), we can help you implement these strategies into your classroom. How do I fit in the curriculum? What about the shy students? What about the dominant students? This feels so different – won’t the parents complain? What does teaching and learning in our thinking classroom look, sound and feel like? We will share strategies for incorporating curriculum from all high school grade levels. We will show videos of students working, as well as interviews with both teachers and students. Let us help you begin the journey to successfully building your OWN thinking classroom.
T4.05 - Building YOUR Thinking Classroom - Assessment
Thinking classrooms? VNPS? VRG? Flow? Student Engagement? There is a great deal of professional development currently underway, with research supporting the effectiveness of all these new instructional strategies. After more than two years of experience (and struggle), we can help you implement these strategies into your classroom. Do my assessments have to change? What about the shy students? What about the dominant students? This feels so different – won’t the parents complain? What does assessment in our thinking classroom look, sound and feel like? We will share assessments – both traditional and using VPNS and VRG - from a variety of grade levels. We will show videos of students working, as well as interviews with both teachers and students. Let us help you begin the journey to successfully building your OWN thinking classroom.

Independent Consultant
N/A
None
John Rodger is a former Teacher, Department Head, Math Coach and Provincial Facilitator of Mathematics Professional Learning. He has assisted with the development of curriculum policy documents for the Ministry of Education and been a contributing author on several secondary textbook projects.

John was an OAME Director for more than a decade, and a founding member of CHAMP. Mostly retired, he continues to support OAME initiatives at both local and provincial levels. For the past two years, John has donated some of his time and energy as an ambassador for the Global Math Project.

T1.12 - Exploding Dots: Cute … But I Teach High School!
As high school teachers, it’s easy to shy away from having your students get involved with something new and different. You have a huge list of expectations to cover; and additional class periods devoted to review, assessments, remediation … there never seems to be enough time. Yet, I’ve never met a high school math teacher that didn’t complain about his/her students’ ability to perform simple algebraic operations. Whether it’s your Grade 9 students struggling with adding or multiplying polynomials or Grade 12, Advanced Functions students trying to make sense of the Remainder Theorem; there’s always a need to help students improve their understanding of, and ability to perform algebraic operations. You’ve probably heard about Exploding Dots … the focus of the first Global Math Week last October. But, what you probably don’t know is that this very different approach to elementary school arithmetic can have a profound effect on helping yours students connect arithmetic with algebra! In this workshop, we’ll explore how Exploding Dots can make this connection between arithmetic and algebra come alive like your students have never experienced! It just might be the only “different approach” that your students will ever need … and it might just free up some class time for you!
T3.28 - Exploding Dots: Infinitely Many Ideas to Explore
In 2017 the world was introduced to the phenomenon of Exploding Dots and during the very first Global Math Week over 1.7 million teachers & students in more than 160 countries began to look at place value and arithmetic through the lens of Exploding Dots. Hopefully, you and your students have already had the opportunity to share in the excitement? Join me for this hands-on workshop in which we’ll not only, cover the basics of using Exploding Dots to introduce/reinforce the concepts of place value and arithmetic with whole numbers; but also, use the Exploding Dots framework to investigate arithmetic with integers, decimals & fractions. Finally, we’ll talk about how to help your students make that all important transition from arithmetic to algebra. Whether you’re new to Exploding Dots or not, there are infinitely many joyous, relevant and meaningful ideas to explore! Your students will thank you.

K-12 Learning Coach
Toronto District School Board
Toronto DSB
Lisa Rossiter-Thornton is currently a K-12 Learning Coach, with the Toronto District School Board. Her love of math began at an early age. In recent years, she has focused more on understanding the teacher's role in the transfer of math concepts by using the 3 part math lesson and helping students develop a deep understanding of the 'big ideas' in Math. More recently, inspired by other TDSB colleagues, her interest have been around how our youngest learners show us their mathematical thinking.
F3.22 - Early Years Math ToolKits (K-2) : Providing engaging math tools and materials to young learners in order for them to make their own models of mathematical ideas and explain their thinking to others
In this workshop, you will have a chance to explore different ways in which to represent mathematical thinking with a variety of tools including mathematical manipulatives and loose parts. We will share examples and co-construct models of mathematical thinking using these tools. As an educator you will practise your mathematical thinking and leave with ways you can extend the mathematical thinking of your students. We will examine the "big ideas" in mathematical strands and we will discuss their interconnectedness and how these tools encourage thinking and analysis.

Instructional Coach
Learning Support Services
Thames Valley DSB
T5.13 - Amplifying Student Voice Using Technology in your Math Classroom
GAFE, Chromebooks and iPads are powerful multimedia tools that, quite simply, capture ideas, and thinking processes that a pencil sometimes can’t. Technology is a tool of empowerment, increasing the accessibility of the curriculum and serving as an amplifier of student voice in the math classroom. When offered choice, students are given agency with respect to HOW they document and share their mathematical thinking with teachers and peers. Bring your device(s) and be ready for a fun, fast-paced session on GAFE and iPad apps (including Mathies.ca and iOS tools!) that can be provided as options for students to capture thinking in primary, junior or intermediate math classrooms. Walk away with ideas as to how students can create a body of digital work that will be accessible to teachers, parents and peers, from any device, at any time...in a way that speaks to them and recognizes the beliefs and principles of the OAME. In order to make this session hands-on, attendees might consider installing Screencastify as an extension on their chromebook, and adding the Chatterpix, ShadowPuppet, PicCollage, and Mathies apps to their iPads. We are also exploring the power of assessment as learning, specifically focussing on student self-assessment as an on-going, reflective learning routine to promote an upward cycle of learning and confidence in the mathematics classroom. Join our TLLP team as we share insights into how the use of reflection frameworks (e.g., single-point rubrics) affect student meta-cognition and ownership in the math assessment process.
F5.07 - Finding Mathematics in the Forest: Linking Mathematics & Technology with Outdoor Education
Math is all around us! This session will highlight creative ways to integrate technology, mathematics, and environmental education while visiting your nearest outdoor education centre, or perhaps when on an adventure in your own school yard! Participants will explore a variety of ways to make rich learning connections for students by extending the learning environment and the learning community beyond the walls of the school. Technology applications such as Explain Everything, Chatterpix, Shadow Puppet, and GAFE can be used to document, practice, consolidate learning, and amplify student voice and choice during cross-strand, and cross-curricular learning opportunities. Bring your device(s) and be ready for a hands-on session highlighting how GAFE and iPad applications can enable primary/junior students to capture evidence of mathematics in the world around them, function as a tool to document student thinking, and also act as an authentic means of collecting formative assessment data. Please BYOD and consider installing Screencastify as an extension to Chromebooks, and downloading Chatterpix, ShadowPuppet, and PicCollage to iPads.

Teacher
norwell district secondary school
Upper Grand DSB
T4.04 - Using Self-reflection and Growth Mindset in grades 9 and 10 mathematics and its impact on EQAO, Students and Parents.
This session focuses on how we use portfolios in grades 9 and 10 to promote self-reflection and improve growth mindset in our students. The Math Journey portfolios are designed to gather triangulated assessment data (observation, conversation, product) focused around the seven mathematical processes and self-reflection. We will share our journey so far including: learning and promoting growth mindset in and out of the classroom, and how we implemented formative descriptive feedback to create a product for evaluation. We will also provide examples from our classrooms to discuss and debate during the workshop. We will discuss how the math department has changed the school and administration's attitude toward mathematics and enable math to become a more supported presence in the school. Lastly, we will share digitally many of the resources we have created and implemented.

Teacher
St. David Catholic Elementary School
Sudbury CDSB
F1.23 - ‘Mathematizing’ the Home-School Connection in K-3
Why are math models so important in visualizing and communicating mathematical thinking? How might we provide opportunities for K-3 students to extend the use of math models in the classroom into their home setting? Journey along with two educators as they work to deepen the home-school connection by providing opportunities for students to involve and educate parents in using, applying and communicating their thinking using various mathematical models. Attendees will have the chance to view and create take home activities designed to assist in creating parent/family math events in their own schools. Discover the infinite possibilities in bridging the home-school relationship as we empower our young mathematicians!

Primary teacher
St. Francis School
London DCSB
F1.03 - Learning skills Improvement in an Inquiry-Based Math Classroom
Presenters looked at inquiry-based math teaching at the primary level within a regular school setting to analyze the effect on student learning skills. This is the second part of a project where researchers found that an inquiry-based teaching style increased student engagement. The purpose of the project was to obtain meaningful data on student learning skills and determine if they are improving when the teacher used an inquiry-based teaching style. Participants will gain insight into the stages of teaching through inquiry - strategies to build inquiry-based teaching - (ie . cards that students use in the early stages) and participants will participate in a mini inquiry-based lesson - to gain a deeper understanding of its impact on student learning skills.

Consultant
n/a
Renfrew County DSB
Christina Ruddy - Operations Manager, Omàmiwininì Pimàdjwowin, The Algonquin Way Cultural Centre

Christina has spent the majority of her career working in service to Native people. Her work experience is broad and far reaching including grass roots movements such as Friendship Centres, to working in education at Georgian College in Barrie, Ontario. Christina was part of the first graduating class of the Native Community and Social Development program from Georgian College and in 2012 received the Board of Governor’s award of Excellence – Distinguished Alumni for her work with Aboriginal people. Christina has a passion for culture and language and is a member of the Algonquins of Pikwakangan First Nation.


Instructional Leader
Royal St. George's College
Independent School
T4.27 - Problem-Based Learning and Assessment
PBL allows students to lead discussions about mathematical ideas, share creative approaches and discover patterns. We've used a model this year that combines this approach with whole group consolidation and varied assessment. The program has been implemented in Grade 9 and 10 at our school, but could easily be applied to the grades above and below. This session will be a combination of sharing what we've done as well as allowing teachers to experience a taste of what it's like to be a student in one of our PBL classes. We will also talk about how the program has changed over three years of delivery.

2Bcompleted

PhD Candidate and Course Instructor
OISE
Faculty of Education
F4.16 - Low-floor, high-ceiling and multi-grade problems that literally start on the floor
In this workshop we will examine problems that all students in grades 7 - 12 can enter into by making use of the floor space in classrooms, gymnasiums and hallways. We will create physical representations of the solutions to these problems that can be displayed on a wall or hung from a ceiling. After we get over being floored by this display, we will discuss how all students can access the problems according to their own competency and background knowledge, and learn alongside their peers with different strengths.

Riverside
Trillium Lakelands DSB
F1.10 - Building a Strong Foundation for Fractions: K-2
Are you thinking about how to build students’ early fractions knowledge? Are you a teacher of older students hoping to learn more about the very early foundations of fractions understanding? Learn about students’ intuitive early fractions understanding of fractions concepts and explore tasks you can use in your classroom. The presenters have explored Kindergarten learning in depth this year and will share some of our recent learnings with you. We will explore specific, easy to adapt instructional strategies to increase student understanding of fractions and relate the strategies to other supports found in the Fractions Learning Pathways, an on-line resource developed through a multi-year research project in Ontario classrooms. You will leave with a fresh perspective on fractions and of the possibilities in your classroom.

