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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

"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."

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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...."

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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.