Our activities are now underway for Year 2! See updates from our CoPs, learn about upcoming events, and find out how you can get involved below.

Computational Thinking in Mathematics Education (mathnetwork.ca/ct)

Picture10The Computational Thinking (CT) CoP supported the Symposium on Computational Thinking in Mathematics Education (funded by Fields), which was held from October 13-15, 2017 and included a Maker Day for Teachers.

In December, Wellington CDSB wrote and shared publicly a brief on their work to date. Read their feature issue, Coding for all: a story of purpose, here.

For hour-of-code, and as part of computer science education week from December 4 - 10, the CT CoP developed a web page for hour-of-code to share their math + coding puzzles and challenges. Try out their curriculum-based, classroom-tested activities at mathnetwork.ca/future. The CT CoP also wrote a KNAER blog about this, which can be found here.

Indigenous Knowledge & Mathematics Education (mathnework.ca/indigenousknowledge)

Picture11The primary focus of the Indigenous Knowledge and Mathematics Education (IK) CoP has been to establish a strong network of educators, academics, First Nation communities, and organizations who are working in the areas of Indigenous Knowledge and Mathematics Education. One of their key priorities is to continue to build strong community relationships. Early discussions have identified the need to establish guidelines and frameworks for knowledge mobilization and resource sharing related to Indigenous Knowledge and Mathematics education in order to ensure that the significance of Indigenous knowledge and community connections are not trivialized and the work diminishes to simple math activities that perpetuate the colonial narrative. 

Picture12The IK CoP has had several meetings, including rich experiences with land-based learning on Manitoulin Island, and in Fort Frances at the IKME Conference: Responding to the TRC’s Calls to Action. In Year 2, the CoP will have an oral dissemination focus, which aligns with Indigenous pedagogy and includes opportunities to present at various conferences (e.g. FNMIEAO and OAME). Participating CoP members will have the opportunity to engage in co-learning in order to learn from and connect with those who are just beginning their work and those who have existing projects. They are also furthering knowledge mobilization by creating a collaborative workspace on TeachOntario and by developing a series of videos to showcase their work.


Critical Transitions in Student Mathematical Development (mathnetwork.ca/transitions)

Early Years

Picture13The Critical Transition CoP and Greater Essex County District School Board (GECDSB) have partnered to support math learning from Child Care to Kindergarten and from Kindergarten to Grade 1. On September 8, 2017, the CoP supported a day of learning with 400 Kindergarten educators (teachers and Early Childhood Educators). Important learning for Kindergarten students and research-based practices were highlighted to ensure key mathematical concepts and effective pedagogy supported learning for Kindergarten students.

Building upon efforts to strengthen the transition between Kindergarten and Grade 1, the CoP will explore, support, and document the ways in which educators support mathematical learning. The project will take place in five combined Kindergarten-Grade 1 classrooms in GECDSB and will focus on pedagogical approaches outlined in How Does Learning Happen (2014) and the learning trajectories approach developed by Dr. Doug Clements.

The CoP also plans to host a provincial working conference for Education Officers from the Ministry of Education, Deans of Education, Early Primary Educators, Community College Instructors and other community educators to continue the work begun through their survey and the August 2017 Kindergarten Forum for Action. The working conference will aim to establish an Ontario-wide Early Mathematics Task Force, who will explore the current state of early math instruction and creating a seamless trajectory for math learning through the early grades.

Intermediate Division to Secondary Transitions

Dr. Dan Jarvis will present his research findings at his workshop, “Crossing the Divide: Exploring Critical Transition Issues from Grade 8 to 9 Mathematics” at the Fields Institute on March 20, 2018 and at OAME. An interactive, digital infographic of his report will be available early in 2018.

Picture14Dr. Jarvis is planning to host a Symposium to promote the new CODE interactive tool, Choose a Path that Includes Math (Colgan, 2017), and the Year 1 MKN research report (Jarvis, 2017). Both of these resources were created for multiple stakeholders (i.e., students, parents/guardians, teachers, Guidance Counsellors) and provide a series of strategies for: (i) assisting students/parents with the preparation for the Gr 8 > Gr 9 transition (i.e., streaming choices/issues; mathematical content/readiness); and (ii) assisting students/parents/teachers in Gr 9 with various support mechanisms/ideas for math success and/or the modification of streaming choices based on achievement and goals.

