Everyone is a math person.

Mistakes are valued; they grow our

brains.
Math is about creativity and sense making.
Depth is more important than speed.
Learning is valued over performance.

Some Strategies for

Student Success
Come to class prepared to work
Engage and fully participate
Complete investigations, inquiries and tasks
to the best of your ability
Submit work on time
Review new concepts regularly at home
Make use of your student planner

e-mail: suhana.kadoura@ocdsb.ca

In Room 219

Vincent Massey Public School

Meet the Teacher
September 2016

Sneak a peek into room 219 at

mrsk7-8vm.weebly.com

~ Carol S. Dweck

Phone: 613-733-5955
Absence Line: 613-733-1808

The passion for stretching yourself and

sticking to it, even (or especially) when its
not going well, is the hallmark of the
growth mindset.

In the changing world, those who

understand and can do mathematics
have significant opportunities and
options for shaping their future.
~ National Council of Teachers of
Mathematics

Over the course of the year we will look at

some recent brain research and the importance
of developing a growth mindset for life and
learning.

Vincent Massey Public School

Growth Mindset

The math students learn

today is the math they need
for tomorrows world.

Math Wordle a word cloud created using all expectations

from the Ontario Mathematics Curriculum (grade 8). ~try one
yourself at www.wordle.net

Suhana Kadoura
Intermediate Mathematics
Room 219

Instruction
Math instruction focuses on multi-strand
math investigations and problem solving.
Students use a variety of representations to
facilitate and enhance their understanding of
important math ideas.
Problem Solving is no longer saved for the
end of a unit. Research shows that teaching
through problem-solving is an effective way
to engage our children in mathematics.

Problem Solving
Helps math make sense
Connects skills and procedures to
situations
Develops flexible thinking skills
Provides a framework for retention

Math Program
The math program emphasizes a more
balanced approach of understanding.
There is a combination of teacher directed
learning, student inquiry and investigation of
important mathematical ideas.
Important to Note:
learning environment focuses on BIG
IDEAS (concepts vs. lists)
representing math thinking supports
students in making connections
math tasks are conceptual vs. drill
assessment involves a variety of tools and
strategies
questioning is used to elicit math thinking
vs. the right answer

Representations of
Mathematical Thinking

Assessment
Emphasis is placed on the process of learning
as well as the products of learning and may
include
exploratory investigations
in-class problems
day-to-day observations
demonstrations
daily math workouts
conferencing/oral
in-class projects
performances tasks
tests
Student work is judged against established
criteria.
A students achievement of the overall expectations
is evaluated on the basis of his or her achievement to
related specific expectations (including the
mathematical process expectations).
~Ontario Curriculum Mathematics
Grades 1 to 8, page 19
Achievement
Chart

Practice
Supports computational and procedural
fluency
Supports retention of new concepts
Supports development of connection
making and depth of understanding
Supports mathematical communication

Related
Process Expectations
Selecting Tools & Strategies
Application
Connecting
Problem Solving
Thinking
Reasoning
Reflecting
Communicating
Communication
Representing
Knowledge and Understanding consists of:
-Conceptual Understanding and
-Procedural Fluency