Introducing Ontarios New Mathematics Curriculum Grades 1 to
- Slides: 74
Introducing Ontario’s New Mathematics Curriculum, Grades 1 to 8 August 19, 2020
Agenda ● Welcome ● Why Did We Update the Curriculum? ● Research Informing the Curriculum ● Introducing Ontario’s Elementary Math Curriculum, 2020 ● Assessment and Evaluation ● Teaching Supports and Resources ● Questions
Why did we update the curriculum?
Why did we update the curriculum? ● Ontario’s Four-Year Math Strategy ○ Improve student performance in math ○ Help students solve everyday math problem ○ Increase students’ employability for the jobs of tomorrow
Why did we update the curriculum? ● To ensure students have the skills required to succeed ● Recent research and practice have provided a clearer understanding of how students learn ● Ontario’s elementary math curriculum was last updated in 2005
Informing the New Math Curriculum ● Ontario’s 2018 public consultation with parents, educators and stakeholders ● Trends in high-achieving regions and best practices in math education ● Math education subject associations, researchers, academics, and industry leaders ● Extensive research, led by Dr. Christine Suurtamm
Dr. Christine Suurtamm Vice-Dean of Research and Professional Development Full Professor of Mathematics Education University of Ottawa Faculty of Education
Introducing Ontario’s New Elementary Math Curriculum
Guiding Principles ● Incorporate expert knowledge and leading-edge research, and learn from other jurisdictions and stakeholders ● Show the value and joy of math through real-life examples and tasks ● Address learning gaps informed by EQAO and other assessments ● Reduce the number of expectations in the curriculum
Guiding Principles ● Use friendly language ● Release on digital platform ● Embed fundamental math concepts and skills throughout the curriculum ● Focus on connections between expectations and strands ● Align with STEM curricula
2020 Mathematics Curriculum: An Overview ● The same curriculum learning expectations for English-Language and French-Language students ● Consistent Overall Expectations throughout the grades ● Foundational ideas developed in the early grades ● Time for consolidation in Grade 8 ● 151 fewer expectations
2020 Mathematics Curriculum: An Overview ● Social-Emotional Learning (SEL) Skills and Mathematical Processes ● Number ● Algebra ● Data ● Spatial Sense ● Financial Literacy
A mathematics curriculum is most effective when it values and celebrates the diversity that exists among students.
● The Importance and Beauty of Mathematics ● Principles Underlying the Ontario Mathematics Curriculum Context ● Some Considerations for Program Planning in Mathematics ● High-Impact Instructional Practices in Mathematics ● Human Rights, Equity, and Inclusive Education in Mathematics ● Cross-Curricular and Integrated Learning in Mathematics ● Transferable Skills in Mathematics
Curriculum Context ● Equip all students with the knowledge, skills, and habits of mind essential to understanding and enjoying the importance and beauty of mathematics. ● Establish an inclusive mathematical learning community ● Incorporate the prior experience of students and their existing mathematical understanding. ● Ensure students see themselves reflected in what is taught and how it is taught, so they view themselves as competent and confident mathematics learners. ● Foster in students an improved sense of mathematical agency and identity.
Curriculum Context ● Promote a positive and healthy mathematical identity where students: ○ value and appreciate mathematics as a discipline; ○ see themselves as mathematics learners; ○ understand what successful math learning looks like.
Curriculum Context ● Place students at the centre of planning, teaching, and assessment practices ● Foster a positive “I can do math” attitude in all students ● In collaboration with principals, teachers and school and system leaders, develop professional learning opportunities that: ○ deepen knowledge of the curriculum ○ mathematical content, and pedagogy ○ enhance self-efficacy in teaching mathematics
High-Impact Instructional Practices ● Effective math instruction: ○ develops conceptual understanding and procedural fluency; ○ focuses on skills development, communication, and problem-solving; and ○ takes place in a safe, positive, and inclusive learning environment, where all students feel valued, empowered, engaged, and able to take risks.
