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College MathematicsAuthor(s): Graham Orpwood; Laurel Schollen (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.

This document has been viewed 971 times.
Content LiteracyAuthor(s): Perry Klein (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."

This document has been viewed 1,239 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.

This document has been viewed 886 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.

This document has been viewed 882 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.

This document has been viewed 879 times.
Learning Mathematics vs Following “Rules”: The Value of Student-Generated MethodsAuthor(s): Alex Lawson (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."


This document has been viewed 2,004 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.

This document has been viewed 777 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.

This document has been viewed 564 times.
Math Interventions for Students with Autistic 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...

This document has been viewed 241 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...."

This document has been viewed 1,170 times.
Ontario Teachers’ Assessment Practices in MathematicsAuthor(s): Christine Suurtamm; Martha Koch; Ann Arden (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.

This document has been viewed 1,229 times.
Peer coaching professional development for Math educatorsAuthor(s): Catherine Bruce; John Ross (2008)
This study examines the effects of peer coaching on teachers’ practices and beliefs about their capacity to impact student learning of mathematics.

This document has been viewed 1,018 times.
Problem-Based Learning in Mathematics: A Tool for Developing Students' Conceptual KnowledgeAuthor(s): Sheryl MacMath; John Wallace; Xiaohong Chi (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."

This document has been viewed 1,206 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.

This document has been viewed 1,084 times.
Student Interaction in the Math Classroom: Stealing Ideas or Building UnderstandingAuthor(s): Catherine D. Bruce (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."

This document has been viewed 2,128 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.

This document has been viewed 687 times.
Teachers' Evolving Mathematical UnderstandingsAuthor(s): Ann Kajander (2010)
This five year study examined preservice teacher understanding of elementary mathematics, as required for teaching.

This document has been viewed 1,168 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."

This document has been viewed 761 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.

This document has been viewed 899 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."

This document has been viewed 2,100 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.

This document has been viewed 5 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

This document has been viewed 1,059 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."

This document has been viewed 1,432 times.
Using Technology to Teach FractionsAuthor(s): Dr. John A Ross; Dr. Catherine D. Bruce (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.

This document has been viewed 2,042 times.
Video Games in the Classroom: Building Skills in Literacy and NumeracyAuthor(s): Emmanuel Duplàa and Shervin Shirmohammadi (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?"


This document has been viewed 1,555 times.
Word Problems: Connecting Language, Mathematics, and LifeAuthor(s): Richard Barwell (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?"

This document has been viewed 1,314 times.