K-12 Board Mathematics Facilitator
Catholic Education Centre
Sudbury CDSB
Krista Sarmatiuk is the K-12 Board Mathematics Facilitator for the Sudbury Catholic District School Board. She has the pleasure of doing math all day every day...the very best job in the world!
T1.16 - My Math Learning Journey: Building and Sharing Math Portfolios
Each year, students embark on a math learning journey. Do they see themselves as mathematicians? Do they know how they learn best? In this session, participants will learn how a student-led math portfolio walk was the culmination of a year of activities that focused on building metacognitive strategies through the use of an interactive notebook, learning journal, portfolio and guided reflections. Student voice and parent feedback will provide context for this powerful learning.
T5.15 - Mathology: The Classroom Experience
Looking for new ways to empower your students in their mathematical capabilities? Ready to try something new but unsure of where to begin? Listen and connect with teachers from Sudbury Catholic District School Board as they share their experiences in their first year of implementing Mathology by Pearson in their K-2 classrooms. Mathology is a new, comprehensive, and simple math solution that enables teachers to easily plan and implement meaningful and differentiated math learning experiences for all students, while increasing teachers’ skills as math educators. Join Sudbury Catholic’s Math Facilitators as they guide you through how they have planned, instructed and assessed both the activities in the Classroom Activity Kit and the Little Books in the Pearson Mathology program. Engage in a variety of available activities as you rotate through hands-on learning centres and leave with sample activity cards and little books to try with your class on Monday! NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.
F5.11 - New Horizons: How NOMA bridges the distance to support learning and teaching
In an age of information overload, how are we leveraging technology to facilitate deep learning opportunities to diverse groups of learners? Join the Northern Ontario Mathematics Association (NOMA) Regional Hub Leaders as we share how we are overcoming geographical barriers, and developing new ways of serving the needs of a wide range of educators. We welcome teachers interested in learning how to implement innovative collaboration strategies with their students, as well as math coaches or board math leads looking to inspire infinite possibilities for instructional leaders, educators, and classrooms across great distances.

Teacher
LDSS
Avon Maitland DSB
Amy is currently teaching at LDSS in Listowel, Ontario. She enjoys learning and sharing with others.
F4.25 - VNPS, Spiralling and Rich Tasks: what does it mean for me? Perspectives from a mixed bag of teachers
Consolidating Rich Tasks - our TLLP journey In this session, our team will guide you through our TLLP journey from the perspectives of math teachers of various backgrounds: a new teacher, an alternative ed. teacher, and a math specialist. Our TLLP application was an off shoot of our team's #Math4TheNines project. As part of the #Math4TheNines project we were influenced by Smith and Stein's "5 Practices for Orchestrating Productive Mathematical Discussion", rich tasks, spiralling, and collaborative inquiry. As we explored rich task usage we recognized a need for tools for consolidation, to support student consolidation of learning. Questions we were left with and have explored are... How do we consolidate to support: student self -awareness of learning? connection to learning goals? students who have not yet met the planned goal? Our journey included: VNPS; spiralling; co-planning for instruction, assessment, and rich task development; discussions regarding strategies for assessment as learnings, student trust, and use of rich tasks to drive learning versus assess learning; in the context of secondary mathematics classrooms. We will share our learning so far.

Intermediate Teacher
St. Peter
Waterloo CDSB
F5.25 - What Does Assessment Look Like in Math Blended Learning? TIPS4Math Grades 7 and 8
Participate in a hands-on session to learn about and experience some classroom-ready math performance tasks to support you in assessing mathematics learning. These performance tasks for grades 7 and 8 have been designed to complement the TIPS4Math scope and sequences and lesson bundles that incorporates technology in the learning. This is an opportunity to extend or initiate your knowledge of these ministry developed resources that can be accessed through edugains.ca.

Kindergarten Teacher
Millbrook-South Cavan P.S.
Kawartha Pine Ridge DSB

Ed Schroeter, B.J., B.Ed., OCT has taught Core French, French Immersion SK, Grade 3 French Immersion, Grade 4, and kindergarten for the Kawartha Pine Ridge District School Board and the Peterborough County Board of Education for the past 25 years. He has written numerous articles and blogs on spatial reasoning in the early years and teaching with Clements' and Sarama's learning trajectories. He is an ETFO Presenter on the Road (POTR) and is developing workshops on the use of the Clements' and Sarama's web tool, www.learningtrajectories.com. During 2017-18 he is the co-leader of an Ontario Ministry of Education funded Teacher Learning and Leadership Program 2017-18 inquiry into improving spatial reasoning instruction in junior and senior kindergarten.

F3.30 - Learning & Teaching with Learning Trajectories: 11 Kindergarten Educators from 3 DSBs Pursue Self-Directed, TLLP Financed Professional Learning into spatial reasoning
Eleven Kindergarten Educators from 3 contiguous DSBs are pursuing a self-directed inquiry into spatial reasoning in the early years. Through commentary, PowerPoint, video clips, data, testimonials, articles, sharing of links to our work, a question period and discussion, and video from Douglas Clements, this presentation is designed to enable self-directed professional learning communities/communities of practice with similar learning goals to harness our experience and make it easier for them to access funding and carry out professional learning. Many of the 11 ECES and OCTS in our group will share the learning journey (and its pitfalls) as we attempt to improve our understanding of spatial reasoning concepts and learning and teaching spatial reasoning in kindergarten.

Provincial Mathematics Professional Learning Facilitator
Retired
Retired
Provincial Mathematics Professional Learning Facilitator
F1.12 - Supporting Teachers of Junior Students with mathies Tools and Planning Resources
Finding free quality resources can be difficult, which is why the Ministry of Education has made available some excellent online supports for Ontario teachers and students. Come and use mathies tools to explore some junior mathematics and experience how visual representations help students see things in new ways and help teachers see what their students are thinking. We will also explore TIPS4Math which are free lesson bundles complete with timing estimates and connections to curriculum expectations.

Teacher, Person of Responsibility/Chair, Math Lead, AQ instructor
Maryvale PS
Toronto DSB
F3.03 - Loose Parts + Mathematics = Intentional Play Based Learning
During this hands-on session, participants will get the opportunity to use a variety of loose parts/open-ended materials to explore how invitations for learning in mathematics can be provided for children to experience a variety of opportunities in a play-based program. Participants will go away with a resource list and ideas ready to use with their young mathematicians!

Course Director
York University
University
T1.07 - Using Math Understandings to Solve 21st Century Issues - a Social Justice Approach
In this session, participants will learn to incorporate math understandings to encourage students to become aware of, and help solve 21st century issues. Teachers will learn about possibilities for integrating social justice within any junior or intermediate mathematics classroom. This approach will help students become critical consumers of the world around them and to challenge the inequities they encounter, while fostering an understanding of mathematical concepts, strategies, and processes. Attendees will participate in learning activities and receive samples of the presenters' work with teachers.

TEACHER
HAVERGAL COLLEGE
Independent School
Usha is a Teacher with the Toronto District School Board. She is the creator of Math Studio, an innovative math program at the all-Kindergarten school in the Toronto District School Board. She has recently accepted a position as an Acting K-12 Learning Coach for the TorontoDSB where she will be supporting K-8 educators in best practices and collaborative inquiries in math
F1.02 - The Power of Pedagogical Documentation: Uncovering Children's Mathematical Behaviours and Thinking
Are you wondering what constitutes pedagogical documentation and how it empowers and reveals student engagement, thinking, and learning in math? How do educators effectively engage in pedagogical documentation for assessment for, as and of learning? Capturing our students' mathematical thinking and behaviours requires focused observational skills and understanding of mathematical development. In this session, we will examine various forms of documentation and the process through which that documentation becomes pedagogical documentation. We will explore Harvard Project Zero's Thinking Routines as a way to uncover student mathematical thinking and the Google Keep app to streamline pedagogical documentation.

Lead Instructional Designer
Vretta
None
T1.19 - International Digital Math Learning, from here in Ontario!
Do you believe that technology has amazing potential to revolutionize math education? MathemaTIC is a digital platform created as an international initiative to push the boundaries of technology in math education and create a world where everyone enjoys math. In 2015, the Luxembourg Ministry of Education along with national and international partners, including the University of Luxembourg and the French Ministry of Education, launched an international collaboration to bring innovative digital teaching and learning technologies to teachers. Over the past 3 years, our team of instructional designers, animators, and developers have been working closely with teachers in the classroom to develop a digital learning environment to help students learn mathematics in grades 3 to 8. This has included developing tools to support student reasoning and make student thinking visible to their teachers through the platform, as well as ensuring that students have freedom to approach problems in their own way and are supported throughout their learning. In this session, we will share exciting examples from the platform of interactive tools to support student thinking, dynamic feedback to assist struggling students, and gamified elements to keep learning fun. Participants will gain access to the full MathemaTIC platform, including over 300 engaging and interactive learning and assessment items for grades 3 to 8, covering topics in fractions, 2D and 3D geometry, data management, number sense and more. The session will also include a demonstration of how the MathemaTIC platform can be used effectively in a classroom setting to give students a powerful differentiated learning experience. Bring your own device to join in! NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Professor of Mathematics and Statistics
Okanagan College
College
Leslie has tutored, been a teaching assistant, a teacher and a professor all of her life. Though Mathematics was her first love, which led her to obtain a Master’s Degree in Applied Math from the University of Waterloo, Education quickly became her vocation. She has taught in French and English, from Kindergarten to University, in Ontario, Manitoba and British Columbia. Leslie meets regularly with fellow teachers and professors, as well as discusses with students ways to enhance and improve learning, particularly the learning of Mathematics. Last spring, Leslie began working on Pearson’s Mathologie program and has since been inspired working with the combination of Math, French and Education.
T1.17 - Mathologie: Tools to Empower a French Immersion Classroom
Looking for new ways to empower your students in their mathematical abilities? Ready to try something new but don’t know where to start? Listen and connect with classroom teachers as they share their experiences in their first year of implementing Mathologie by Pearson in their K-3 classrooms. The Pearson Mathologie program offers a multifaceted approach to learning math in the French Immersion and Francophone classrooms. While the Little Books afford students the opportunity to visually and aurally explore important number concepts, the Classroom Activity Kit deepens their overall mathematical understanding and reasoning. Join Jordan and Leslie as they guide you through how they have planned, instructed and assessed using Mathologie. Engage in a variety of activities as you rotate through hands-on learning centres and leave with sample activity cards and little books to try with your class on Monday!

Associate Professor
Nipissing University
Faculty of Education
Dr. Timothy Sibbald, OCT, is an associate professor at the Schulich School of Education, Nipissing University. His interests focus on classroom instructional issues, content development and delivery, as well as teacher development. He is also the current editor of the OAME Gazette.
T4.23 - Looking for the math curriculum outdoors
This session will draw on findings of a unique project looking at how looking for math opportunities outdoors support the curriculum. This session will emphasize ways to bring ideas based on the natural environment into the classroom. Approaches to measuring with non-standard units, inquiry about nature using math, and ways that understanding nature using math concepts will all be discussed.
T5.25 - “Estimation and mental math? Go outside!”
This session will pose a series of problems based on the environment where exact answers are not necessary but estimates can be useful. The focus will be on making meaningful estimates using approximation strategies. Choosing estimates that facilitate mental math will be encouraged. How those estimates can help with practical problems will be addressed.