High-Impact Instructional Practices ● Nine High-Impact Instructional Practices ○ Learning Goals, Success Criteria, and Descriptive Feedback ○ Direct Instruction ○ Problem-Solving Tasks and Experiences ○ Teaching about Problem Solving ○ Tools and Representations ○ Math Conversations ○ Small-Group Instruction ○ Deliberate Practice ○ Flexible Groupings
● The accompanying resource includes a series of fact sheets that: ○ describe the practices; ○ what they look like in the classroom; and ○ how they might be implemented.
Supporting Students with Special Education Needs ● An effective mathematics learning environment and program that addresses the mathematical learning needs of students with special education needs is purposefully planned with the principles of Universal Design for Learning in mind ● Knowing the student’s strengths, interests, motivations, and needs in mathematics learning in order to differentiate learning and make accommodations and modifications as outlined in the student’s Individual Education Plan
Supporting Students with Special Education Needs ● Classroom teachers have a responsibility to support all students in their learning ● Building partnerships with administrators and other teachers, particularly special education teachers, where available, to share expertise and knowledge of the curriculum expectations; co-develop content in the Individual Education Plan that is specific to mathematics
Supporting Students with Special Education Needs ● The use of concrete representations and tools is fundamental to learning mathematics in all grades and provides a way of representing both concepts and student understanding ● Students with special education needs should be provided with various opportunities to demonstrate their learning and thinking in multiple ways
Planning Mathematics Programs for English Language Learners ● Students’ various linguistic identities are a critical resource in mathematics instruction and learning ● Incorporate historically and culturally developed skills and assets into mathematics learning to create a richer and highly scaffolded learning experience ● Offer opportunities to access a student’s other language(s), prior learning experiences, and background knowledge in mathematics
Planning Mathematics Programs for English Language Learners ● Differentiated instruction is essential in supporting English language learners. ● Designing mathematics learning to have the right balance for English language learners is achieved through program adaptations (i. e. , accommodations and/or modifications)
Human Rights, Equity, and Inclusive Education in Mathematics ● Research indicates that there are groups of students who continue to experience systemic barriers to learning mathematics ● Systemic barriers can result in inequitable outcomes, such as chronic underachievement and low confidence in mathematics ● Achieving equitable outcomes for all students requires that educators pay attention to these barriers and how they can overlap and intersect, compounding their effect
Human Rights, Equity, and Inclusive Education in Mathematics ● Develop pedagogical practices that are differentiated, culturally relevant, and responsive, and hold high and appropriate expectations of students ● Maximize the opportunity for all students to learn, and create the conditions necessary to ensure that students have a positive identity as a mathematics learner and can succeed in mathematics and in all other subjects ● Ensure that students have access to enrichment support, as necessary
Human Rights, Equity, and Inclusive Education in Mathematics ● Develop practices that learn from and build on students’ cultural competencies and linguistic resources ● Recognize that students bring a wealth of mathematical knowledge, information, experiences, and skills into the classroom, often in languages different from the language of instruction
Culturally Relevant and Responsive Pedagogy in Mathematics ● Rich, high-quality instruction and tasks are the foundation of culturally relevant and responsive pedagogy (CRRP) in mathematics ● Learn about our own identities, and pay attention to how those identities affect our teaching, our ideas, and our biases ● Learn about students’ identities, identifications, and affiliations ● Build on students’ ideas, questions, and interests to support the development of an engaging mathematics classroom community
Culturally Relevant and Responsive Pedagogy in Mathematics ● Engage students in shaping learning so that they have mathematical agency, feel invested in the outcomes, and take ownership of their progress in mathematics ● Highlight diverse mathematical figures in history and use different global contexts so students see themselves reflected in mathematical learning — a key factor in developing students’ sense of self — and the multiple ways mathematics exists in all aspects of the world around them
