EngageMath
Comprehensive Numeracy Strategy, K to 12
Teaching through problem-solving
"[Problem solving] can be used as the means of introducing concepts rather than simply engaging students in applying or practicing mathematical procedures.”
(The Report of the Expert Panel on Mathematics in Grades 4-6, p.11)
Teaching through problem-solving is not the same as solving word problems. When students engage in problematic situations, they become curious--motivated to explore and generalize mathematical ideas. Problems are carefully selected and differentiated to be accessible yet challenging for all students.
A problem-solving approach also develops what Michael Fullan characterizes as a vitally important 21st century teaching and learning skill. Students must engage in “Critical thinking and problem solving… [to] think critically to design and manage projects, solve problems, make effective decisions using a variety of digital tools and resources.” (Great to Excellent, p. 9)
What is mathematical thinking?
Mathematician Keith Devlin is the Executive Director of the Human-Sciences and Technologies Advanced Research Institute at Stanford University and The Math Guy on NPR's Weekend Edition. In his What is mathematical thinking blog post, Devlin describes it this way, “Mathematical thinking is the equivalent of architecting. You need all of those individual house-building skills to build a house. But putting those skills together and making use of them requires a higher-order form of thinking. You need someone who can design the building and oversee its construction.”
Read the rest of his blog post here.
Shift in Mathematics education towards problem-solving and inquiry
LearnTeachLead.ca is the Ministry of Education's Student Achievement Division’s new home for relevant resources for educators. It is a place where educators can talk about their practice, learn from others around the globe, nurture innovative thinking and engage in problem-solving.
Visit the site to watch Jo Boaler describe the shift in Mathematics education, and the power of problem-solving and inquiry to boost math confidence and achievement in students.
Other Teaching through problem-solving video resources are also available on the EngageMath micro-site.
Rich tasks enrich teaching and learning in mathematics
Rich tasks in Mathematics have the potential to spark students' natural curiosity, and provide opportunities for students to share their thinking and have it valued. Learn more about the features of a rich task.
This month's problem of the month: proportional reasoning
Proportional reasoning is being able to consider quantities in relative, rather than absolute terms. A key aspect of proportional reasoning is being able to develop multiplicative, rather than just additive, thinking. Although proportional reasoning isn’t mentioned formally in the Ontario Curriculum until grade 4, we can trace its development through K-3 in things like unitizing, such as seeing a group of four objects as one unit.
Learn more on Paying Attention to Proportional Reasoning (K to 12), one of the Ministry of Education's support documents for paying attention to mathematical education.
Problem-based lesson search engine
This search engine searches sites to quickly help you find a problem-based lesson (also called a three-act task, mathematical modeling or application problem).
Everyone is a math teacher, parents included
Parents and other adults in our students' lives are important partners in children's mathematics education. When we provide them with ways to engage their children in thinking and talking about mathematics, we help support numeracy success.
One great resource for parents of children in kindergarten to grade 6 is the Ministry of Education's Doing Mathemathics With Your Child: Parent Guide. For more math tips and tools for parents of kindergarten to grade 12 students, visit the ministry's ABC 123 website and the Peel District School Board's Math Help pages.
#EngageMath and #PeelMathChat on Twitter
To keep up-to-date with EngageMath on Twitter, follow #EngageMath and #PeelMathChat. See the #PeelMathChat Storify from Jan. 22, 2015, on the use of technology in the math classroom. A Storify for the March 5, 2015, #PeelMathChat on procedural versus conceptual understanding will be shared in our next Smore.
The next #PeelMathChat on balanced mathematics will take place from 8 to 9 p.m. on March 26, 2015. Everyone is welcome to participate.
Meet the EngageMath team
Meet the members of the Peel District School Board's EngageMath team:
Ted Byers, Superintendent of Education
Kristen Clarke, Instructional Coordinator - Assessment
Jan Crofoot, PPVPA
Jeff deFreitas, Superintendent of Curriculum and Instruction
Mary Fiore, Instructional Coordinator - Mathematical Literacy
Adrian Graham, Coordinating Principal - Student Success Learning to 18
Crissa Hill, PSSVPA
David Jack, School Effectiveness Lead
Marialuisa Lebar, Instructional Coordinator - Literacy
Anne MacDonald, Ministry - Student Achievement Officer
Julie MacLeod, Ministry - Student Achievement Officer
Scott Moreash, Associate Director Instructional Support Services
Jill Ott, School Effectiveness Lead
Cathy Roper, Coordinating Principal - Elementary
Pat Rossall, Superintendent of Education
Andrew Sobolewski, OSSTF – District 19
Carol Speers, Superintendent - Alternative Education and SSL18
Carol Suhay, Coordinating Principal - Secondary
Joy Uniac, Superintendent of Education
Kurt Uriarte, PETL
Terry Whitmell, PASSP
The Peel board's Instructional Co-ordinator for Mathematical Literacy Mary Fiore and her team of Math Resource Teachers (Tina Grandy, Mashelle Kaukab and Matthew Oldridge) are also instrumental in supporting the implementation of EngageMath. More than 60 instructional coaches are also deployed in Peel schools to support staff in focused professional development in the use of effective math instructional strategies.
Email: mary.fiore@peelsb.com
Website: https://portal.peelschools.org/EngageMath/pages/default.aspx
Phone: 905-890-1010
Twitter: @MaryFiore1