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Toronto Catholic District School Board


​​Mathematics Learning and Teaching is OUR COLLECTIVE Responsibility and Work
The focus of our work is to develop students' (and educator's):
  • Conceptual Understanding – understanding of mathematical concepts, operations, and relations; integrated and functional grasp of mathematical ideas that enables students to learn new ideas by connecting to ideas they already know through reasoning, proving and communication; supports retention and prevents common errors
  • Procedural Fluency - carrying out procedures flexibly, accurately, efficiently, and appropriately.
  • Strategic Competence - formulate, represent, and solve mathematical problems.
  • Adaptive Reasoning - capacity for logical thought, reflection, explanation, and justification
  • Productive Disposition - is habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one's own efficacy.  (National Research Council, 2001)


About Student's Mathematical Learning
Students learn math best through experiences that allow them to explore new ideas, solve problems using information they have gathered themselves, reflect on what they have discovered as well as  on their own thinking, and explain their s​olutions through reasoning. Students learn more easily when they connect mathematical concepts and procedures with their own experience.  
The seven mathematical processes (i.e., Problem Solving, Reasoning and Proving, Reflecting, Selecting Tools and Computational Strategies, Connecting, Representing, Communicating) support the acquisition and application of knowledge and skills.  By solving problems, using reasoning skills, and connecting ideas, students come to a deeper understanding of mathematical concepts.  In addition, when students observe other students solving problems, they can begin to reflect on their own thinking and the thinking of others and how the strategies might be connected.  Equally important is that students come to an understanding that problems can be solved using a variety of different strategies.  The processes are interconnected to each other and to the knowledge and skills that students are acquiring.

  • To improve student learning and achievement in mathematics (monitoring for grades 3, 6 and 9 applied; SPED learning disability) through improved mathematics instruction
  • To collectively produce and mobilize mathematics content and instructional practices through inquiry-based study and leadership networks and Sites of Collaboration

  • Study mathematics content, instruction and instructional leadership practices through job-embedded and practice-based inquiry/study
  • Understand, implement, monitor and articulate effective mathematics teaching and learning practices in relation to student learning and achievement (monitoring performance outcomes in EQAO data in grades 3, 6, 9 applied and SPED students with a learning disability
  • Develop precision in using learning trajectories, instructional strategies (e.g., bansho (board-writing)), questioning) and mathematics resource materials to improve students’ conceptual understanding and strategic competence in mathematics
  • Generate mathematics professional learning resources for teachers and instructional leaders (i.e., school and system)
  • Shifting school culture towards a collaborative learning culture (inquiry-study-action) for mathematics learning.
Structures and Strategies 

AMathematics Professional LearningSchool self-selection for mathematics as a professional learning focus is based on school’s urgent critical need as per the school’s SLIP goals and school data and teacher learning interests.

  • Math Study Groups
  • Math Working Groups 
  • Focused Learning Sessions
  • Leadership Development

B.  System-Wide CommunicationDifferent forums for communicating mathematics education updates, sharing effective practices and strategies and examining mathematics learning and teaching resources include:

  • Math Rep Meetings (elementary)
  • Math Heads Meetings (secondary) 
  • Principal meetings (LSA)
  • TCDSB math resource documents (e.g., Long Range Plans, lesson plan supplements, monographs)

C. Parent Engagement - Different ways to provide families with strategies and activities for engaging in mathematical thinking include:

  • thinking MATH@home family math website (in development)
  • thinking MATH@home family math monthly flyer (in development) - math at home activities, parent/guardian tips for helping child to learn mathematics, school-home math connections
  • Summer Playground – website for at home, technology and in the community math activities for the summer
  • School newsletters inserts – key ideas, strategies and math problems in the “TCDSB Math Monthly” newsletter that individual schools include in their monthly school community newsletter
  • Mathematics Dept resource teachers support for Family Math nights at schools upon request from schools


TC​DSB Mathematics Department Directory
CEC Main Number: 416 222 8282 CEC Fax Number: 416 229 5364
Position​ Name​ Ext​ Email Address​
​​Math Resource, K to 6, Areas 1, 2 Miranda Kus 2407
Math Resource, K to 6, Areas 3, 4 Marg Quinn ​2723
Math Resource, K to 6, Areas 5, 6 Bart Vanslack​ 2724​
Math Resource, K to 6, Areas 7, 8 Wilma Simmons 2703
​Math Resource, 7 to 8, all Areas Angela Mule-Pires 2712
Math Resource, 9 to 12 ​Grace Mlodzianowski ​2728
Math Resource, 9 to 12​ ​Varvara Nika ​2722
Math Coach, 9 to 12 Stefana Penelea​ ​2721
Secretary ​Josie La Neve ​2540