Culturally Relevant and Responsive Pedagogy in Mathematics ● Recognize and appreciate that there is more than one way to develop a solution ● Expose students to multiple ways of knowing and encourage them to use multiple ways of finding answers ● Differentiate instruction and assessment opportunities to: ○ encourage different ways of learning ○ allow all students to learn from and with each other ○ promote an awareness of and respect for the diverse and multiple ways of knowing that make up our classrooms, schools, and the world
Culturally Relevant and Responsive Pedagogy in Mathematics ● When making connections between mathematics and real-life applications, teachers may work in partnership with Indigenous communities to co-teach ● Teachers may respectfully incorporate Indigenous culturally specific examples as a way to meaningfully infuse Indigenous knowledge into the mathematics program. In this way, culturally specific examples can be used without cultural appropriation
Cross-Curricular and Integrated Learning in Mathematics ● Although the mathematical content is outlined in strands, mathematical thinking, such as proportional reasoning, algebraic reasoning, and spatial reasoning, transcends the expectations and connects to the learning in many other subject areas ● Develop integrated learning opportunities and highlight crosscurricular connections ● Draw connections across all areas of mathematics and to other subject areas by applying learning to relevant real-life contexts across disciplines and beyond the classroom
Transferable Skills in Mathematics ● Critical Thinking and Problem Solving ● Collaboration ● Innovation, Creativity, and Entrepreneurship ● Global Citizenship and Sustainability ● Self-Directed Learning ● Digital Literacy ● Communication
Social- Emotional Learning Skills and Mathematical Processes Students develop socialemotional learning skills and use math processes across the math curriculum to: ● make connections between math and life outside of the classroom, at home and in the community; ● recognize mistakes and learn from them; ● use strategies to be resourceful in working through challenging problems.
Social-Emotional Learning Skills and Mathematical Processes Instructed and assessed across the other five strands, these skills and processes help students: ● see themselves as being capable and confident math learners ● develop confidence, cope with challenges, and think critically ● use the processes that are key to learning and doing mathematics
Social-Emotional Learning Skills and Mathematical Processes To the best of their ability, students will learn to: identify and manage emotions recognize sources of stress and cope with challenges maintain positive motivation and perseverance build relationships and communicate effectively develop self-awareness and sense of identity think critically and creatively … as they apply the mathematical processes. . . • • problem solving reasoning and proving reflecting connecting communicating representing selecting tools and strategies
Social-Emotional Learning Skills and Mathematical Processes. . . so they can: • • • express and manage feelings as they engage positively in mathematics activities respond to stress, build resilience, work through challenging math problems test out different approaches with optimism, learn from mistakes as part of the learning process collaborate on problems, listen, and foster healthy relationships see themselves as capable math learners, with ownership of their learning, identity and belonging make connections between math and everyday contexts to make informed judgments and decisions
Number Students learn about the world of numbers, and develop fundamental skills, such as understanding basic number facts (including multiplication tables). They also learn how to solve mathematical problems in everyday life.
Number ● Develop fundamental numeracy concepts, math facts, and mental math strategies ● Increase confidence with different types of numbers ● Work with fraction concepts earlier in developmentally appropriate ways
Highlights from Number ● Recalling math facts in each grade, including multiplication and related division facts: ○ ○ 2, 5, and 10 facts in Gr 3 up to × 10 in Gr 4 up to × 12 in Gr. 5 divisibility rules in Gr. 6 ● Introducing fractions in Grades 1 to 3 through fair-sharing ● Working with numbers up to 200 in Gr. 2 ● Adding and subtracting fractions, beginning in Gr. 5 ● Working with integers, beginning in Gr. 6
Algebra Students learn about patterns, algebraic expressions and how things change in math. Students also analyze reallife situations using coding and the process of mathematical modelling.
Algebra ● Work with patterns, relationships, and expressions to develop algebraic reasoning ● Develop coding skills, beginning in Grade 1 ● Use mathematical modelling to better understand make predictions about real life
Highlights from Algebra ● Working with all types of patterns ● Reading, altering, and writing code, beginning in Gr. 1 ● Solving inequalities, beginning in Gr. 4 ● Simplifying algebraic expressions, including monomials and binomials, in Gr. 6 to 8 ● Applying the iterative process of mathematical modelling to concepts and skills in other strands
Data Students learn how to collect, organize, display and analyze data to make convincing arguments, informed decisions and predictions.
