College Mathematics

* Viewed 1,059 times.*

The College Mathematics Project tracks first semester college mathematics achievement in all 24 colleges in Ontario, relating it to age, gender, and students secondary school mathematics backgrounds. It also promotes deliberations concerning ways to increase student success in college mathematics.

Computer Coding in the K–8 Mathematics Curriculum?

* Viewed 1 times.*

The trend of adding some form of computer coding to curriculum is an international phenomenon. How exactly should computer coding fit in the curriculum? Should it be its own subject? Should it be integrated with other subjects?

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

Content Literacy

* Viewed 1,349 times.*

This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"Content literacy is the ability to read, write, create, interpret and present a range of media, in subjects such as science, social studies and mathematics. It includes the use of informational text, that is, print and electronic media that present factual and conceptual content. Content literacy is essential for success in both secondary and post-secondary education, where most of what students read will be non-fiction. Fortunately, developing content literacy can draw on students’ authentic interests in the world around them."

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"Content literacy is the ability to read, write, create, interpret and present a range of media, in subjects such as science, social studies and mathematics. It includes the use of informational text, that is, print and electronic media that present factual and conceptual content. Content literacy is essential for success in both secondary and post-secondary education, where most of what students read will be non-fiction. Fortunately, developing content literacy can draw on students’ authentic interests in the world around them."

Effective Practices for Math Teaching in Elementary Schools

* Viewed 948 times.*

This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2007 systematic review of on different math programs available to elementary teachers by Slavin, R. E. , & Lake, C.

Effective Practices for Math Teaching in Middle and Secondary Schools

* Viewed 981 times.*

This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2009 systematic review of different math programs available to middle and secondary teachers by Slavin, R. E., Lake, C., & Groff, C.

Exploring the Power of Growing Patterns

* Viewed 990 times.*

This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

This monograph explores how teachers can present and discuss growing patterns to introduce students to functions, an integral part of algebraic thinking.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

This monograph explores how teachers can present and discuss growing patterns to introduce students to functions, an integral part of algebraic thinking.

Financial Literacy Education: Navigating a Paradox

* Viewed 1 times.*

While financial knowledge is indisputably useful, financial literacy education is far from a recipe for individual or collective prosperity. What can educators do to cultivate financially literate students?

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

Learning Mathematics vs Following “Rules”: The Value of Student-Generated Methods

* Viewed 2,130 times.*

This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"There has been a significant shift in the instruction of mathematics over the past two decades. This shift has occurred in response to growing evidence that students were learning how to apply mathematics rules without a real understanding of the mathematics. A particularly disconcerting observation was that student difficulties often stemmed from our longstanding traditional methods of mathematics instruction."

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"There has been a significant shift in the instruction of mathematics over the past two decades. This shift has occurred in response to growing evidence that students were learning how to apply mathematics rules without a real understanding of the mathematics. A particularly disconcerting observation was that student difficulties often stemmed from our longstanding traditional methods of mathematics instruction."

Making Math Children Will Love

* Viewed 897 times.*

This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

Evidence suggests that learning is energized by affect. We, as educators, must turn our attention to resources and strategies that improve students’ relationships with mathematics content and processes and pique students’ motivation, emotion, interest and attention.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

Evidence suggests that learning is energized by affect. We, as educators, must turn our attention to resources and strategies that improve students’ relationships with mathematics content and processes and pique students’ motivation, emotion, interest and attention.

Making space for students to think mathematically

* Viewed 619 times.*

This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary explores strategies that teachers can use to foster mathematical thinking.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary explores strategies that teachers can use to foster mathematical thinking.

Math Interventions for Students with Autism Spectrum Disorder

* Viewed 458 times.*

This summary was developed by the E-Best team at the Hamilton Wentworth District School Board. This and other Research in Brief (RIB) summaries can be found at: http://www.hwdsb.on.ca/about/research

ASD can have varying effects on cognitive functioning. Those with high‐functioning ASD may not have difficulty with mathematics and numeracy, but can experience challenges in...

ASD can have varying effects on cognitive functioning. Those with high‐functioning ASD may not have difficulty with mathematics and numeracy, but can experience challenges in...

Math that feels good: A model for math education reform

* Viewed 1,377 times.*

This summary was prepared by George Gadanidis, Janette Hughes and Immaculate Namukasa who are co-investigators on a 2016-2019 Social Sciences and Humanities Research Council (SSHRC) Insight Grant on Aesthetic Experiences for Young Mathematicians & their Teachers.