Mathematics Instructional Leader
TVO
TORONTO DSB
Mathematics Instructional Leader, TDSB
seconded to TVO as Instructional Liaison, Educational Partnerships, K-12
F5.22 - Empowering math learning with mPower
<B>BRING YOUR OWN DEVICE</B><BR>Empowering Math Learning with mPower Developed in partnership with Ontario educators and students, mPower is a free interactive online game-based resource that builds problem-solving, critical thinking and math skills. It immerses students in a virtual world of math in which they learn fundamental K-6 math skills through fun and engaging game experiences. The Educator Portal allows educators access to assessments on their students' game completion and their levels of proficiency. In this session, participants will explore how interactive game experiences can be used to support student math learning in their program. Please bring a wifi enabled laptop to the session.<BR><B>Exhibitor Presentation</B>

National Math Consultant
Pearson Canada
Toronto CDSB
F3.17 - Personalized Learning in Early Mathematics
Stories and activities present a rich medium by which children are immersed into a wide range of mathematical thinking and Big Ideas. The choice of stories and engaging activities can be particularly powerful if centered around individual student needs, with multiple entry points for all learners.  This session will explore possible pathways in which children develop Mathematical concepts and how primary educators can be very intentional in their planning. Through active involvement in stories and activities, participants will have a deeper understanding of the continuum of learning. With that lens they will consider student groupings, anticipated student responses, connections to concepts already learned and possible next steps in their Mathematics journey. Note: The presentation will reference the math learning progression behind the development of Pearson Canada’s Mathology Little Books, as well as the new Mathology Grade 1 Activity Kit. NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Mr
Scolab
None
I have been teaching math and physics for 14 years at both the community college and high school level. I have taught in both academic and non-academic environments. I am currently teaching at Eastdale C.I, which is a small and specialized school serving the needs of the most challenging students. It is in this school that I have found the most success with strategies I have used to have kids embrace mathematical thinking. In 2005 I was on leave, and taught at the International School of Lausanne in Switzerland, an IB school. I am currently writing a book on the failure of math education.
T1.14 - Bringing Appropriate Technology Into Your Class: How Netmath Supports Blended Learning
While it is critical for teachers and students to embrace technology in the classroom, it is important that teachers understand that technology is only a support tool and should be folded into the exploration of mathematics with other resources as well. In this workshop, you will learn about Netmath, Canada’s only bilingual digital platform, a resource that makes the learning of mathematics intentional and integrative. From detailed formative assessment reports to an award-winning Badge system to the only resource teaching math history through game-ification, you will learn all the rich components of great resource to bring into your classroom! Please bring your device to explore the tools in this session. </p>NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors’ area during the conference to get more information.
T5.07 - Using Integrative Technology and Math History to Promote Self-Directed Learning
In this workshop, attendees will see how a technological platform woven with research-backed ideas, data(John Hopkins University), and immersion in math history can create learning environments that are rich, inclusive and pedagogically current. The workshop will also include a overview of the Exploding Dots website, which was created to support The Global Math Project's inaugural launch, which reached over 1.5 million students from 168 countries. </p>NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors’ area during the conference to get more information.

CEO / Founder
Minute School
None
F4.13 - Algorithmically-generated Mathematical Problems in m-Learning
The infinite potential of algorithmically-generated mathematical problems in m-Learning creates innovative ways to utilize educational technologies to enhance students' learning. Advantages and challenges in designing and building algorithmically-generated mathematical problems in m-Learning will be discussed. Dialogue on how m-Learning may improve students' conceptual understandings and confidence in mathematics will ensue, with results shared on successes to date. Join this session to learn more and to discuss personalized m-Learning in mathematics, and for a hands-on opportunity to create algorithmically-generated mathematical problems. NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Education Officer
Ontario Ministry of Education
Windsor-Essex CDSB
Joe Sisco is currently on secondment with the Ministry of Education from the Wiindsor-Essex Catholic District School Board. Joe has been an educator for 31 years with the WECDSB as a Secondary Mathematics teacher and technology Consultant. He has been married to Norma for 30 years and enjoys spending time with his family and friends. Joe is a Google Certified Teacher and a Google Apps for Education Certified Trainer from Windsor, Ontario who is passionate about learning and education.
T1.10 - The Coding + Math Grade Mesh Credit
As part of our Innovation projects, WCDSB has been working with the Math Knowledge Network on a course where Math content is delivered in unique and innovative ways. As part of a project led by Dr. George Gadanidis, we will be presenting on our initiative to deliver Grade 10 Math through a combined credit with ICS2O where students apply math concepts in coding environments such as scratch.
T4.10 - eLearning and Mathematics
Join us for this hands-on session about teaching mathematics in an eLearning environment and how to ensure it is interactive and enriching for our students. As a classroom teacher also teaching eLearning courses, Cynthia will share how she leverages tools like video, including screencasts, GeoGebra, Pencasts (using Livescribe echo pen), and much more to help create a rich learning environment by modifying the MInistry Provided content. As well, we will spend some time in discussion about some of the tools in the Provincial Virtual Learning Environment (Discussions, Quiz, Checklist, Awards tool, and more!) and ways to leverage their effectiveness.. Please join us to learn how eLearning in Mathematics is truly just learning and that it can be rich, interactive, and engaging.
F1.08 - A new way to teach MFM2P: an online learning course from the Ministry of Education
Mathematics is a story of relationships - relationships that can be represented with pictures, numbers, graphs, algebra, and words. Through the interweaving (or spiraling) of the curriculum expectations and units, a new MFM2P course has been written to provide students with multiple opportunities to revisit concepts and skills in a variety of contexts, as well as to build their understanding of mathematics as a connected whole rather than as a sequence of discrete topics. A focus on building student familiarity with and facility using the Mathematical Processes while they work through meaningful and relevant tasks scenarios allows students to develop their problem solving and communicating skills. These task scenarios are revisited throughout the course, allowing students to extend their ability to analyse the real world situations as they learn new mathematics. Literacy strategies to support the learning of mathematics and a focus on learning skills to support students to develop good work habits are woven throughout the course. Whether you are teaching in a physical classroom or a virtual one, you will leave this session with new ideas about the Grade 10 Foundations course.
F4.08 - Learning Mathematics in your Digital Classroom
Many educators use the numerous provincially licensed digital resources & tools like the OERB, GIZMOS, Geometer’s Sketchpad, Secondary Courses and the Blended Learning content from Grade 4-8. The VLE is the perfect place to house of all these and to use for your digital classroom. In this session, participants will learn several ways of leveraging the provincial Virtual Learning Environment (VLE), focussing on the use of technology for deeper learning of mathematics and collaboration amongst your students. Join us to learn how to create differentiated learning opportunities and inspire meaningful collaboration using the various tools in the VLE like release conditions, Glossary, FAQ, discussions and more! To learn more, visit: bit.ly/TELO_support_RMS

Instructor
University of Guelph
University
Andrew is a mathematics and statistics instructor at the University of Guelph.
T3.27 - Inquiry in Advanced Mathematics (without needing calculus)
The First Year Seminar course at the University of Guelph is a strictly inquiry course designed to introduce small groups of first year students to advanced topics in a specific field, but are open to students in all programs and thus cannot require any background knowledge. These seminars are wildly popular in the humanities and social sciences, yet significantly less so in STEM due to the restriction on prior knowledge. This led to a challenge: was it possible to create a inquiry course in advanced applied mathematics that did not require any senior mathematics content? In this session, we will discuss some of the activities that arose from this challenge and how they can be incorporated into secondary math classrooms to reinforce past knowledge, motivate future study and encourage students to be confident and independent learners.
F5.31 - Inquiry in Advanced Mathematics (without needing calculus)
The First Year Seminar course at the University of Guelph is a strictly inquiry course designed to introduce small groups of first year students to advanced topics in a specific field, but are open to students in all programs and thus cannot require any background knowledge. These seminars are wildly popular in the humanities and social sciences, yet significantly less so in STEM due to the restriction on prior knowledge. This led to a challenge: was it possible to create a inquiry course in advanced applied mathematics that did not require any senior mathematics content? In this session, we will discuss some of the activities that arose from this challenge and how they can be incorporated into secondary math classrooms to reinforce past knowledge, motivate future study and encourage students to be confident and independent learners.

Math Teacher
O'Neill C.V.I.
Durham DSB
F1.31 - RAMP - An innovative Approach to Growth Mind Set in Mathematics
In the summer of 2017, we ran a pilot project designed to develop a growth mind set towards mathematics and to close gaps for students transitioning from Grade 8 to Grade 9. The program was completely innovative in its approach. Students engaged in rich mathematical thinking, collaboration and learned with technology in an atmosphere of fun. Come and see and experience how we were able to change mind sets and close gaps...and had a great time in the process !

Instructional Coach
North Field Office
Peel DSB
T5.21 - Meaning Making in Mathematics Between Intuition and Cognition
Is math just a logical subject or does it also rely on feelings to be grasped? In this workshop with our participants, we will build an understanding of how intuition and reasoning complete each other so that we construct our mathematical knowledge, examine experiences from the field where students engage both intuitively and cognitively in investigation-based learning to build their conceptual understanding in mathematics, and explore inquiry-based activities as doers of mathematics to confirm the yin yang relationship of intuition and reasoning in mathematics.
F3.21 - Building a Thinking Math Classroom
How would you create authentic thinking math classrooms? If you are wondering about what are the specific highly effective strategies that help students enhance their thinking skills, come and join us to examine our collaborative inquiry findings from a Grade 4 classroom. Participants will be able to explore a variety of explicit instructional strategies and routines that help improve students’ thinking skills. Come and examine how students enhance their thinking skills when they are exposed to reciprocal thinking, Ladder of Inference, Chalk Talk, RISE, Visualization, Metacognition, Brain break activities, etc. in an inquiry based classroom. An absolute need for any 21st century math classrooms!!!

Grade 1 FI Teacher
Herman St Public School
Renfrew County DSB
T1.17 - Mathologie: Tools to Empower a French Immersion Classroom
Looking for new ways to empower your students in their mathematical abilities? Ready to try something new but don’t know where to start? Listen and connect with classroom teachers as they share their experiences in their first year of implementing Mathologie by Pearson in their K-3 classrooms. The Pearson Mathologie program offers a multifaceted approach to learning math in the French Immersion and Francophone classrooms. While the Little Books afford students the opportunity to visually and aurally explore important number concepts, the Classroom Activity Kit deepens their overall mathematical understanding and reasoning. Join Jordan and Leslie as they guide you through how they have planned, instructed and assessed using Mathologie. Engage in a variety of activities as you rotate through hands-on learning centres and leave with sample activity cards and little books to try with your class on Monday!

Teacher
James Grieve
Peel DSB
T3.29 - Planning for Purposeful Play in Early Years Math
This is a call out to all curious and creative educators who wish to think deeper about the relationship between playful pedagogy and assessing spatial thinking in FDK classroom. We invite you to come explore both tech/non-tech provocations to consider their links to rich development in the 4-Frames. In this session we will share our team's journey through research and learning on spatial reasoning, technology and tools for assessment. Come ready to play and explore!