Data ● Become critical consumers of data ● Determine if data is being misrepresented ● Create infographics to tell a story using data ● Make connections between using data and predictions
Highlights from Data ● Formulating questions that can be answered by collecting, organizing, displaying and analyzing data, beginning in Gr. 1 ● Making and testing predictions, beginning in Gr. 1 ● Identifying and determining measures of central tendency beginning in Gr. 2, including mode (Gr. 2 onwards), mean (Gr. 3 onwards), and median (Gr. 4 onwards) ● Communicating findings using infographics, beginning in Gr. 4
Spatial Sense Students learn about measurement and geometry to help them describe and explore the world around them.
Spatial Sense ● See and use connections between measurement and geometry ● Analyze relationships between objects and describe size, shape, location, movement and change ● Visualize objects from different perspectives, and build connections to engineering ● Use measurement tools accurately
Highlights from Spatial Sense ● Focusing on length in Gr. 1 -3, area in Gr. 3 -6, and volume in Gr. 7 -8 ● Using units to estimate and measure length, mass, and capacity, beginning in Gr. 2 ● Using analog and digital clocks and timers in Gr. 3 ● Working with circles and cylinders in Gr. 7 ● Applying the Pythagorean Theorem in Gr. 8
Financial Literacy Students build their skills and knowledge about the value and use of money, how decisions impact personal finances, as well as develop consumer and civic awareness.
Financial Literacy ● Apply skills to real-life situations ● Understand financial concepts such as saving, credit, and investments ● Make informed financial decisions ● Develop critical consumer awareness
Highlights from Financial Literacy ● Learning about money concepts in Gr. 1 to 3 ● Extending learning to include financial management, and consumer and civic awareness beginning in Gr. 4 ● Designing a budget, beginning in Gr. 5 ● Understanding interest rates and bank fees in Gr. 6 ● Understanding and comparing exchange rates and currency conversion in Gr. 7 and Gr. 8 ● Comparing credit card fees, rates, and incentives in Gr. 8
Assessment and Evaluation
Assessment and Evaluation ● Educators plan assessment using Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, Grades 1 -12, including the achievement chart ● Student achievement in math will be reported in one overall mark or grade’. For further information, see The Ontario Curriculum: Mathematics, Grades 1 to 8, 2020 Addendum to Growing Success (coming soon)
Assessment and Evaluation ● Report card comments will: ○ describe the progress and significant strengths demonstrated by the student ○ identify next steps for improvement ○ reflect the integrated learning across the strands, including Strand A: Social-Emotional Learning Skills and Mathematical Processes
Educator Supports and Resources
Compare Grades
Compare Grades
Interactive Glossary (Coming Soon)
Key Concepts (Coming Soon)
Examples (Coming Soon)
Sample Tasks (Coming Soon)
Sample Tasks (Coming Soon)
Teaching Supports and Resources
Key Changes from 2005 -2020 Curriculum
Sample Long-Range Plans (Coming Soon) ● A long-range plan outlines a year-long plan for learning mathematics. ● It is a living document that is revised as educators become increasingly aware of the abilities, strengths, needs and interests of their students. ● Note: Sample long-range plans outline possible sequences of instruction. There are many ways to structure an effective plan for learning.
Sample Long-Range Plans (Coming Soon) ● A thoughtfully developed long-range plan: ○ ensures that instruction is sequenced in a manner that aligns with research about learning mathematics; ○ allocates the appropriate time for concepts and skills so that students have multiple opportunities to focus on the overall expectations within the grade; ○ ensures that all specific expectations are addressed at least once within the school year; and ○ recognizes that some expectations need to be revisited several times throughout the year.
Sample Long-Range Plans Organized by Questions
Sample Long-Range Plans Organized by Questions
Sample Long-Range Plans Organized by Topics
Sample Long-Range Plans Organized by Topics
Coming Soon ● Sample Long-Range Planning resources ● Ontario Math System Leaders Network e. Community ● Ministry-developed Guides, Webinars and Learning Modules ● Lesson and Assessment Plans per grade (OAME/AFEMO) ●. . . and more
Thank you. Have a safe and healthy start to the school year.
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