- Annual Conference
- Chapter Directory
- College Math Project
- Dynamic Paper
- Exec and Directors
- GSP Tutorials
- Leadership Conf.
- Leading Math Success
- President's Message
- Virtual Manipulatives Library
The mission of OAME/AOEM is to promote excellence in mathematics education throughout the Province of Ontario:
- excellence for students by striving for a curriculum that will prepare them to meet the mathematical challenges in their lives, by fostering familiarity with the methods of mathematics and an admiration for its principles, and by giving recognition and respect to their own mathematical achievements;
- excellence for educators by promoting their role as facilitators and resource persons, by supporting a variety of teaching methods to meet the varied learning styles and needs of students, by encouraging their students to gain facility in learning both cooperation and independence, and by celebrating the mathematical excellence of both individuals and groups.
OAME/AOEM is committed to the following objectives:
- To aid the professional growth of mathematics educators.
- To encourage and to engage in research, development and evaluation of curriculum design and curriculum teaching materials related to mathematics education.
- To promote co-ordination in mathematics education at all levels and effective communication within the mathematics community of Ontario.
- To provide liaison with other educational organizations in Ontario and with mathematics education organizations in other provinces and countries.
- To maintain affiliation with the National Council of Teachers of Mathematics [NCTM], and to promote projects of mutual concern.
- To maintain an active and representative mathematics educator's voice with the ministry that is responsible for education in the Province of Ontario, the various other educational bodies in Ontario, and the public.
- To encourage the development of local, regional and special interest mathematics organizations in Ontario, to grant such organizations chapter affiliate status as defined in Article VIII, and to maintain a mutually supportive relationship with them.
A Vision for Learning Mathematics
The Ontario Association for Mathematics Education envisions a learning environment where all students do, see, hear, and touch mathematics in a profound and meaningful way. Our association sees the classroom as a community where teachers and students work collaboratively to learn and value mathematics.
In such a classroom, students engage in meaningful mathematical experiences through the use of concrete materials and manipulatives, visuals, technology, and other resources. Students build on their prior knowledge of key mathematical concepts and connect these concepts to their world. They understand the purpose of their learning through clearly defined expectations, goals, and assessment criteria. Students engage in inquiry, pose questions, and actively discuss their understandings with one another. Students demonstrate their understanding on a regular basis and strive to become independent and collaborative mathematics problem solvers.
Teachers use a variety of strategies that accommodate different learning styles and use resources to develop the investigative process in mathematics. They provide multiple opportunities for students to learn and apply mathematics in creative, purposeful ways while assisting and supporting students to help them achieve success in both independent and collaborative tasks. To facilitate student learning, teachers provide feedback to students throughout the learning process. Teachers engage in opportunities for professional growth and continuously reflect on their teaching practices and classroom experience.
The learning of mathematics is supported through the active and ongoing involvement of students, parents, educators, and the community at large.
The learning of mathematics should be based upon the following beliefs and principles:
- Learning is structured around the key concepts of mathematics.
- Learners build on prior knowledge and understanding, and work at a developmentally appropriate level to construct new personal meaning.
- Learners are better able to transfer and to use knowledge meaningfully when new ideas are presented within rich and meaningful learning contexts, and when learners make connections both within and outside of school.
- The learning process is enhanced when new ideas are presented in a variety of ways and when all learners have access to "hands-on" and "minds-on" activities and opportunities. This includes the use of manipulatives, computers, calculators, and hand-held data-collection devices.
- Learning is enhanced when students experience a variety of instructional approaches, ranging from direct instruction to inquiry-based learning.
- Learners require opportunities to interact with each other during the learning process, to teach others, and to explain and justify the processes of mathematics. Learning is enhanced when the learners are encouraged to communicate their understanding.
- Effective mathematics education requires strategies that engage and motivate learners, that help students develop positive attitudes about themselves and about mathematics, and that encourage learners to make positive contributions to the learning environment.
- Learning is enhanced when students and teachers understand learning expectations and assessment standards and participate actively in assessing and evaluating their personal growth.
- Learning is enhanced when teaching, coaching, assisting, supporting, and feedback is planned and designed to improve specific learning and mental processing skills and to accommodate different learning styles and needs.
- Learning is enhanced when teachers plan and reflect together.
- Learning is enhanced when all participants in the process are active partners within a community of learners (e.g., parents, educators, students, and the community).