Surrey School District #36
The Surrey District began a Changing Results for Young Mathematicians initiative in September 2015. Seven schools were involved with 15 Kindergarten through Grade Three teachers participating. We had our first session in October and met six more times throughout the year. The teachers involved in the initiative came to the second session with a selected a case study student whom they spent time observing during Mathematics. Based on the questions that emerged around the learning and understanding of their case study student, each teacher developed an inquiry question. The questions had two parts: 1)What am I going to try (e.g, a "new" to them strategy that provides an opportunity for them to grow professionally), and; 2) What do I expect or hope for my student (e.g., I hope John will become more engaged). Generally the sessions followed the same format. We began with our intentions and then teachers had time to share and reflect. They asked themselves what is working? What isn’t? What might I wish to change? Teachers were reminded to go slowly and take small steps. Based on their individual inquiry questions, they were provided with key resources (e.g., books, articles, website links) to assist them with their learning. We also had a professional development segment that focussed on developing an understanding of what is balanced literacy. As well, we held a book club where we shared our our thoughts on Kassia Omohundro Wedekind's Math Exchanges book.
Richmond School District #38
From January to June 2016, primary teams from three of our elementary schools are participating in our version of the Provincial Numeracy Project, based on BC's Changing Results for Young Readers project. Classroom teachers and a resource teacher from each school come together each month for a full morning with TTOC release. Each teacher has developed a professional inquiry question, often based on their school's mathematics goal, and has also chosen a "wonder" child that they are curious about. During each session, teachers share what they have been trying in their classrooms based on our previous session and how their chosen student is responding within the broader classroom context. Each of our sessions together involves a professional learning component focusing on mathematical routines that develop number sense such as counting collections, circle and choral counting and using number lines.
Sooke School District #62
Building on the successful learning teams inquiry framework of CR4YR (http://youngreaders.ca) introduced to us by Maureen Dockendorf, Superintendent of the Early Years, and Sharon Jeroski, BC education researcher, we field tested Changing Results for Young Mathematicians last year (2014-2015) as an added teacher inquiry opportunity (K-5). This embedded professional learning framework includes pursuing effective whole class numeracy instruction as well as a case study approach with a focus on a wonder child, a vulnerable learner in mathematics. Carole Fullerton co-facilitated our sessions, adding a component of mathematics pedagogical content knowledge, from her lens of numeracy expertise.
Due to its overall success, we are now in our second year of this collaborative teacher
inquiry process that honours teacher expertise and input into furthering our
pedagogical knowledge about teaching and learning practices. We are engaging in effective
number sense practices with our students and exploring the BC curriculum redesign
together. These inquiry sessions are co-facilitated by Laura Lancaster, Jeannie DeBoice, and Vivian
Collyer.
Gulf Islands School District #64
The math inquiry project in the Gulf Islands involves teachers from K-12 who are interested in coming together to discuss issues in mathematics education. We offer four half-day sessions for teachers throughout the district, and lead discussions that link teachers across the continuum. Teachers are introduced to mathematical routines, have time to explore and play with math, and create an inquiry question based on a shared focus. During each session, teachers have a chance to do some work on their inquiry question and action plan. Along with the four half-day sessions, there is a full-day workshop with a guest speaker. Topics have ranged from number flexibility and mathematical vocabulary, to creating thinking classrooms. Each year, we choose a book to read and discuss together. Past books have included Jo Boaler’s What’s Math Got to Do With It” and Ron Ritchart’s "Creating Cultures of Thinking". The math inquiry project has brought together a wide range of teachers and raised an awareness of how we are all working together to further students’ understanding and enjoyment of mathematics.
http://sd64mathinquiry.blogspot.ca/
Campbell River School District #72
Campbell River School District’s Provincial Numeracy Project is focussed around the inquiry process from the “Changing Results” format for literacy. We are in our first full year with a team of elementary educators exploring school team inquiry questions focussed on an individual student’s mathematical development, specifically in the area of number sense. Inquiry questions are connected to curricular competencies as we build our collective professional capacity in how to help students construct conceptual understandings required for computation and flexible thinking.
Four school teams meet 6-7 times over the course of the school year, for half day of collaborative reflection on their inquiry questions. Additional half days are included for professional development and some additional in-class support is being provided by a First Steps in Mathematics trained facilitator and teaching colleague. Research and resources that have been explored have been from Jo Boaler’s “Developing Mathematical Mindsets” and Peter Liljedahl’s “Building Thinking Classrooms”.
- Locally developed “Rethinking Math” course (based on work and resources from FSiM, Van de Walle, Jo Boaler, Peter Liljedahl, Michael Pruner, Marian Small): 32-40 hours spread over 8 sessions throughout the school year.
- Pro-d sessions on ways to help students develop flexible thinking and spatial/proportional reasoning using Cuisenaire Rods and other manipulatives.
Other Numeracy professional development projects underway in SD72 are as follows:
- “Building Thinking Classrooms”: 41 teachers from grades 4 to 12, participated in professional development with Peter Liljedahl and/or Michael Pruner through pro-d day session, demonstration lessons, introductory exploration session and professional conversations.
- As part of the “Island Numeracy Network” Instructional Support educators have been developing a framework to support teachers in the integration of Curricular Competencies, OECD Principles of Learning, First Peoples Principles of Learning and reflective practices.
- Instructional Support teachers provide in-class and side-by-side professional support and conversations focussed on improving students’ conceptual understanding in math. This process is provided as a follow-up to teachers who have taken an FSiM or Rethinking Math course in our district as well as to interested new teachers. Teacher participation in this additional support is voluntary and is provided weekly for up to 5 months of the school year.
Comox School District
Vernon School District
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