MATHEMATICS EDUCATION FORUM
|August 2, 2014|
FIELDS MATHEMATICS EDUCATION FORUM
Present: Ed Barbeau, Cynthia Church, Stewart Craven, Shirley Dalrymple, Ysbrand de Bruyn, Gary Flewelling, George Gadanidis, Gila Hanna, Bradd Hart, John Kezys, Christine Knipping, Miroslav Lovric, Kenning Marchant, Dragana Martinovic, John Mighton, Martin Muldoon, Eric Muller, Barry Onslow, David Poole, Tom Salisbury, Margaret Sinclair, Peter Taylor, Walter Whiteley
Regrets: Doug McDougall
1. Stewart Craven reported on recent developments with OAME
-The association is hoping to make a brief video showing growth and continuity in pedagogy from K-12; the general aim of this is to inform administrators and teachers and form part of a general PD package.
-After a curriculum discussion regarding changes that may be made by the new government, it is clear that destination-based labelling, achievement charts and grade-by-grade expectations will continue under any proposed curriculum
-It may be difficult for an evolutionary change to occur outside the documents, because so many teachers rely very heavily on the documents
2. At-Risk Students
A. Eric Muller described the ministry initiative regarding at-risk students
-The working group report was wide-ranging, but didn't go into depth on particular areas, instead recommending expert panels
-Two of the areas identified were literacy and numeracy; in K-3 the two areas had to be split because if they stayed lumped together then all resources would go to literacy
-Two of the main issues discussed were how to identify at-risk students, and what is numeracy for these students
B. Stewart Craven described the TDSB initiative entitled Pathways for
-the program indicates problems, not solutions
C. John Mighton described the JUMP tutoring program.
-For information on the program, see the program's website: www.jumptutoring.org
D. Barry Onslow described the Family Math Program
-For information on the program, see the document circulated at the meeting.
ESSO Family Math Values and Principles
1. Parents want to help their children learn. Family Math recognizes parents as adult learners who can acquire the necessary skills to facilitate their children's mathematics development
2. Co-operative learning creates a positive learning environment for parents. Parents and Family Math Leaders and Teaching Volunteers work as equals toward a common goal. By modeling instead of telling, Family Math Leaders and Teaching Volunteers empower parents, thus promoting confidence and positive attitudes.
3. Acceptance and respect for differences is critical as families come together to learn and have fun.
4. Enjoyment is an integral part of learning. A participant who feels comfortable and secure within the learning environment will take away a maximum amount of information. By being positive and encouraging, Family Math Leaders and Teaching Volunteers create a learning environment that builds on the existing skills of parents and their children. A judgement-free environment enables everyone to feel relaxed and helps participants develop at their own pace.
5. Learning mathematics is a problem-solving process. Problem solving results in people being able to focus on, and enjoy working through, a problem rather than just getting to the end. Knowing the process is just as important as knowing the answer. It is the process that assists understanding.
6. Family Math is a beginning, a step toward lifelong math learning and enjoyment in the community and within families. Making math connections to real life will facilitate the development of confidence, awareness and positive attitudes.