Cheyne Middle School 2015-16
Insπre. Gr8ness. 2gether.
Peel District School Board's Numeracy Strategy
To support the teaching and learning of mathematics, the Peel board has developed EngageMath, a three-year comprehensive numeracy strategy to help us achieve numeracy greatness. The strategy is intended to guide the major focus of our work over the next few years. It is built on three foundational drivers:
The comprehensive plan calls for us to revitalize our Transformational Practices resources and identify the most current, effective, powerful instructional strategies in mathematics.
While the strategy plans out certain actions, it is by no means a magic bullet to answering the questions and challenges surrounding numeracy and student achievement. Mathematics achievement is a complex issue with many variables and success will require collaboration and the committed effort of all of us no matter our role, the grade or subject we teach.
The Components of Balanced Mathematics Instruction
Basic Facts and Operational Skills
Making Number Talks Matter
Developing Mathematical Practices and Deepening Understanding, Grades 4-10, by Cathy Humphreys and Ruth Parker
CARDS AND GAMES
"It is important to note key researchers (Jo Boaler, Marian Small, et al) have shown that an over-reliance on memorized procedures prevents students from using mathematical reasoning. A combination of strategies which includes having students engage in problems where they need to use lots of basic facts to solve the problem, and participating in games where students are motivated to know facts fairly quickly, are recommended" (Engage Math: Basic Facts and Operational Skills, Peel DSB).
“Problem solving is central to learning mathematics. By learning to solve problems and by learning through problem solving, students are given numerous opportunities to connect mathematical ideas and to develop conceptual understanding. Problem solving forms the basis of effective mathematics programs and should be the mainstay of mathematical instruction” (Ministry of Education, 2005).