Search Results

Meaningful Making: Establishing a Makerspace in Your School or ClassroomAuthor(s): Hughes, J. (2017)
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.

Viewed 47 times.
Computer Coding in the K–8 Mathematics Curriculum?Author(s): Gadanidis, G., Brodie, I., Minniti, L., & Silver, B. (2017)
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.

Viewed 34 times.
Financial Literacy Education: Navigating a ParadoxAuthor(s): Pinto, L.E. (2017)
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.

Viewed 20 times.
Interventions scolaires pour les élèves de l’école primaire et de l’école intermédiaire dont le statut socioéconomique est peu élevéAuthor(s): Dietrichson, J., Bog, M., Filges, T., & Klint Jorgensen A. M. (2017)
Ce résumé de recherche conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) décrit un recensement systématique, effectué en 2017, qui examine la documentation actuelle permettant de mieux comprendre quels types d’intervention peuvent être mis en œuvre afin d’améliorer les résultats aux tests standardisés en lecture et en mathématiques des élèves des écoles élémentaires et intermédiaires dont le statut socio-économique est peu élevé.

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Academic Interventions for Elementary and Middle School Students with Low SESAuthor(s): Dietrichson, J., Bog, M., Filges, T., & Klint Jorgensen A. M. (2017)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB), outlining a 2017 systematic review that examined the current literature to better understand what types of interventions can be implemented to increase standardized test scores in reading and mathematics of low SES students in elementary and middle school.

Viewed 84 times.
The Mathematical Territory Between Direct Modelling and ProficiencyAuthor(s): Lawson, A. (April 2016)
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.

Viewed 475 times.
Math Interventions for Students with Autism Spectrum DisorderAuthor(s): King, S., Lemons, C., and Davidson, K. (2016)
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...

Viewed 635 times.
Math that feels good: A model for math education reformAuthor(s): Gadanidis, G., Borba, M., Hughes, J., Lacerda, H.D., Namukasa, I. (2016)
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...."

Viewed 1,456 times.
Making space for students to think mathematicallyAuthor(s): Suurtamm, C., Quigley, B. and Lazarus, J. (2015)
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.

Viewed 661 times.
Exploring the Power of Growing PatternsAuthor(s): Beatty, R. (2014)
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.

Viewed 1,088 times.
Making Math Children Will LoveAuthor(s): Colgan, L. (2014)
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.

Viewed 1,009 times.
Implementing educational change: How do individuals at different levels of responsibility experience change forces?Author(s): Melville, W. and Bartley, A. (2012)
The purpose of this study was to examine the change forces experienced by school administrators, a department chair, and a classroom teacher from one Ontario secondary school as they introduced an all-male grade nine math class in 2009. More specifically, the study was guided by the following research question: “How do change forces act on individuals at different levels of responsibility for an educational change?” (p. 3).

Viewed 1,026 times.
Teaching Elementary MathAuthor(s): Small, M. (2013)
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."

Viewed 841 times.
Effective Practices for Math Teaching in Middle and Secondary SchoolsAuthor(s): Slavin, R. E.; Lake, C.; Groff, C. (2009)
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.

Viewed 1,081 times.
Effective Practices for Math Teaching in Elementary SchoolsAuthor(s): Slavin R. E. & Lake C. (2007)
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.

Viewed 978 times.
Teaching Mathematics For Social JusticeAuthor(s): Esmonde, I., & Caswell, B. (2010)
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.

Viewed 1,116 times.
Student Self-handicapping in Mathematics ClassroomsAuthor(s): Ferguson, J. M., Dorman, J. P. (2003)
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.

Viewed 771 times.
Fostering Citizenship Engagement Through School ScienceAuthor(s): Sperling, E., & Bencze, L. (2010)
Recent curriculum revisions and policy documents in Ontario support a vision of science education with an increased emphasis on the relationship between science, technology, society, and the environment (STSE) (Ontario Ministry of Education, 2009). This study explored the relationship between STSE and citizenship education.

Viewed 1,027 times.
Trigonometry in Grade 3?Author(s): Gadanidis, G. (2012)
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."

Viewed 1,665 times.
Technology in the Mathematics ClassroomAuthor(s): Bruce, C.D. (2012)
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."

Viewed 2,316 times.
Teaching Science as a Process of InquiryAuthor(s): Melville W., Bartley A. & Fazio, X. (2012)
This study investigated the attitudes and experiences of pre-service secondary school science teachers who are learning to teach science as a process of inquiry. The pre-service teachers were enrolled in a full-year science methodology course at an Ontario faculty of education, which aimed to challenge the belief that scientific investigation is only conducted using one universal step-by-step process.


Viewed 1,226 times.
How Well Aligned Are Large-Scale Assessments and Report Card Grades?Author(s): Ross, J.A. & Gray, P. (2008)
The use of standardized external assessments as an indicator of student achievement has long been a controversial issue in most educational circles. This study compared students’ Education and Quality Assessment Office (EQAO) scores and their report card grades to determine whether students receive comparable ratings on the two assessments. Specifically, this study investigated the following research question: How well aligned are large-scale assessments and report-card grades?

