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​TCDSB Mathematics Department


The resource sheet below contains a list of websites of mathematical activities for students K-12.


Mathematics Learning And Teaching Is Our Collective Responsibility And Work


The focus of our work is to develop students' (and educators'):

  • 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 Students' 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.

Aim


  • 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

​Goals


  • 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


A. Mathematics Professional Learning - School 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.

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

  • 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 - 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


​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 Lucas Vetta 2407 lucas.vetta@tcdsb.org
​Math Resource, K to 6, Areas 3, 4 Marg Quinn ​2723 margaret.quinn@tcdsb.org
​Math Resource, K to 6, Areas 5, 6 Bart Vanslack​ 2724​ ​bart.vanslack@tcdsb.org
​Math Resource, K to 6, Areas 7, 8 Earl Totten 2703 earl.totten@tcdsb.org
Math Grade 7 to 12​, Areas 1-4 Elita Saulle 2721 elita.saulle@tcdsb.org
​Math Grade 7 to 12​, Areas 5-8 ​Mark Roxas ​2712 ​mark.roxas@tcdsb.org
Administrative Assistant Josie La Neve ​2540 ​Josie.LaNeve@tcdsb.org
 
 
 
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