Location: Room H111, Nipissing University North Bay, Ontario, Canada Instructor: Daniel H. Jarvis, PhD Email: danjnipi

1. Location: Room H111, Nipissing University North Bay, Ontario, Canada Instructor: Daniel H. Jarvis, PhD Email: danj@nipissingu.ca Website: http://www.nipissingu.ca/faculty/danj Office Number: H331 Office Phone: (705) 474 3461 x 4445 Office Hours: by appointment (see embedded schedule)

2. 2 EDUC 4274 Course Outline revisited Ontario Ministry of Education initiatives and curriculum revision in Mathematics Education (2002-11) in light of International Reform Movement in Math Education Activity 1: Exploring the Ontario Curriculum: Math Break (10 Minutes) “Thinking Kits” Inventory Activity 2: Problem-Based Learning (PBL) Aftermath: Until We Meet Again Workshop 2 Agenda

3. 3 Brief History of Mathematics Education Agricultural-based arithmetic skills emphasized in North America1800s/1900s “Race for Space” following WWII and the launch of the Russian Sputnik create impetus for math/science renewal/focus in the US/Canadian education systems “New Math” of the 1960s was predominantly created by university professors and assumed a high-level of pure math applications (e.g., set theory); not well-received by teachers (K-12) without consultation or necessary professional development 1970s “Back-to-basics” backlash in America; deep distrust of reform/change occurs 1980s National Council of Teachers of Mathematics (NCTM) slowly build support for a conceptual approach to mathematics; Japan adopts the theory and makes learning problem-based leading to increased mathematical understanding and high TIMSS scores 1990s NCTM publishes three Standards documents followed by their Principles and Standards for School Mathematics (2000) which is widely used/referenced internationally California reform is originally “fuzzy” with little accountability, PD, or standards; severe backlash to reform (e.g., Mathematically Correct; “Math Wars”); government commissions the Math Program Advisory which publishes a document calling for a “balanced math program” (i.e., basics + problem-based/hands-on learning) including the Mathematical Processes Ontario adopts standardized provincial EQAO testing in 1998 (Grade 3/6/9 math) and publishes new curriculum which is in tune with NCTM Standards (1997-2000). Second revision of the Mathematics Curriculum completed in 2005-2006) and includes selected Mathematical Processes as over-arching skills along with grade Expectations

4. 4 Ontario Ministry of Education Initiatives Education Equality Task Force (Rozanski), 2002 Investing in Public Education: Advancing the Goal of Continuous Improvement in Student Learning and Achievement Early Math/Reading Strategy Reports and Professional Development with Lead Teachers from all public schools in Ontario, 2003 Helping Your Child Learn Reading/Math, 2003 Targeted Implementation and Planning Supports: Grades 7, 8, and 9 Applied Mathematics, 2003 Guide to Effective Instruction in Mathematics: K-3 (GEIM), 2004 Leading Math Success: Expert Panel Report (Grades 7-12, “at-risk” focus), 2004 Teaching and Learning Mathematics: Expert Panel Report (Junior Division), 2004

5. 5 Ontario Ministry of Education Initiatives Ontario Curriculum: Mathematics, Revised, Grades 1-8, 9/10, 2005 Early Reading/Math Strategies Implementation Case Studies, 2005-06 Education for All (Special Needs), 2005 The Kindergarten Program, Revised, 2006 Curriculum Implementation in the Intermediate Division (CIIM) Survey and Case Study Research, 2006-08 Ontario Curriculum: Mathematics, Revised, Grade 11 & 12, 2007 Growing Success: Assessment, Evaluation and Reporting—Improving Student Learning, 2009 The Full-Day Early Learning-Kindergarten Program (Draft Version, 2010)

6. 6 Exploring the Revised Mathematics Curriculum Find the Achievement Chart and identify four Achievement Chart assessment categories; Find and identify the five Grades 1-6 mathematics Strands; What are the Mathematical Processes and why do you think they’ve been introduced? What is the difference between Overall and Specific Expectations? What do you think/know has changed in the Revised 2005 version of the OC?

7. 7 Break (10 minutes)

8. 8 Thinking Kits Coloured bugs 2 sided counters with 5 & 10 frames Linking cubes (2 of big, 2 of small) Pattern blocks (2) Square tiles Number cubes (dice) Money (coins/bills) Fraction pies (circles) Measuring tapes Venn diagrams Tangrams Playing Cards Calculators

9. 9 Problem-Based Learning (PBL) Explain the problem Explore the problem Express the problem/solution Extend the problem (see Gazette articles by D. Jarvis & D. Franks linked to Course Schedule website)

10. 10 Aftermath… Read/scan assigned chapters in MMM text Begin work on Math Trek chart, LearnAlberta M-G6, and CLIPS Fractions exercises and EQAO sample assessments (Grades 3 & 6) Form small groups of four or five (maximum) and choose your preferred “Big Ideas” from among the eight listed for the Teaching Resources assignment. Be prepared to sign up for this group/topic during next workshop