"Over the last ten years...we have been working in K-8 schools in Ontario and in Rio Claro, Brazil, designing experiences that offer students (and their teachers and parents) the pleasure of math surprise and insight. We have also been developing an effective model of math education reform that addresses teachers' interests and needs. Working with teachers we ask what they need help with in their math teaching. For example, when three grade 3 teachers in a school in Whitby told us they were looking for new ideas for teaching "area representations of fractions", we co-designed the activity below to (a) cover the grade 3 curriculum, but (b) also to offer a math surprise...."

"Over the last ten years...we have been working in K-8 schools in Ontario and in Rio Claro, Brazil, designing experiences that offer students (and their teachers and parents) the pleasure of math surprise and insight. We have also been developing an effective model of math education reform that addresses teachers' interests and needs. Working with teachers we ask what they need help with in their math teaching. For example, when three grade 3 teachers in a school in Whitby told us they were looking for new ideas for teaching "area representations of fractions", we co-designed the activity below to (a) cover the grade 3 curriculum, but (b) also to offer a math surprise...."

Meaningful Making: Establishing a Makerspace in Your School or Classroom

* Viewed 1 times.*

Makerspaces are creative spaces where people gather to tinker, create, invent, and learn. What do educators need to understand about maker pedagogies, and how can maker pedagogies support student learning across subject areas?

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

Ontario Teachers’ Assessment Practices in Mathematics

* Viewed 1,273 times.*

This study uses questionnaire data and case studies to examine the assessment practices of mathematics teachers in Ontario and to understand how new assessment practices are enacted and supported. Many mathematics teachers in Ontario are using innovative assessment practices that go beyond traditional testing and support student learning in a variety of ways. They report on the important role of professional development and curriculum resources as well collaboration with colleagues in supporting new practices.

Peer coaching professional development for Math educators

* Viewed 1,043 times.*

This study examines the effects of peer coaching on teachers’ practices and beliefs about their capacity to impact student learning of mathematics.

Problem-Based Learning in Mathematics: A Tool for Developing Students' Conceptual Knowledge

* Viewed 1,251 times.*

This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary outlines research in the area of problem-based learning in math:

"Mathematics teachers must teach students not only to solve problems but also to learn about mathematics through problem solving. While “many students may develop procedural fluency … they often lack the deep conceptual understanding necessary to solve new problems or make connections between mathematical ideas.” This presents a challenge for teachers: problem-based learning (PBL) provides opportunities for teachers to meet this challenge."

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary outlines research in the area of problem-based learning in math:

"Mathematics teachers must teach students not only to solve problems but also to learn about mathematics through problem solving. While “many students may develop procedural fluency … they often lack the deep conceptual understanding necessary to solve new problems or make connections between mathematical ideas.” This presents a challenge for teachers: problem-based learning (PBL) provides opportunities for teachers to meet this challenge."

Professional development and teacher efficacy in Math

* Viewed 1,179 times.*

This research investigates the effects of a focused professional development (PD) program on teacher beliefs about their efficacy in applying standards-based mathematics curriculum in Grade 6.

Student Interaction in the Math Classroom: Stealing Ideas or Building Understanding

* Viewed 2,340 times.*

This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"Research tells us that student interaction – through classroom discussion and other forms of interactive participation – is foundational to deep understanding and related student achievement. But implementing discussion in the mathematics classroom has been found to be challenging."

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"Research tells us that student interaction – through classroom discussion and other forms of interactive participation – is foundational to deep understanding and related student achievement. But implementing discussion in the mathematics classroom has been found to be challenging."

Student Self-handicapping in Mathematics Classrooms

* Viewed 722 times.*

This study investigated the relationship between classroom environment and secondary students self-handicapping behaviour. The researchers define self-handicapping as a “proactive, avoidance behaviour... designed to manipulate other people’s perceptions of performance outcomes so that the self-handicapping student appears worthy to other people in the school”. Examples of self-handicapping behaviour include deliberately not trying in class, fooling around the night before an examination, and putting off studying until the last minute.

Teachers' Evolving Mathematical Understandings

* Viewed 1,260 times.*

This five year study examined preservice teacher understanding of elementary mathematics, as required for teaching.

Teaching Elementary Math

* Viewed 814 times.*

This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):

http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

"Teaching through problem solving is about setting appropriate tasks, creating supportive environments and helping students to succeed without leading. Although some would argue that all mathematical tasks should be of this sort, others see it as one approach within a more varied menu. No matter the frequency of problem solving use, it is essential that students have opportunities to learn by thinking and doing and not by simply copying."

http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

"Teaching through problem solving is about setting appropriate tasks, creating supportive environments and helping students to succeed without leading. Although some would argue that all mathematical tasks should be of this sort, others see it as one approach within a more varied menu. No matter the frequency of problem solving use, it is essential that students have opportunities to learn by thinking and doing and not by simply copying."