Viewed 1,282 times.
The Impact of Individualized Tutoring on Children in Foster CareAuthor(s): Flynn, R., Marquis, R., Paquet, M., Peeke, L. & Aubry, T. (2012)
This study investigates the impact of individualized tutoring on students’ academic achievement. Specifically, the researchers compared the reading and mathematics abilities (as indicated by test results) of 2 groups of primary school foster children. The first group of students included primary school foster children who received individualized tutoring in reading and mathematics throughout the school year, and the second group included children who did not receive this individualised tutoring.

Viewed 1,170 times.
Student Interaction in the Math Classroom: Stealing Ideas or Building UnderstandingAuthor(s): Bruce, C. D. (2007)
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."

Viewed 2,536 times.
Learning Mathematics vs Following “Rules”: The Value of Student-Generated MethodsAuthor(s): Lawson, A. (2007)
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."


Viewed 2,247 times.
Single-Sex ClassroomsAuthor(s): Demers, S., Bennett, C. (2007)
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

"We hear more and more about single-sex classrooms. Traditionally, this mode of teaching was exclusively found in private schools; today, more and more single-sex classes are found in publicly funded schools in Canada and the United States. In the 1980s, single-sex classrooms were introduced in some Ontario schools to address perceived gaps in achievement of girls in mathematics. According to a recent Quebec study, in 2003–04 there were over 250 intervention projects to
improve boys’ learning. By far, the most common of these interventions was the single-sex classroom."

Viewed 1,270 times.
Content LiteracyAuthor(s): Klein, P. (2008)
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."

Viewed 1,443 times.
College MathematicsAuthor(s): Orpwood, G., Schollen, L. (2011)
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.

Viewed 1,141 times.
Problem-Based Learning in Mathematics: A Tool for Developing Students' Conceptual KnowledgeAuthor(s): MacMath, S., Wallace, J., Chi, X. (2009)
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."

Viewed 1,287 times.
Video Games in the Classroom: Building Skills in Literacy and NumeracyAuthor(s): Duplàa, E., Shirmohammadi, S. (2010)
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?"


Viewed 2,007 times.
Word Problems: Connecting Language, Mathematics, and LifeAuthor(s): Barwell, R. (2011)
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?"

Viewed 1,565 times.
TouchMath Program: Effectiveness for Individuals with Physical and Developmental DisabilitiesAuthor(s): E-BEST HWDSB (2011)
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

Viewed 1,250 times.
Teachers' Evolving Mathematical UnderstandingsAuthor(s): Kajander, A. (2010)
This five year study examined preservice teacher understanding of elementary mathematics, as required for teaching.

Viewed 1,357 times.
Professional development and teacher efficacy in MathAuthor(s): Bruce, C. D., Esmonde, I., Ross, J., Dookie, L., Beatty, R. (2010)
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.

Viewed 1,270 times.
Opportunities to Maximize Assessment to Support Student LearningAuthor(s): MacMath, S., Wallace, J., Chi, X. (2009)
This study investigated the way in which two individual teachers used a variety of assessment practices to track student learning during units that integrated different subject areas. The researchers looked at assessment as, for and of learning.

The purpose of this study was to investigate some of the strengths and challenges in using all three of these assessments and describe how these assessments were attempted during an integrated assignment.

Viewed 1,358 times.
Academic Motivation of Immigrant and non-Immigrant AdolescentsAuthor(s): Areepattamannil, S., Freeman, J. (2008)
This research tried to better understand the academic achievements of immigrant adolescents in the GTA.

Viewed 1,212 times.
Peer coaching professional development for Math educatorsAuthor(s): Bruce, C., Ross, J. (2008)
This study examines the effects of peer coaching on teachers’ practices and beliefs about their capacity to impact student learning of mathematics.

Viewed 1,112 times.
Assessing Students' Learning SkillsAuthor(s): Klinger, D., Miller, T., Shulha, L. (2006)
The Ontario education system requires teachers to assess students’ academic and non-academic achievements (learning skills) separately. These skills include: works independently, teamwork, organization, work habits, and initiative. This research surveyed Grade 9 mathematics teachers in Ontario on their assessment practices relating to learning skills.

Viewed 1,227 times.
Remain in a K-8 school or transition to junior high?: Differences in student achievementAuthor(s): Whitley, J., Lupart, J., Beran, T. (2007)
There is general agreement that when students transition from elementary to junior high school, their academic performance can suffer. Some researchers claim that the difficulties that students experience in this transition might have long-term negative effects. With this in mind, many education systems in Canada have taken steps to make the transition from elementary to junior high school smoother for students.
This research used nationally representative survey data to see if there were any actual differences in achievement between students who transitioned to grade seven from an elementary school compared to those who remained in the same school.

Viewed 1,189 times.
Using Technology to Teach FractionsAuthor(s): Ross, J., Bruce, C. (2009)
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.

Viewed 2,317 times.
Ontario Teachers’ Assessment Practices in MathematicsAuthor(s): Suurtamm, C., Koch, M., Arden, A. (2010)
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.

Viewed 1,308 times.