Consultant, Professor Emerita
University of New Brunswick
None

Marian Small is the former Dean of Education at the University of New Brunswick. She has authored more than seven text series for K-12 teachers, Leaps and Bounds toward Mathematical Understanding, Gap Closing (for the Ministry of Education) as well as a number of professional resources including PRIME, Making Math Meaningful to Canadian Students, Big Ideas from Dr. Small, K-3, 4-8 and 9-12, Good Questions: Great Ways to Differentiate Instruction K-8 and 6-12, Building Proportional Reasoning through the Grades and Strands, Uncomplicating Algebra, Uncomplicating Fractions, Eyes on Math, Open Questions for the Three-Part Lesson K-3 and 4-8, and Fun and Fundamental Math for Young Children.

She is currently authoring MathUp, a new digital resource providing full teacher support for teaching math K–8 using research-proven strategies, with Rubicon Publishing .

T1.09 - Teaching with Intention: Focusing on What Matters
Teaching to the expectations is the job of every Ontario teacher. But it's not always obvious what "meat" to put on the expectation's "bones". We'll look at expectations in K - 8 and see how we can be more intentional with the math ideas that should come out teaching toward those expectations by choosing better learning goals and better consolidating the problems students work on.
T5.01 - It’s All About the Follow Through: It’s the Conversation After the Task That Really Makes The Difference!
FEATURED SESSION: No matter the grade level, teachers try to find “rich tasks” for students to work on. But I’m not sure there is such a thing as a rich task. What can be rich is how you handle the conversation with the students, the feedback you give, and the follow-up questions you ask. Using examples drawn from Grades 7 – 9 content, we will look at tasks which have the potential to be rich, but we’ll focus on what we need to do to make sure they really are.
F1.07 - Why I Wrote MathUp
I have written lots of books and lots of programs in the past. Let me share with you why MathUp is so special to me and how it is alike and  different from things I have written before and why you might want to take a look. NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.
F3.08 - Transforming Mathematics Instruction in our Schools
Using content from their new ASCD and Rubicon book, the presenters will describe the importance of principals, district leaders, coaches, and lead teachers taking the lead in using a whole school approach to improve the mathematics learning of their students. The presenters will provide participants with a better understanding of what the changes should look like, along with key “look fors” and a proven list of actions to take to achieve that improvement.

Education Officer
Ministry of Education
None
T1.06 - TechnoMath - Integrating the Teaching and Learning of Mathematics & Technological Education in Grade 9 & 10
Throughout this year, school teams from across Ontario have collaborated with the Ministry of Education to explore the integration of the teaching and learning of Grade 9 and/or 10 Technological Education and Applied Mathematics. In this session you will have the opportunity to hear from the educators taking part in this project to learn about their experiences, what they have learned, how they organized and planned for connections between mathematics and construction technology, manufacturing technology, hospitality and tourism, communications technology and more, as well as engage in some of the cross-curricular learning opportunities. Most importantly, you’ll have the opportunity to hear feedback from students and teachers around how you might integrate these ideas and connections in your own school or district. </p> The teams that will be sharing their work will be the North Lambton SS TechnoMath Team (Lambton Kent DSB), Collingwood CI TechnoMath Team (Simcoe County DSB) and the Port Perry HS TechnoMath Team (Durham DSB).
F1.05 - TechnoMath - Integrating the Teaching and Learning of Mathematics & Technological Education in Grade 9 & 10
Throughout this year, school teams from across Ontario have collaborated with the Ministry of Education to explore the integration of the teaching and learning of Grade 9 and/or 10 Technological Education and Applied Mathematics. In this session you will have the opportunity to hear from the educators taking part in this project to learn about their experiences, what they have learned, how they organized and planned for connections between mathematics and construction technology, manufacturing technology, hospitality and tourism, communications technology and more, as well as engage in some of the cross-curricular learning opportunities. Most importantly, you’ll have the opportunity to hear feedback from students and teachers around how you might integrate these ideas and connections in your own school or district. </p> The teams that will be sharing their work will be the Glebe CI TechnoMath Team (Ottawa Carleton DSB), CW Jefferys CI TechnoMath Team (Toronto DSB).

2Bcompleted
F1.20 - The Practices in Practice
<B>BRING YOUR OWN DEVICE</B><BR>Anticipating, Monitoring, Selecting, Sequencing and Connecting. The Five Practices were developed to help teachers organize their classroom to facilitate more organic and student-led discussion, in order to reveal how best to move each student forward along the continuum of understanding in any area of math. Using student work and the framework of the Five Practices, teachers will will be guided through how these concepts can work in a classroom setting, how they can reveal their students current understanding of the current topics, and how teachers can best approach each students strengths and weaknesses in order to foster more efficient thinking and effective learning.

Mathematics Consultant
WCDSB Board Office
WATERLOO CDSB
Math Consultant for WCDSB for over 10 years. Have worked on CLIPS and Blended Learning courses for the ministry. Life-long math enthusiast!
F5.25 - What Does Assessment Look Like in Math Blended Learning? TIPS4Math Grades 7 and 8
Participate in a hands-on session to learn about and experience some classroom-ready math performance tasks to support you in assessing mathematics learning. These performance tasks for grades 7 and 8 have been designed to complement the TIPS4Math scope and sequences and lesson bundles that incorporates technology in the learning. This is an opportunity to extend or initiate your knowledge of these ministry developed resources that can be accessed through edugains.ca.

Numeracy and Technology Teacher
Ridgeview Public School
Peel DSB
PDSB Math & Technology Primary Planning Time Teacher.
T1.24 - Transforming Planning Time In Elementary Schools : Numeracy & Technology
How can your school Library Learning Commons function as a “Math Tech Learning Centre” to support 21st Century Numerate Learners? Ridgeview Public School, in the Peel District School Board, transformed its approach to planning time to support teachers and students develop critical numeracy skills. Through co-planning and co-teaching while using purposeful technology (e.g., apps as tools, as practice, to capture student thinking, to develop spatial reasoning) in an inquiry-based setting, Ridgeview students explore, inquire, create, communicate, connect, reason, and reflect. Join us and explore lessons, student work samples, assessment strategies, apps and new learning that you can take back to your classroom.
F3.23 - Adding #MathSnaps to your Classroom Practice
How can using #mathsnaps in the elementary classroom help to develop mathematical thinking and reasoning? Come and learn how students at Ridgeview Public School use #rpsmathsnaps to communicate, reflect on strategies, and enhance their mathematical thinking. By using #mathsnaps, students develop the skills to communicate, connect, reason, and reflect. Join us and learn how to implement this right away in your classroom! We will share student work samples, ideas for provocations, and assessment strategies. We will also share about the various apps which will enable you to create your very own #mathsnaps. Math snaps can be created using technologies such as Google apps, Seesaw, Pic Collage, Snapchat, and Book Creator. Pick which one works best for you and come ready to create with us! *We were inspired by #booksnaps and wanted to create something similar in our math classrooms - see @TaraMartinEDU for more info on #booksnaps.

PD Manager
n/a
None
Classroom teacher for 15 years. Now working as PD Content Manager for T3, Teachers Teaching with Technology.
F1.09 - Using CAS to Prevent Student CASualties
Come see how CAS can be the great equalizer in helping students have "symbol sense". This hands on workshop will have participants work through some activities and exercises to investigate how Computer Algebra Systems can be used to develop symbol sense.

Teacher
Sparta Public School
Thames Valley DSB
T5.13 - Amplifying Student Voice Using Technology in your Math Classroom
GAFE, Chromebooks and iPads are powerful multimedia tools that, quite simply, capture ideas, and thinking processes that a pencil sometimes can’t. Technology is a tool of empowerment, increasing the accessibility of the curriculum and serving as an amplifier of student voice in the math classroom. When offered choice, students are given agency with respect to HOW they document and share their mathematical thinking with teachers and peers. Bring your device(s) and be ready for a fun, fast-paced session on GAFE and iPad apps (including Mathies.ca and iOS tools!) that can be provided as options for students to capture thinking in primary, junior or intermediate math classrooms. Walk away with ideas as to how students can create a body of digital work that will be accessible to teachers, parents and peers, from any device, at any time...in a way that speaks to them and recognizes the beliefs and principles of the OAME. In order to make this session hands-on, attendees might consider installing Screencastify as an extension on their chromebook, and adding the Chatterpix, ShadowPuppet, PicCollage, and Mathies apps to their iPads. We are also exploring the power of assessment as learning, specifically focussing on student self-assessment as an on-going, reflective learning routine to promote an upward cycle of learning and confidence in the mathematics classroom. Join our TLLP team as we share insights into how the use of reflection frameworks (e.g., single-point rubrics) affect student meta-cognition and ownership in the math assessment process.
F3.14 - Amplifying Student Voice Using Digital Portfolios
Digital portfolios have a great capability of impacting student learning and self-reflection. With access to technology in almost every classroom, students have the opportunity to amplify their voice using a variety of powerful tools. Students can confidently communicate their thinking and understanding by choosing the tool that suits their learning style best. Digital portfolios are a fantastic way to keep an open communication from school and home, so that when parents ask their child “what did you do at school today?” students can quickly respond, “let me show you!” Our TLLP team will show you how you can use FreshGrade, See Saw, Google Slides and Google Sites to capture student learning throughout the school day and year, and how these programs can promote student reflection and growth. Bring your own device, so you can set up your own class portfolios and be ready to start amplifying student voice on Monday.

Education Officer
Ministry of Education
None
T1.13 - Supporting Students with Learning Gaps in Mathematics
Join us for an exploration of the learning progressions of the Ontario Curriculum. Participants will investigate how to use the learning progressions outlined within TIPS4Math to help students close learning gaps in mathematics. This is an opportunity to extend or initiate your knowledge of these ministry developed resources that can be accessed through edugains.ca.

Professor
Mohawk College
College
Frosina Stojanovska-Pocuca is a professor at Mohawk College in Hamilton, where she has been teaching mathematics and statistics courses for Engineering Technology for the past 12 years. She started her career in education as high school mathematics teacher in Macedonia where she taught for 7 years before immigrating to Canada. After teaching three semesters in a private high school in Ancaster, she continued her teaching career at Mohawk College.

Frosina holds a Bachelor’s Degree in Mathematics from University of Cyril and Methodius, Macedonia (FYROM) and a Masters’ of Mathematics for Teachers from University of Waterloo.

T4.13 - Translating the World into Mathematical Equations
Our Mohawk Math and Engineering Competition m^2Ec is geared towards applied/college level math high school students who are interested in discovering and exploring math applications in different engineering fields (Civil and Architecture, Chemical, Mechanical and Electrical Engineering, and Computer Science). We will share our experiences with the process of developing this competition looking at how we selected our target audience, how we developed the competition questions, why we choose Mathematical Modeling as the theme, how the competition linked to programs at Mohawk College and why we felt it is of importance to applied/college level math students. A series of workshops were designed and delivered in secondary classroom settings to promote Engineering Math as part of their class lessons with a goal to give high school students a taste of math problems from first year college mathematics courses.

Teacher
Norwell District Secondary School
Upper Grand DSB
T4.04 - Using Self-reflection and Growth Mindset in grades 9 and 10 mathematics and its impact on EQAO, Students and Parents.
This session focuses on how we use portfolios in grades 9 and 10 to promote self-reflection and improve growth mindset in our students. The Math Journey portfolios are designed to gather triangulated assessment data (observation, conversation, product) focused around the seven mathematical processes and self-reflection. We will share our journey so far including: learning and promoting growth mindset in and out of the classroom, and how we implemented formative descriptive feedback to create a product for evaluation. We will also provide examples from our classrooms to discuss and debate during the workshop. We will discuss how the math department has changed the school and administration's attitude toward mathematics and enable math to become a more supported presence in the school. Lastly, we will share digitally many of the resources we have created and implemented.