Locally Developed to Mainstream Math Transitions

Dr. Ann Kajander is continuing to gather data for the purposes of a scoping survey to gain an understanding of what is happening in Grade 9 locally developed math classes in Ontario. On the basis of this data, and using the results of case studies conducted in sample classrooms, Dr. Kajander is preparing a report that outlines the mathematics education needs of students and teachers in locally developed Grade 9 courses. To mobilize this knowledge and make it accessible across stakeholder groups, Dr. Kajander is working to develop a tool-kit that is based on the needs of students and teachers, including strategies and resources to help students who struggle with math (e.g., learning difficulties and formal or informal IEPs).

Secondary School to Post-Secondary Math Transitions

Picture15This transition project is led by Dr. Peter Taylor at Queen’s University as one part of a larger national, SSHRC-funded project, The Math9-12 Project (http://mast.queensu.ca/~math9-12/projects.html), a research-based study designed to bring new life and sophistication to the high-school mathematics curriculum. Workshops for teachers continue to be held as new units are developed, field tested and made available through the website.

Mathematics Leadership (mathnetwork.ca/math-leadership)


  • 18-19, Alex Lawson organized the first professional learning session for the Student Achievement Field teams on Mathematics Developmental Continuum. The participants are largely involved in facilitation of the leadership networks across Ontario.
  • 20-22, MLN face-to-face session in Sudbury. This session was focused on deepening learning from each other as the participating teams worked collaboratively to analyze student thinking from the various Whole School Assessments.


  • Picture1611, started the fall series of The Math Pod broadcasts, scheduled also for October 18, 25 and November 1, 8-9 pm. The podcasts were run by Cathy Fosnot and Stephen Hurley and were accompanied by the synchronous and asynchronous facilitated Twitter sessions.
  • 18, ML2N had a face-to-face meeting in Whitchurch-Stouffville. In the morning, the educators joined remotely with the NWML2N, while in the afternoon, they worked on their school inquires. 


  • 18-19, NWML2N had a two-day face-to-face meeting in Thunder Bay featuring Marian Small talking about mathematics leadership, rich tasks, and monitoring in classrooms.
  • 19-20, Leadership Institute with Cathy Fosnot in North Bay. About 100 educators from Northern and other regions, including the Ministry personnel, participated in the Institute.
  • 21, Cathy Fosnot facilitated a whole day of professional learning for teachers. The event was attended by 85 NOMA members.
  • 23-24, second session with Alex Lawson in Toronto.





  • Picture184, the GECDSB organized the Math Symposium at Tecumseh Vista Academy K-12. More than 100 educators registered for this whole day of sharing ideas of how to learn and teach mathematics.
  • 10, the GECDSB educators and guests gathered for a Math Task Force meeting to review the work and results to date.
  • 23-24, ML2N met for a two-day session at Hockley Valley Resort. The focus was on leadership inquires conducted by the teams.
  • 28, the HWDSB PLC team led by Alison Boehme met in Hamilton to unpack the just completed classroom visits across the system - FDK, Gr. 1, 3/4, 5, 10, and 12. This whole day meeting was attended by the Ministry staff and a People for Education representative.
  • 29-30, NWML2N met for a two-day session in Thunder Bay. The focus was on leadership inquires conducted by the teams.


  • 6-8, the MLN conducted a face-to-face-meeting in Sudbury.

The ML CoP will also be involved in upcoming ML2N meetings (Jan 17 & 18, Feb 28 – Mar 1), NWML2N meetings (Jan 23-24, Feb 27 – Mar 1), and MLN meetings (Feb 6-8), as well as Cycle 2 of The Math Pod from January 17 – February 7. 

Get Involved!

The MKN now has a hub on TeachOntario, where our CoPs can share and engage with Ontario educators (and beyond!) through online discussion groups. Find us and follow our page here.

Looking for upcoming learning and sharing opportunities? See our events page and check out our CoP resources. To stay up-to-date on our latest news, activities, and resources, visit mathnetwork.ca, join our mailing list, and follow us on Twitter @mknrcm. If you are interested in getting involved in the work of the MKN, please contact Melanie Langemeyer, MKN Coordinator (This email address is being protected from spambots. You need JavaScript enabled to view it.).