SUPPORT – On Math @ learnx.ca

ONTARIO EDITION

CANADA+ EDITION

As we build more support material, we will be posting them on this page.

Please also contact us for additional online professional development [ggadanid@uwo.ca, janette.hughes@uoit.ca]

SUPPORT TOPICS

GENERAL SUPPORT
1. 1. Lessons learned from classrooms
1. 2. Five As for coding & math
MATH + CODING SUPPORT
1. 3. Repeating patterns
2. 4. Odd & even number patterns
3. 5. Infinity & fractions
4. 6. Inequalities
5. 7. Making 10

MATH CURRICULUM CORRELATIONS (PDF)

1. LESSONS LEARNED FROM CLASSROOMS

by George Gadanidis

2. FIVE As FOR CODING & MATH

The affordances of modelling math with code (6 min.) by George Gadanidis

3. REPEATING PATTERNS

From the table of contents, Algebra + Coding, 1-8

Computational Modelling in Elementary Mathematics Education – Making Sense of Coding in Elementary Classrooms (May 2018). Read the White Paper by MKN Computational Modelling CoP members, George Gadanidis (Western University) and Beverly Caswell (Robertson Program, OISE/UT).

See videos of lesson studies in Grades 1-3 classrooms on this theme, from the Ontario Math Knowledge Network.

4. ODD & EVEN NUMBER PATTERNS

Module Lessons

Where do even numbers hide?

Math worth talking about

A song based on teacher comments as they learned about odds and evens

Odds & evens poster

Download the poster

5. INFINITY & FRACTIONS

About this module by George Gadanidis (3 min.)

Module Lessons

You can hold infinity in your hand!

Infinity at the AI Academy

See a series of animations, and other videos on infinity at learnx.ca/wonder/infinit y

Math Shadow [parody of Moon Shadow]

Infinity poster

Download the poster

6. INEQUALITIES

Module Lessons

About this module by George Gadanidis (4.5 min.)

7. MAKING 10

Module Lessons

Random pairs line up?

Making 10 poster

Download the poster

See the story The Pleasure of Making 10 at https://learnx.ca/wonder/rene-descartes/, featuring Rene Descartes, who said “I think, therefore I am”.

Did Rene Descartes really exist?

Or was he a figment of his own imagination?

ELEMENTARY MATH + CODING

STUDENT COMMENTS

I’m going to make my own. I’m not going to copy what’s on the screen. I’m going to do something new. Then I’ll call you and say, “Watch this!”

TEACHER COMMENTS

I wish you were here to see the kids that never do well on assessments.
I’ve never seen that part of him. Words coming out were impressive.
It freed up their ideas; students engaged with a “growth-mindset” – trying new things.
It can be challenging but a safe way to learn.
My biggest leaning was about incidental learning. Coding facilitates that.
When you have incidental learning the learning is deeper.
Coding extends their thinking, in a natural way.
Sometimes the tasks we might feel initially [to be] difficult, the kids got just like that.
Some of them could go beyond what we were showing them. I feel they really surpassed me.
It has made me less fearful to go beyond the curriculum. In Grade 4 you’re only supposed to learn this. Well, what’s stopping us from showing them a little bit beyond that?

SECONDARY MATH + CODING

STUDENT COMMENTS

You think: ‘I’m never going to use this.’ Then you go into coding and actually use it. It’s more like math in action.
I like doing math with coding.
You can’t code it unless you really understand the math part.
It feels like there’s more space. You don’t have to do it like everyone else. It lets you go in depth.
In regular math class, the teacher teaches you everything. But with coding you’re more independent. It’s more of a sense of accomplishment.
It’s more of a group feeling in the atmosphere, asking questions and trying to understand.
It has helped me with my collaboration. I’m more open to work with people.