Education Officer
Ministry of Education
None
T1.06 - TechnoMath - Integrating the Teaching and Learning of Mathematics & Technological Education in Grade 9 & 10
Throughout this year, school teams from across Ontario have collaborated with the Ministry of Education to explore the integration of the teaching and learning of Grade 9 and/or 10 Technological Education and Applied Mathematics. In this session you will have the opportunity to hear from the educators taking part in this project to learn about their experiences, what they have learned, how they organized and planned for connections between mathematics and construction technology, manufacturing technology, hospitality and tourism, communications technology and more, as well as engage in some of the cross-curricular learning opportunities. Most importantly, you’ll have the opportunity to hear feedback from students and teachers around how you might integrate these ideas and connections in your own school or district. </p> The teams that will be sharing their work will be the North Lambton SS TechnoMath Team (Lambton Kent DSB), Collingwood CI TechnoMath Team (Simcoe County DSB) and the Port Perry HS TechnoMath Team (Durham DSB).
T4.08 - Innovating the Secondary Mathematics Classroom - a Panel Discussion
We are in a time of change in education. Educators throughout Ontario are continually reflecting on their practices and exploring innovative approaches and solutions to support student learning and achievement in mathematics. Please join this interactive session to explore creative instructional and assessment practices being implemented in secondary math classrooms across the province including: - Cross-Curricular Classrooms (Mathematics integrated with Physical Education, Computer Science, Technological Education, etc..) - Feedback-Focused (or “Gradeless”) Classrooms - Stacked/“Destreamed” Classrooms - Thinking Classrooms .. and more! You will also have an opportunity to influence the provincial direction of innovation in the secondary math classroom, including conversation around the development and scaling of innovative solutions to secondary math education’s most persistent challenges.
F1.05 - TechnoMath - Integrating the Teaching and Learning of Mathematics & Technological Education in Grade 9 & 10
Throughout this year, school teams from across Ontario have collaborated with the Ministry of Education to explore the integration of the teaching and learning of Grade 9 and/or 10 Technological Education and Applied Mathematics. In this session you will have the opportunity to hear from the educators taking part in this project to learn about their experiences, what they have learned, how they organized and planned for connections between mathematics and construction technology, manufacturing technology, hospitality and tourism, communications technology and more, as well as engage in some of the cross-curricular learning opportunities. Most importantly, you’ll have the opportunity to hear feedback from students and teachers around how you might integrate these ideas and connections in your own school or district. </p> The teams that will be sharing their work will be the Glebe CI TechnoMath Team (Ottawa Carleton DSB), CW Jefferys CI TechnoMath Team (Toronto DSB).

Special Assignment Teacher
St. Pio
Dufferin Peel CDSB
F1.18 - Balanced Math with a Focus on Guided Practice TLLP
We will be sharing the learning from our TLLP which explored the Balanced Math framework in classrooms from K-8. We will be sharing our definition of the components of balanced math (modelled, collaborative, guided and independent) as how this looks in a real classroom in the primary, junior and intermediate divisions. Our TLLP was grounded in research from Laney Sammons and aligns with the Renewed Math Strategy. We will be discussing successes and challenges faced by teachers while incorporating this framework. We will also elevate the use of technology as means to support math efficacy in the classroom.

Instructional Coach
Several
Peel DSB
T1.23 - Adding Thinking to Get the Most From Number Talks
With the growing popularity of Number Talks, we have a wonderful and powerful opportunity to deepen student learning in these daily number routines. We will explore strategies to maximize learning by differentiating instruction through the use of trajectories, strengthen representation with models, create an accountable community with talk moves and encouraging critical thinking by consolidating the learning each and every day. Using the participants own strategies and thinking, we will create the conditions to make every Number Talk matter.

Teacher
Garth Webb Secondary School
Halton DSB
T3.31 - A Journey through Assessment for, as and of learning in secondary math classrooms
Come share in our journey through assessment and evaluation - for, as and of learning in a math classroom. As a department we have incorporated various strategies to help our students be successful including re-imagined graphic organizers, daily self-assessments, technology, conversations and observations. Walk away with some new ideas and resources to help your students make connections from year to year in secondary math.

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F2.KeyOverflow - Exploding Dots: The Global Phenomenon
Watch the keynote address streamed to a large screen in a smaller room.<BR><BR>Keynote address by James Tanton
F2.Keynote - Exploding Dots: The Global Phenomenon
KEYNOTE SESSION - JAMES TANTON There is a a global phenomenon afoot! Well over a million students and teachers from 168 different countries and territories have taken part in a common, joyous, uplifting piece of classroom mathematics together with the launch of Global Math Week. And what was that common topic? Exploding Dots, an astounding story that unites the K-12 curriculum, and beyond, in one fell swoop. Let's put Ontario fair-and-square on the global map too! Come experience deep, creative discovery and true joyous mathematics doing first-hand. Bring pencil and paper, and possibly an extra pair of socks--this mathematical story will likely knock your first pair right off!
F4.02 - Going Deeper into Exploding Dots
Let's spend some time together exploring further the depths and delights of Exploding Dots. (See the description of the keynote address.) We'll go over details more slowly and more fully, and explore some additional astounding applications. Additional socks might be needed.

professor
queen's university
University
Peter Taylor is a professor in the Department of Mathematics and Statistics at Queen’s University, cross-appointed to the Department of Biology and the Faculty of Education. His area of research is theoretical evolutionary ecology. He has taught two semesters in high school and has done curriculum writing with the Ontario Ministry of Education. A central thrust of his curriculum work involves the construction of problems which are investigative in nature but at the same time deliver the key ideas and techniques of the standard curriculum. He is Chair of the Education Committee of the Canadian Mathematical Society and is the Canadian Representative to ICMI.
F4.12 - A mathematics classroom experience modeled on the creative arts.
Mathematics itself is a creative art, and the objective of my program Math9-12 is to bring that experience into the high school classroom. I want our students to be spending their time designing and building mathematical structures based on aesthetic principles. The activities we are creating pay attention to the Mathematical Process expectations found in the Ontario curriculum. My talk will briefly explore the ideas behind this approach to curriculum design and discuss a few examples.

n/a
Retired
T4.09 - Using Visuals for Problem Solving in 4U Math Courses
Elementary students use manipulatives to gain a clearer understanding of a problem, work towards a solution and explore extensions. Visuals provided by dynamic math software can serve precisely the same roles for secondary students. We will explore problems in 3D vectors, calculus and statistics and show how visuals bring in-depth understanding to problems traditionally solved only algebraically. It's time to use software for more than just graphing! The recently released Version 4 of Autograph Software will be used. </p> NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Founder
Moving EDGEucation
None
T5.24 - Explore the Math Curriculum with BODY, BRAIN and BEING!
Imagine a classroom where students explore the math curriculum up on their feet moving to music - active, creative and interactive with the BODY BRAIN & BEING equally engaged! This is an ideal differentiated instruction tool that not only integrates movement and well being right into the curriculum, but also motivates and engages students in a whole new way, creating a positive attitude and growth mindset towards math. Resource material will be provided to attendees! This session is being presented by Moving EDGEucation.

Gloucester High School
Ottawa Carleton DSB
F4.05 - What does “determine, THROUGH INVESTIGATION” mean in Grade 9 Math ?
When it comes to investigation, do you find your students just want to “get it done”? Do you find it challenging to help students develop investigative skills? Even as teachers, we noticed that often, we tend to focus more on the results of the investigation rather than the investigation itself. We were interested in how to help students see the value of the investigative process and to become better investigators. We chose a task from the curriculum to begin INVESTIGATING the question “How do we assess investigations?”. We created some possible observable behaviours, and learned by trying the task with our students. We will share our successes, challenges and next steps in using this task as assessment FOR and OF learning. We will look at the assessment materials, and samples of student work. We see our work as the beginnings of a framework for learning through investigations in 1P/1D.

Renewed Math Strategy Co-ordinator (7-12)
Manitoulin Secondary School
Rainbow DSB
Previously a Math and Physics teacher with the Rainbow District School Board, Heather has stepped into a new role as the Renewed Math Strategy Co-ordinator (7-12) for her board. Her work centres on working with teachers within collaborative inquiry projects to pair innovative instructional strategies with student learning needs.
F1.15 - My Triangle Only Has One Side!
Triangulating assessment means assessing student products, conversations, and observations. As secondary math teachers, we have gotten very good at assessing products, but there are many questions surrounding the assessment of observations and conversations: What do I look (or listen) for? How do I track what I see? How do I evaluate something I notice? What questions do I ask in conversation? How do I find time to reach every student? Join us to learn various triangulated assessment possibilities, designed to help students best demonstrate their knowledge.
F5.11 - New Horizons: How NOMA bridges the distance to support learning and teaching
In an age of information overload, how are we leveraging technology to facilitate deep learning opportunities to diverse groups of learners? Join the Northern Ontario Mathematics Association (NOMA) Regional Hub Leaders as we share how we are overcoming geographical barriers, and developing new ways of serving the needs of a wide range of educators. We welcome teachers interested in learning how to implement innovative collaboration strategies with their students, as well as math coaches or board math leads looking to inspire infinite possibilities for instructional leaders, educators, and classrooms across great distances.

Teacher
Hopewell Ave. PS
Ottawa Carleton DSB
Jennifer Thiessen currently teaches English and Math to Grades 4/5 and 5/6 at Hopewell PS in Ottawa, ON.
F5.04 - Creating a Spiralled Curriculum
Spiralling the curriculum involves moving away from teaching discrete units strand by strand. A spiralled curriculum moves between and among math strands, connecting concepts and returning to big ideas again and again throughout the year. Students discover the connections between concepts and are given more time to explore, relate to, and solidify their understanding of math. This session will provide examples of spiralled curriculums and offer participants the time and tools to begin to develop and write their own spiralled curriculums.

Student Success Lead
Hastings & Prince Edward DSB
Hastings and Prince Edward DSB
T5.03 - What Counts? Influencing the Learning - A Principal's Role
How can principals influence learning in mathematics within the context of a whole school approach? And how much mathematical content knowledge do principals need to facilitate learning? Join us as we share the journey of a group of elementary principals who engaged in a Collaborative Inquiry (CI), built on the research of Dr. Deborah Ball et al., Mathematical Knowledge for Teaching. Learn about our findings and how principals can create the conditions for learning mathematics K to 8.
F4.30 - Sparking Mathematical Investigations with Number Talks
Join us for a hands on workshop beginning with a number talk that sparks an investigation that deepens conceptual understanding of a mathematical strategy. We will use the misconception from a Number Talk to spark an investigation into how and why a strategy works and whether or not it will always work. These investigations provide opportunities for students to engage in discussion, make conjectures and use tools and models to convince themselves, a friend and a skeptic that a strategy does or doesn’t work. We will be using student work to inform on next steps and understanding of the strategies that support our junior-intermediate students.

