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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 911 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 917 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 924 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 825 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 1,298 times.
Promoting Critical Literacy across the Curriculum and Fostering Safer Learning EnvironmentsAuthor(s): Roberge, G.D. (2013).
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.

In their everyday practice, teachers commonly encourage children to think deeply and critically examine what they read and view. Over the last decade, this practice has been augmented by increased emphasis on the teaching of critical thinking and critical literacy skills in Ontario schools. By teaching students to understand and embrace diverse viewpoints and to consider underlying messages, critical literacy may help foster another important provincial priority, that of creating safe and caring learning environments.

This document has been viewed 915 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 779 times.