Teaching Mathematics For Social Justice

* Viewed 1,018 times.*

This study reports on a set of collaborative inquiry projects aimed at exploring teaching mathematics for social justice in one urban elementary school in Toronto.

Technology in the Mathematics Classroom

* Viewed 2,219 times.*

This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education

and can be accessed, along with other What Works summaries, on their website at:

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research in the area of interactive whiteboards:

"Interactive whiteboards (IWBs) are a relatively new learning tool. While some early studies suggest that they may only be a “slick presentation tool” used to enhance teacher-directed lessons, others have identified a greater potential. Research on use in mathematics classrooms suggests that when we combine thoughtful professional learning with implementation, we enable teachers to maximize the use of IWBs to enhance student learning through multi-modal representations and inquiry approaches."

and can be accessed, along with other What Works summaries, on their website at:

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research in the area of interactive whiteboards:

"Interactive whiteboards (IWBs) are a relatively new learning tool. While some early studies suggest that they may only be a “slick presentation tool” used to enhance teacher-directed lessons, others have identified a greater potential. Research on use in mathematics classrooms suggests that when we combine thoughtful professional learning with implementation, we enable teachers to maximize the use of IWBs to enhance student learning through multi-modal representations and inquiry approaches."

The Mathematical Territory Between Direct Modelling and Proficiency

* Viewed 425 times.*

This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

The potential learning that exists in the territory between direct modelling and memorization of facts is foundational for a great deal of later mathematics and for mental fluency. This article provides suggestions for teaching well-constructed problems that elicit and work with sophisticated numeracy strategies.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

The potential learning that exists in the territory between direct modelling and memorization of facts is foundational for a great deal of later mathematics and for mental fluency. This article provides suggestions for teaching well-constructed problems that elicit and work with sophisticated numeracy strategies.

TouchMath Program: Effectiveness for Individuals with Physical and Developmental Disabilities

* Viewed 1,157 times.*

This "BLAM" (Bottom Line Actionable Message) was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on the TouchMath program.

http://www.hwdsb.on.ca/e-best/?page_id=205

http://www.hwdsb.on.ca/e-best/?page_id=205

Trigonometry in Grade 3?

* Viewed 1,553 times.*

This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education and can be accessed, along with other What Works summaries, on their website at:

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research on creating rich math environments:

"Young students...benefit from opportunities for using imagination and sensing mathematical beauty. This monograph shares our research in this area, highlighting the ways we have engaged children

with ideas that are well beyond their grade level."

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research on creating rich math environments:

"Young students...benefit from opportunities for using imagination and sensing mathematical beauty. This monograph shares our research in this area, highlighting the ways we have engaged children

with ideas that are well beyond their grade level."

Using Technology to Teach Fractions

* Viewed 2,204 times.*

In North America, students have traditionally struggled to learn fractions. This is a critical issue as understanding fractions is an important aspect of everyday decision-making. Teachers have also struggled with teaching students the concepts behind fractions because of a lack of discipline knowledge and pedagogical content. This research introduced five sets of learning objects, called CLIPS, which were developed to assist teachers in teaching the concepts behind fractions.

Video Games in the Classroom: Building Skills in Literacy and Numeracy

* Viewed 1,838 times.*

This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"As a society, we are seeing rapid and significant developments in video gaming, a field that is on its way to outdistancing the film and television industry. We are also witnessing the development and marketing of multiplayer online gaming. Yet much like the telephone at the turn of the century or television 50 years ago, video games are linked to controversy.... So, our question is, Can video games be used for learning in the classroom, particularly in the area of literacy and numeracy?"

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"As a society, we are seeing rapid and significant developments in video gaming, a field that is on its way to outdistancing the film and television industry. We are also witnessing the development and marketing of multiplayer online gaming. Yet much like the telephone at the turn of the century or television 50 years ago, video games are linked to controversy.... So, our question is, Can video games be used for learning in the classroom, particularly in the area of literacy and numeracy?"

Word Problems: Connecting Language, Mathematics, and Life

* Viewed 1,468 times.*

This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"To be successful in solving word problems, students need to learn how to read such problems. Simply decoding words or extracting arithmetic operations is not enough: students must learn to read between the lines and understand what they are expected to do mathematically....How, then, can students be supported to make sense of word problems so that they can treat them successfully as mathematical problems?"

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"To be successful in solving word problems, students need to learn how to read such problems. Simply decoding words or extracting arithmetic operations is not enough: students must learn to read between the lines and understand what they are expected to do mathematically....How, then, can students be supported to make sense of word problems so that they can treat them successfully as mathematical problems?"

The views expressed on this website belong to the authors and do not necessarily reflect the opinions of the Ministry of Education nor the Ontario government.

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