Teacher
Nottawasaga Pines Secondary School
Simcoe County DSB
Jody teaches secondary mathematics and science for the Simcoe County District School Board. Her professional learning activities have included the Middle Years Collaborative Inquiry project and Special Education and Mathematics Co-Teaching. Her teaching adventures have taken her overseas to Costa Rica where she taught Biology. Jody is passionate about helping students make healthy transitions to high school and finding creative ways of ensuring their ongoing success.
T1.04 - Meeting the Needs of Students with Learning Challenges, Including Students with Learning Disabilities
Participants in this hands-on session will learn how to leverage a Strengths and Needs Class Profile to provide a balanced and diverse instructional program to meet a broad range of learning styles and needs. Many of the strategies, both with and without technology, can be transferred to other courses. In this session you will: • deconstruct a Strengths and Needs Class Profile with IEP information; • engage in simulated role play involving students who face different learning challenges including LD students; • identify and explore assessment strategies that link to specific learning strengths and needs for success on EQAO and within every course. Bring your own device if you have one, but some will also be provided. Participants will receive ready-to-use classroom activities, tests and assignments.

Math Coach
Learning Centre 4
Toronto DSB
F3.13 - Destreaming grade 9 math for equity and anti-oppression: Why and How
The elimination of Advanced, General and Basic courses in the mid-1990s was meant to end the harmful practice of streaming students by ability. However, provincial and board-level data, along with voices from communities across Ontario, show that streaming continues while merely taking on new labels: Academic, Applied, and Locally Developed. Specifically, streaming in secondary school mathematics is having a profoundly negative impact on the outcomes of students taking Applied and Locally Developed math courses across the province. In particular, students from racialized groups, low socioeconomic backgrounds, and those identified with special education needs are disproportionately impacted. This interactive presentation and discussion will address how societal inequities are perpetuated by streaming in schools, how the Toronto District School Board and other jurisdictions are challenging streaming in Grade 9 math classes, and what teachers and school leaders can do to act as anti-oppressive change agents to improve the outcomes of students from historically marginalized groups.

Teacher
St. Thomas of Villanova
Windsor-Essex CDSB
F4.29 - Assessments be Nimble, Feedback be Quick
What would you do with class sets of iPads and touch screen Chromebooks? For us, it was trying to leverage them to quickly get feedback from students as to what they know and don't know. Through a TLLP grant our high school math department had an influx of technology with a mandate to explore assessment in the 21st century. Using things like Desmos Activity Builder, Nearpod, Google Suite and other apps to facilitate self-assessment, formative assessment and summative assessment, we are finding things that work and things that don't. Come join us as we talk about our journey into nimble assessment in grade 9 -12 math (and find out how you could get your own grant to do the same).

Education Consultant and Author
Retired from TVDSB - Continue to write professional learning supports
Retired
Joyce Tonner is a math educator interested in supporting the development of students' numeracy through connected models and ideas. She has experience as an elementary school leader, math program leader, Provincial LNS Officer, and an author of math materials.
F1.13 - Connected Number Thinking: Models for Meaning
The focus of this session is on the power of mathematical models to assist students to build connected, flexible, number sense. Participants will learn about math models that work across grades and strands. Connected Number Thinking has proven to be a powerful content focus in schools where students have shown significant gains in provincial assessments. Join us to learn more about how your students can be empowered to be connected number thinkers!

Student Achievement Officer
N/A
Toronto CDSB
F5.06 - Mathematics Leadership for Learning Facilitator Module: Facilitating Mathematics Professional Learning
Are you responsible for supporting facilitators of mathematics professional learning? Join us and explore the recently released Mathematics Leadership for Learning Facilitator Module: Facilitating Mathematics Professional Learning. This module was written by mathematics professional learning facilitators and is based upon the Facilitating Mathematics Professional Learning brochure and related resources. Along with a detailed facilitator guide, PowerPoint slides, handouts and videos are included for use as is or modifications as you deem necessary. Also included are options for 20 minutes, 1.5 hours, 2.5 hours. Now you will be able to more easily support others in implementing these resources into their practice.

Instructional Coach
Mississauga Field Office
Peel DSB
F1.19 - Unpacking Thinking in the Math Classroom
This session explores the connections between mathematical thinking and the processes in the Math curriculum. The following topics will be covered: -metacognition strategies -name and notice thinking -thinking continuum -math questions/tasks to develop mathematical understanding and thinking. -assessment tools such as Math portfolios to develop metacognition skills
F5.16 - Using Learning Maps within a Spiralling Math Curriculum
This session explores the use of learning maps, learning goals and success criteria to co-assess learning with students . We will examine a variety of learning maps as an assessment tool in a spiralling math program. We will share different assessment and evaluation tools that encourage a growth mindset (such as rich questions, math games, videos, descriptive feedback and exit tickets).

Mathematics Learning Specialist
Scolab
None
T1.14 - Bringing Appropriate Technology Into Your Class: How Netmath Supports Blended Learning
While it is critical for teachers and students to embrace technology in the classroom, it is important that teachers understand that technology is only a support tool and should be folded into the exploration of mathematics with other resources as well. In this workshop, you will learn about Netmath, Canada’s only bilingual digital platform, a resource that makes the learning of mathematics intentional and integrative. From detailed formative assessment reports to an award-winning Badge system to the only resource teaching math history through game-ification, you will learn all the rich components of great resource to bring into your classroom! Please bring your device to explore the tools in this session. </p>NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors’ area during the conference to get more information.
T5.07 - Using Integrative Technology and Math History to Promote Self-Directed Learning
In this workshop, attendees will see how a technological platform woven with research-backed ideas, data(John Hopkins University), and immersion in math history can create learning environments that are rich, inclusive and pedagogically current. The workshop will also include a overview of the Exploding Dots website, which was created to support The Global Math Project's inaugural launch, which reached over 1.5 million students from 168 countries. </p>NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors’ area during the conference to get more information.

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T3.21 - Everything is Awesome with LEGO Math (K-3)
Did you know that approximately 7 LEGO® sets are purchased worldwide every second? This popular brick can help students truly understand what numbers mean. Fractions are just a “fraction” of what you can do with LEGO®. Learn how to use them to teach geometry, data management, algebra, measurement, equations, number sense, operations and more. This workshop will introduce you to open-ended activities that are designed to develop a deep understanding of mathematical concepts while unleashing students’ creativity. These activities are aimed at K-3 students. NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.
T4.21 - Everything is Awesome with LEGO Math (4-8)
2- Everything is Awesome with LEGO® Math! (grade 4-8) Did you know that approximately 7 LEGO® sets are purchased worldwide every second? This popular brick can help students truly understand what numbers mean. Fractions are just a “fraction” of what you can do with LEGO®. Learn how to use them to teach geometry, data management, algebra, measurement, equations, number sense, operations and more. This workshop will introduce you to open-ended activities that are designed to develop a deep understanding of mathematical concepts while unleashing students’ creativity. These activities are aimed at grade 4-8 students. NOTE: This session features a product offered by one of the conference exhibitors. Please visit the exhibitors area during the conference to get more information.

Math Department Head
Middlefield Collegiate Institute
York Region DSB
F5.26 - Cross-Curricular Correlations
This session will interest Math teachers who are interested in learning how to emphasize the connections between the Math and Science curricula, using a more seamless approach. The focus of this session will be on the process used to co-plan a Modern Learning experience for students in the two subject areas. The presenters will share how the Teacher Learning and Leadership Program (TLLP) supported their professional journey. Topics such as timetabling, unit planning, and the creation of joint assessments will be addressed. Participants will have the opportunity to explore the Critical Thinking tools and assessments used, hear the students’ perspectives and walk away with ready-to-use resources in their own classrooms!

Teacher
Brookfield High School
Ottawa Carleton DSB
F4.14 - Engage the Reluctant Learner in MAT1L/2L and MEL3E/4E
Continue to engage your students in MAT1L/2L and MEL3E/4E using some lessons we will share with you. Don't teach in isolation - come to this session and meet other teachers trying to engage their reluctant learners. We have successfully used VNPS, activities, and games to help our students learn essential and workplace math. These activities and lessons work well with students who do not have consistent attendance, or who have gaps in their learning. Join us and share your successful lessons too.

Coordinator
Curriculum
Hastings and Prince Edward DSB
F4.30 - Sparking Mathematical Investigations with Number Talks
Join us for a hands on workshop beginning with a number talk that sparks an investigation that deepens conceptual understanding of a mathematical strategy. We will use the misconception from a Number Talk to spark an investigation into how and why a strategy works and whether or not it will always work. These investigations provide opportunities for students to engage in discussion, make conjectures and use tools and models to convince themselves, a friend and a skeptic that a strategy does or doesn’t work. We will be using student work to inform on next steps and understanding of the strategies that support our junior-intermediate students.

Education Officer
n/a
None
T1.05 - Making Sense of Addition and Subtraction
What does it mean to add and subtract? And more importantly, how can students learn to translate word problems and everyday situations into number sentences that they can solve? This session explores the various addition and subtraction “problem structures” that students need to encounter, the types of representations students can use to make the operations visible, and the moves educators can make to help students advance in their learning, regardless of whether students are adding whole numbers, fractions or other types of numbers.
T5.06 - Making Sense of Multiplication and Division
What does it mean to multiply and divide? What does a “multiplicative situation” look like and how does it connect to proportional reasoning? And how can students learn to recognize these situations and represent them with the appropriate operation? This session explores the types of multiplication and division “problem structures” that students need to encounter, the relationship between multiplication and division and the various models students can use to make the operations visible. Furthermore, it looks at the role of paraphrasing as a strategy to help students advance in their learning, regardless of whether students are multiplying whole numbers, fractions or other types of numbers.

Director of Mathematics
Discovery Education
United States
Patrick Vennebush has written questions for MathCounts, created online interactives for the Illuminations project at NCTM, developed an online math curriculum for Discovery Education, and, in his free time, authored a couple of math joke books. And after all that, he thinks that he might have finally figured out what makes a great math problem. You can find his ramblings, a few bad math jokes (but mostly a lot of good ones), and some great problems at his blog, Math Jokes 4 Mathy Folks.
T4.18 - Delivering Effective Instruction using Problems Worth Solving
What size basketball court would be the proper dimensions for a middle school student? How long would your favorite book last if it were turned into a movie? How can the pattern in a number puzzle teach you how to factor a trinomial? Great problems engage students, and we'll look at some of your favorites as well as a number of problems worth solving from Discovery Education.

Math Department Head
Tommy Douglas Collegiate
None
F4.06 - 10 Teaching Strategies that Lead to Infinite Possibilities
Every conference needs a balance between the theoretical and the practical. As a math teacher for 13 years, I am continually challenged by my knowledge of what is best for students and the reality of the daily demands of teaching. This presentation is designed to give educators an opportunity to experience and evaluate practical strategies for implementing the theory that is in alignment with the guiding principles of the OAME. Participants will experience learning math using 10 effective instructional and assessment strategies such as utilizing large white-boards to create and test conjectures, performing authentic error analysis through row games, collecting and analyzing data by using Desmos, cultivating a safe inquiry environment for students to take mathematical risks instead of using direct instruction, and rewriting unit exams to asses higher level thinking as demanded in the mathematical processes. The goal is for participants to leave the presentation with 10 progressive instructional and assessment strategies that can easily be adapted and applied into various math classrooms.

