The Mathematics and Numeracy Department continues to focus on meeting the goals of the TDSB’s Mathematics Achievement Action Plan by:
1. Implementing the math curriculum with fidelity and utilizing high-impact instructional practices
2. Strengthening math content knowledge for educators
3. Knowing the individual mathematics learner and ensuring instruction remains relevant and responsive
Central professional learning offerings
Over 1,500 teachers, vice-principals, and principals participated in multi-session professional learning sessions on various topics to support improved student achievement in mathematics. These sessions promoted research-based approaches for teaching key mathematics concepts, including additive and multiplicative reasoning, fractions understanding, and algebraic thinking.
Other sessions focused on creating inclusive environments to support de-streamed mathematics for students with disabilities and engaging in math reflective of First Nations, Métis, and Inuit ways of knowing.
In addition, the Mathematics and Numeracy Department’s Math Learning Partners, teachers who work in classrooms with students and staff, have provided direct instructional support to over 120 Math Priority schools across the district. This has included co-planning and co-teaching with educators in Grade 3, 6 and 9 priority classrooms, and ensuring the use of high impact practices in support of engaging math programs.
In addition to bringing mathematics to life, Math Learning Partners play a key role in co-developing learning resources that are readily accessible to educators and help to foster the development of foundational skills in mathematics. Overall, more than 80% of TDSB educators have expressed increased confidence in teaching mathematics after attending professional learning offerings hosted by the TDSB Program Coordinator (Math) and Math Learning Partners.
Kindergarten to grade 3 focus on additive reasoning
Ministry-identified Math Learning Partnership schools are strategically focusing on building additive reasoning skills in classrooms from kindergarten to grade 3.
This initiative is based on research from Dr. Alex Lawson, Associate Professor of Education at Lakehead University, which involves supporting classroom teachers with assessing and responding to students’ levels of additive thinking. Overall, this work allows educators to build students’ skills towards thinking flexibly with numbers and reaching proficiency.
Progress is tracked digitally, and teachers and principals will be able to monitor growth in real-time. Through a structured approach to assessing and promoting additive reasoning development, additive reasoning skills will be reinforced, building a strong foundation in numeracy to set our students up for success in future mathematics learning.