Math Department Head
John McCrae SS
OTTAWA CARLETON DSB
T3.07 - Strategies to Help Deepen Understanding in Senior Math
This workshop will be divided in two parts. Firstly, see how Desmos and Desmos Activity Builder can help your students become better mathematicians. Desmos activities will be shared which allow students to look for patterns and relationships between multiple representations of functions and other concepts related to functions at the grade 11 and 12 level. The second focus will be on larger tasks that are used in a “Thinking Classroom”. These are well-suited to group work and allow students to make connections between concepts through collaboration. They are easily adaptable and will help you increase the amount of rich mathematical thinking your students are doing. Come prepared to do some math!

Math Department Head
Greater Fort Erie Secondary School
DSB of Niagara
T5.10 - Strands? Expectations? Categories? How Do I Record Marks When I Spiral With Activities?
After spiralling with a TLLP focus on student-centred classes for two years with 20+ teachers, we decided it was time to tackle assessment and evaluation. We love spiralling and activities, but traditional recording of marks wasn’t working. Our current TLLP group is focusing on planning meaningful formative assessments and intentionally incorporating observation and conversation. If you have decided to spend more time spiraling, in this session we will share techniques for gathering, recording, and sharing evidence of the learning occurring in your classes.

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T4.23 - Looking for the math curriculum outdoors
This session will draw on findings of a unique project looking at how looking for math opportunities outdoors support the curriculum. This session will emphasize ways to bring ideas based on the natural environment into the classroom. Approaches to measuring with non-standard units, inquiry about nature using math, and ways that understanding nature using math concepts will all be discussed.

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T4.23 - Looking for the math curriculum outdoors
This session will draw on findings of a unique project looking at how looking for math opportunities outdoors support the curriculum. This session will emphasize ways to bring ideas based on the natural environment into the classroom. Approaches to measuring with non-standard units, inquiry about nature using math, and ways that understanding nature using math concepts will all be discussed.

Teacher
St. Michael Catholic School
Algonquin & Lakeshore CDSB
T3.12 - EOCCC Math Inquiry Project - A Digital Resource
During this session participants will hear and see how positive thinking and progressive teaching methods have helped the EOCCC achieve and inspire infinite possibilities for their students. Beginning in the Spring of 2017 the EOCCC partnered with professionals from different schools across eastern Ontario Catholic School Boards to mobilize research and evidence on effective assessment and pedagogical practices in math. The goal of the EOCCC Math Inquiry Project was to work with teachers as they deepened their understanding of planning for effective mathematics assessment, instruction, and professional learning models. Units of study were co-developed with colleagues from different schools that would allow for students to engage in cross-strand and interdisciplinary activities. These units focused on the curriculum and a deep understanding of the continuum of expectations across the grades and divisions. These lesson sequences were then videotaped in different schools to highlight the different ways that these units could be accessed by different students. Clips from these lessons are being created as artifacts of our learning. By creating digital evidence of our learning we hope to illustrate effective mathematics assessment and instruction, including the co-creation of success criteria and development of rich learning tasks and share these with the larger mathematics community in the Province. Many of the lessons sequences demonstrate different aspects of a “thinking classroom” (Lilijedahl, 2015) including highly engaging and collaborative problems, visible random groupings, and vertical non-permanent surfaces. We look forward to sharing the videos of these different strategies with you. This digital resource will be posted on EduGains in the long term. As part of our session will share the various lesson sequences (Grades 1, 5, 7 and 9 Applied) that were created by the writing teams involved in the project along with their reflections on the experience.

Math Teacher
Dr. Frank J. Hayden Secondary School
Halton DSB
I have been teaching math in the Halton District School Board for the past 13 years. I currently teach at Dr. Frank J. Hayden Secondary School in Burlington, but I spent my first 12 years of teaching at Oakville Trafalgar High School. I have taught a variety of courses from Grades 9 through 12 to this point in my career, but I have primarily been teaching Senior math (including AP Calculus) the last several years. I make the integration of student technology a priority in my classroom, and I am an avid Desmos user. I also have an interest in trying to incorporate coding into high school math classes.

Outside of the classroom, I coach both football and hockey at my school. In my free time, I love playing sports, watching movies and relaxing with my wife and two kids.

T4.30 - Picture-Perfect Projectiles
This session presents a Quadratics activity designed for the MCR3U course, but that could also be used and adapted in any course that studies Quadratics. The activity involves a study of projectile motion in which students take rapid exposure photos of a projectile in flight, layer the photos into a single image, and then map the motion to a quadratic function in Desmos. The Desmos function is then compared to an algebraically determined quadratic function produced using estimated data recorded at the time of flight. The goal of this session is to explain and demonstrate the activity to session attendees so that they can then incorporate it into their own classrooms. Participants will leave with the tools and resources to run this activity with their classes tomorrow!

Teacher
Ridgemont High School
Ottawa Carleton DSB
Laura teaches Math & Leadership at Ridgemont High School. Co-organiser of EdCamp Ottawa. Moderator of #OttEdChat. Pear Deck Certified Coach. Sketchnote amateur. Connect with her on Twitter & at her blog!
T1.18 - Sketchnoting (Visual note-taking)
New to sketchnoting for Math? Sketchnotes have been popping up all over Math blogs, Twitter and the internet lately! Sketchnotes are visual summaries or notes that are all about ideas (not art), making use of text, icons and connectors. Think you can’t draw? Can you draw a stick figure? Then you can draw!!! Come learn how you (& your students) can summarize math ideas, concepts and readings in a more visual way. All you need is a pen & paper (but we’ll talk about on a tablet too). Unsure? Have a look: http://bit.ly/2igPYdg
T4.08 - Innovating the Secondary Mathematics Classroom - a Panel Discussion
We are in a time of change in education. Educators throughout Ontario are continually reflecting on their practices and exploring innovative approaches and solutions to support student learning and achievement in mathematics. Please join this interactive session to explore creative instructional and assessment practices being implemented in secondary math classrooms across the province including: - Cross-Curricular Classrooms (Mathematics integrated with Physical Education, Computer Science, Technological Education, etc..) - Feedback-Focused (or “Gradeless”) Classrooms - Stacked/“Destreamed” Classrooms - Thinking Classrooms .. and more! You will also have an opportunity to influence the provincial direction of innovation in the secondary math classroom, including conversation around the development and scaling of innovative solutions to secondary math education’s most persistent challenges.
F1.01 - BUILDING THINKING CLASSROOMS - A Fireside Chat with Dr Peter Liljedahl and Friends
FEATURED SESSION: Did you hope to learn more about building thinking classrooms before you left the conference? If so, this is a session you won't want to miss. Join Peter Liljedahl and friends Judy, Laura, Al, and Jaime for an informal chat about the theory and practice of thinking classrooms. Bring your questions.
F5.20 - G suite for Math class
Is your school a G suite (Google) for Education school? Come get an overview of some of the ways you can use the Google tools (Equation editor, Slides, Forms, Sheets, Drawings, etc.) to help you as you create your lessons but also as tools the students can be using for collaboration. Bring your own device to fully participate; a laptop/chromebook is the most powerful, but smartphone works too for some things.

Teacher
St. Michael Catholic School
Algonquin & Lakeshore CDSB
T3.12 - EOCCC Math Inquiry Project - A Digital Resource
During this session participants will hear and see how positive thinking and progressive teaching methods have helped the EOCCC achieve and inspire infinite possibilities for their students. Beginning in the Spring of 2017 the EOCCC partnered with professionals from different schools across eastern Ontario Catholic School Boards to mobilize research and evidence on effective assessment and pedagogical practices in math. The goal of the EOCCC Math Inquiry Project was to work with teachers as they deepened their understanding of planning for effective mathematics assessment, instruction, and professional learning models. Units of study were co-developed with colleagues from different schools that would allow for students to engage in cross-strand and interdisciplinary activities. These units focused on the curriculum and a deep understanding of the continuum of expectations across the grades and divisions. These lesson sequences were then videotaped in different schools to highlight the different ways that these units could be accessed by different students. Clips from these lessons are being created as artifacts of our learning. By creating digital evidence of our learning we hope to illustrate effective mathematics assessment and instruction, including the co-creation of success criteria and development of rich learning tasks and share these with the larger mathematics community in the Province. Many of the lessons sequences demonstrate different aspects of a “thinking classroom” (Lilijedahl, 2015) including highly engaging and collaborative problems, visible random groupings, and vertical non-permanent surfaces. We look forward to sharing the videos of these different strategies with you. This digital resource will be posted on EduGains in the long term. As part of our session will share the various lesson sequences (Grades 1, 5, 7 and 9 Applied) that were created by the writing teams involved in the project along with their reflections on the experience.

Mathematics Learning Coordinator K-8
Thames Valley District School Board
Thames Valley DSB
F1.13 - Connected Number Thinking: Models for Meaning
The focus of this session is on the power of mathematical models to assist students to build connected, flexible, number sense. Participants will learn about math models that work across grades and strands. Connected Number Thinking has proven to be a powerful content focus in schools where students have shown significant gains in provincial assessments. Join us to learn more about how your students can be empowered to be connected number thinkers!
F5.09 - Shrinking the Curriculum: Making Connections Between and Among Strands
Teaching in isolated units of mathematics is common in many schools across Ontario and allows teachers to ensure report card guidelines are met. However, the result for students is a view of mathematics as a disconnected collection of concepts and processes. In order for students to make connections, teachers need to make connections in lessons and curriculum organization. This workshop will demonstrate how explicitly using mathematical models and representations can connect expectations across strands. We will walk you through a process of clustering the curriculum around key models both within and across strands. Engaging in this process allows teachers to see connections across topics and strands, which in turn allows them to develop tasks, lessons and a path through the curriculum emphasizing connections for students. It will also help teachers of split grades to see the connections from one grade to another. By taking this new lens on curriculum, hopefully teachers will NEVER again utter the phrase, "But I have so much curriculum to cover!"

Grade 2 & 3 Teacher
Forest Hill Jr. & Sr. Public School
Toronto DSB
F5.01 - Math Talk: Going Beyond Number Talks in the Primary Grades
In order for students to become confident math thinkers, teachers need to rethink our way to teach math to one that focuses on reasoning and sense making over how to use algorithms. If we can engage in math conversations on a daily basis, students can make better connections about the world of math and build fluency and flexibility in their math thinking. By allowing them a platform where they can communicate their thinking beyond just algorithms, students will increase their critical thinking skills and gain a better understanding of math concepts. In this workshop, we will share our journey of how we use math talk across the math strands beyond just number sense and how it has evolved over the years. We will also share how math talk has impacted students' attitudes, mindsets and learning of math from Grade 1 to Grade 3. Participants will also be provided with tools, strategies and resources to help them start math conversations in their own classes.

Project Lead
BWDSB
Bluewater DSB
Markus Wolski is a Project Lead - Digital Resource Development. He helps develop resources for mathies.ca.
F1.12 - Supporting Teachers of Junior Students with mathies Tools and Planning Resources
Finding free quality resources can be difficult, which is why the Ministry of Education has made available some excellent online supports for Ontario teachers and students. Come and use mathies tools to explore some junior mathematics and experience how visual representations help students see things in new ways and help teachers see what their students are thinking. We will also explore TIPS4Math which are free lesson bundles complete with timing estimates and connections to curriculum expectations.
F5.08 - Engaging Parents and Primary Students with WINS and mathies Learning Tools
Are you looking for online tools and resources that parents and caregivers can use to explore math with with their children? Come and delve into some primary mathematics using free Ministry resources such as WINS and the mathies interactive learning tools. The workshop will highlight activities that provide a wide range of open math challenges and can be used by families as well as in your classroom.

Teacher
St. James the Greater
CDSB of Eastern Ontario
T3.12 - EOCCC Math Inquiry Project - A Digital Resource
During this session participants will hear and see how positive thinking and progressive teaching methods have helped the EOCCC achieve and inspire infinite possibilities for their students. Beginning in the Spring of 2017 the EOCCC partnered with professionals from different schools across eastern Ontario Catholic School Boards to mobilize research and evidence on effective assessment and pedagogical practices in math. The goal of the EOCCC Math Inquiry Project was to work with teachers as they deepened their understanding of planning for effective mathematics assessment, instruction, and professional learning models. Units of study were co-developed with colleagues from different schools that would allow for students to engage in cross-strand and interdisciplinary activities. These units focused on the curriculum and a deep understanding of the continuum of expectations across the grades and divisions. These lesson sequences were then videotaped in different schools to highlight the different ways that these units could be accessed by different students. Clips from these lessons are being created as artifacts of our learning. By creating digital evidence of our learning we hope to illustrate effective mathematics assessment and instruction, including the co-creation of success criteria and development of rich learning tasks and share these with the larger mathematics community in the Province. Many of the lessons sequences demonstrate different aspects of a “thinking classroom” (Lilijedahl, 2015) including highly engaging and collaborative problems, visible random groupings, and vertical non-permanent surfaces. We look forward to sharing the videos of these different strategies with you. This digital resource will be posted on EduGains in the long term. As part of our session will share the various lesson sequences (Grades 1, 5, 7 and 9 Applied) that were created by the writing teams involved in the project along with their reflections on the experience.
T4.25 - The Power of Computational Thinking
Learning computational thinking is a skill that is becoming increasingly important for success in the 21st century. In this hands-on session, you’ll experience how problem-solving skills such as those used in coding promote and develop computational thinking. Join us to gain a better understanding of computational thinking and how it can lead to students becoming better mathematicians.
F3.24 - Bringing Code to Life with Robots and Drones
Engage student minds by learning to paint images with a Sphero, deliver packages with a Parrot drone, or build an interactive robot in the infinite world of Lego Mindstorms. You might think that we are limited to the vendor’s app, but using Swift Playgrounds we can interact and control these apps with code. Students can see what happens behind the scenes to communicate with robots and other hardware.
T4.15 - Unpacking and Addressing Student Mindset
This session is based on the collaboration of teachers from an inner city Toronto school. Teachers reviewed research around Mindset in mathematics and intersections with equity. They then co-created interview questions for students at several stages of their mathematics education: Grades 1, 3, 4, 6, 7 and 8. A focus of this research was to determine why and how student mindsets shifted over their educational careers and determine how both instruction and related advantages influenced these changes. Based on the information gathered from student interviews, teachers in this research project planned interventions to foster greater risk taking and non-threatening classroom environments. Session participants will watch student interviews and discuss key ideas that emerged. Participants will work through the teacher generated interventions to shift student mindsets and create positive norms.

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T5.23 - Markers of School Improvement in Mathematics
How would you know that your school as a whole is improving in mathematics? How do we know what we are doing in our schools is making a positive impact? What does success look like in mathematics across our school? High impact strategies for school improvement will be highlighted through the success story of one school that raised its achievement scores by over 40% in two years. A cycle of assessment that targets student learning and focuses teaching practice across the school is essential. Learn what works in leading mathematics and learn what you can do to transform mathematics at your school.

Teacher - Librarian
Ridgeview P.S.
Peel DSB
T1.24 - Transforming Planning Time In Elementary Schools : Numeracy & Technology
How can your school Library Learning Commons function as a “Math Tech Learning Centre” to support 21st Century Numerate Learners? Ridgeview Public School, in the Peel District School Board, transformed its approach to planning time to support teachers and students develop critical numeracy skills. Through co-planning and co-teaching while using purposeful technology (e.g., apps as tools, as practice, to capture student thinking, to develop spatial reasoning) in an inquiry-based setting, Ridgeview students explore, inquire, create, communicate, connect, reason, and reflect. Join us and explore lessons, student work samples, assessment strategies, apps and new learning that you can take back to your classroom.
F3.23 - Adding #MathSnaps to your Classroom Practice
How can using #mathsnaps in the elementary classroom help to develop mathematical thinking and reasoning? Come and learn how students at Ridgeview Public School use #rpsmathsnaps to communicate, reflect on strategies, and enhance their mathematical thinking. By using #mathsnaps, students develop the skills to communicate, connect, reason, and reflect. Join us and learn how to implement this right away in your classroom! We will share student work samples, ideas for provocations, and assessment strategies. We will also share about the various apps which will enable you to create your very own #mathsnaps. Math snaps can be created using technologies such as Google apps, Seesaw, Pic Collage, Snapchat, and Book Creator. Pick which one works best for you and come ready to create with us! *We were inspired by #booksnaps and wanted to create something similar in our math classrooms - see @TaraMartinEDU for more info on #booksnaps.

Consultant
LDSB
Limestone DSB
T5.17 - Coaches, Consultants and Creative Leadership
Do you work with adult learners? Do you ever wonder if your work is effective and impacting student learning? This workshop will explore the tools we can use when working with adults: setting goals, monitoring growth and planning next steps in order to better meet student needs. All are welcome.

Project Lead - CODE
TRILLIUM LAKELANDS DSB
TRILLIUM LAKELANDS DSB
I am currently a Project Lead for the CODE. Having worked for many years as a curriculum consultant with Trillium Lakelands DSB, I have benefited from many opportunities to develop and refine my understanding of teaching and learning mathematics. Recent projects include action research on the teaching and learning of fractions in junior and intermediate classrooms, coaching in secondary mathematics classrooms, and assisting with Math CAMPPP organization.
T3.13 - Mathematics Leadership for Learning Facilitator Module: Addition and Subtraction of Fractions across K-12
Are you responsible for leading professional learning on Fractions? Join us and explore the recently released Mathematics Leadership for Learning Facilitator Module: Addition and Subtraction of Fractions across K-12. This module, written by mathematics professional learning facilitators and based upon the Fractions Learning Pathways, includes options for 20 minutes, 1.5 hours, 2.5 hours and 5.5 hours sessions. Along with a detailed facilitator guide, PowerPoint slides, handouts and videos are included for use as is or modifications as you deem necessary. Over five years of research in Ontario classrooms has revealed how important Fractions learning is across the grades as well as led to the development of a variety of engaging, thought provoking tasks. Now you will be able to more easily support others in implementing these resources into their classroom practice.
T5.12 - Multiplication and Division of Fractions across K-12
Do you struggle to make sense of inverting and multiplying to divide fractions? Join us and explore the recently released Fractions Learning Pathways: Multiplication and Division. This addition to the Fractions Learning Pathways includes research summaries and numerous tasks for use in your classroom. Over five years of research in Ontario classrooms has revealed how important Fractions learning is across the grades as well as led to the development of a variety of engaging, thought provoking tasks. Now you will be able to more easily support others in implementing these resources into your classroom practice.
F5.06 - Mathematics Leadership for Learning Facilitator Module: Facilitating Mathematics Professional Learning
Are you responsible for supporting facilitators of mathematics professional learning? Join us and explore the recently released Mathematics Leadership for Learning Facilitator Module: Facilitating Mathematics Professional Learning. This module was written by mathematics professional learning facilitators and is based upon the Facilitating Mathematics Professional Learning brochure and related resources. Along with a detailed facilitator guide, PowerPoint slides, handouts and videos are included for use as is or modifications as you deem necessary. Also included are options for 20 minutes, 1.5 hours, 2.5 hours. Now you will be able to more easily support others in implementing these resources into their practice.

Dept Head Technology, Math Teacher, Computer Science Teacher
St James Catholic High School
Wellington CDSB
Alan Yeung

I/S Computer Science & Mathematics
Department Head of Technology
St. James CHS, Guelph, Ontario

Always looking for new activities on student engagement with technology.

T1.10 - The Coding + Math Grade Mesh Credit
As part of our Innovation projects, WCDSB has been working with the Math Knowledge Network on a course where Math content is delivered in unique and innovative ways. As part of a project led by Dr. George Gadanidis, we will be presenting on our initiative to deliver Grade 10 Math through a combined credit with ICS2O where students apply math concepts in coding environments such as scratch.
T4.11 - Ontario's Math Knowledge Network - grassroots ideas for math educators highlighting Indigenous knowledge and computational thinking in math education
The Math Knowledge Network (MKN), hosted by the Fields Institute for Research in Mathematical Sciences (Fields) through its Centre for Mathematics Education (CME), brings together diverse mathematics education stakeholders from across Ontario to mobilize evidence from research and professional practice in mathematics education from K-Post-Secondary, facilitate the use of evidence-based practices for mathematics instruction to support improved educational achievement, and contribute to the Ministry of Education’s Renewed Mathematics Strategy (RMS) in partnership with educators, researchers and organizations across Ontario. The MKN is part of the Knowledge Network for Applied Education Research (KNAER), a provincial education network funded by the Ontario Ministry of Education, with the mandate to mobilize research and knowledge in order to improve educational practices and student outcomes. This presentation will focus on the work of two of the MKN's four communities of practice (CoP), Computational Thinking in Mathematics Education and Indigenous Knowledge and Mathematics Education. Each CoP will highlight the innovative work being done in classrooms and beyond, guided by the principles of fostering inclusion, changing attitudes towards mathematics, and addressing educator-identified needs for improving student learning. Each CoP will share their strategies and takeaways for audience members. Please note that there is a second presentation that focuses on the other two MKN CoPs: Critical Transitions in Student Mathematical Development and Mathematics Leadership.
T3.11 - Ontario's Math Knowledge Network - grassroots ideas for math educators highlighting critical transitions in student mathematical development and mathematics leadership
The Math Knowledge Network (MKN), hosted by the Fields Institute for Research in Mathematical Sciences (Fields) through its Centre for Mathematics Education (CME), brings together diverse mathematics education stakeholders from across Ontario to mobilize evidence from research and professional practice in mathematics education from K-Post-Secondary, facilitate the use of evidence-based practices for mathematics instruction to support improved educational achievement, and contribute to the Ministry of Education’s Renewed Mathematics Strategy (RMS) in partnership with educators, researchers and organizations across Ontario. The MKN is part of the Knowledge Network for Applied Education Research (KNAER), a provincial education network funded by the Ontario Ministry of Education, with the mandate to mobilize research and knowledge in order to improve educational practices and student outcomes. This presentation will focus on the work of two of the MKN's four communities of practice (CoP), Critical Transitions in Student Mathematical Development and Mathematics Leadership. Each CoP will highlight the innovative work being done in classrooms and beyond, guided by the principles of fostering inclusion, changing attitudes towards mathematics, and addressing educator-identified needs for improving student learning. Each CoP will share their strategies and takeaways for audience members. Please note that there is a second presentation that focuses on the other two MKN CoPs: Computational Thinking in Mathematics Education and Indigenous Knowledge and Mathematics Education.