The Ottawa Zone for Mathematics Education
Menu

BLOG

Acknowledging the Land: #o34melearns

5/17/2022

0 Comments

 
The Ottawa Zone for Mathematics Education is situated on the traditional and unceded territory of the divided nation of the Algonquin Peoples.

We are aware that Land claim negotiations between the Governments of Canada and Ontario, and the Algonquins of Ontario continue to this day (
Algonquin Land Claim).

​As a result of these negotiations, the First Peoples of this Land, who have been stewards of this land for millenia and who have been petitioning the government for nearly 2 1/2 centuries
Map of Indigenous Territories
native-land.ca
to establish a proper agreement (Keeptwo, 2021) will be able to experience "...[restoration of] historically significant sites…; contributions to the social and cultural objectives of [their] communities; and a foundation for economic development for the region" (Algonquin Land Claim).

This is exciting news, yet as inspiring as it all sounds, we must recognize that as settlers, we have much work to do to decolonize our own approaches to teaching and learning, and to share this with our membership. 

Much of this work will be rooted in listening, in feeling, in honoring the land and its people, and co-creating welcoming and safe spaces, with our Indigenous partners. Our work will also involve engaging with various mathematical perspectives that we might all "circulate together" (Wiseman et al, 2017).

We are thankful for the examples of Indigenous stewardship--that is, of the land and of relationships within and across peoples--that we have the opportunity to learn and work as a Council, and to provide leadership for our colleagues in Math Education.
​
Niá:wen, Miigwech, Nakurmiik, Thank you.

New Web Resource

Picture
Periodically, we will be posting artefacts of our Council's journey into Reconciliation through Indigenous Education to this site. 

Our intention, with utmost sincerity and respect, is to share our learning about how we see ourselves becoming Treaty people--certainly, as we all move closer to finally experiencing a Land agreement for the Algonquins of Ontario. As leaders in Mathematics Education, it is also important that we share our openness and vulnerability towards new learning for the benefit of our members.

Before continuing to the next section, please take a moment to acknowledge the land you’re on, its people, and your own connections to the land.

Artefacts of Learning & Leadership

Below, you will find examples of Land Acknowledgements we have constructed and used to open our meetings and events. Notably, each one is of considerable length. Our purpose is simple, yet incredibly powerful and so important. As a chapter, we have decided that we will research and embed historical perspectives, stories, and examples of how we can encourage our members to counter oppressive narratives, thus making new spaces and opportunities for our Chapter to truly make good on its vision:
Making teaching and learning mathematics accessible for all
An incredibly important aspect to achieving this vision must and will involve partnerships and collaborations with First Peoples groups in the Ottawa Zone.
​
If you have questions or comments, do feel free to reach out to our Executive. As a courtesy, we also ask that you innovate from any insights drawn from our activities and writings: it's important that we each do the work of understanding ways of knowing, being, and doing for ourselves. If you are interested in using any part of an Acknowledgment or other resource, please reach out to us using the contact form provided.
Acknowledgements:
Open to Learn
Indigenous Math
On Becoming
Our Relations

    Contact

Send

Sources:
Keeptwo, S. (2021). We all go back to the land: The who, why, and how of land acknowledgements. Brush Education Inc. 

The Algonquin Land Claim. ontario.ca. (n.d.). Retrieved May 17, 2022, from https://www.ontario.ca/page/algonquin-land-claim  

Wiseman, D., Glanfield, F., & Lunney Borden, L. (2017, September 11). How we are coming to know: Report. Show Me Your Math. Retrieved May 6, 2022, from https://showmeyourmath.ca/comingtoknow/report/
0 Comments

O34ME Supports! Building Towards Thinking Classrooms

6/13/2021

0 Comments

 
Using Dr. Peter Liljedahl’s Building Thinking Classrooms, the Chapter ran its first book study with incredible success!
Screen capture of book study participants during a Zoom meeting
To support our members’ participation:
  • books were purchased for OAME-O34ME members;
  • bi-weekly meetings were held from late March to mid-June, 2021 to explore the Introduction and Chapters 1 to 11 (of 15 chapters); and
  • meetings were held on Zoom, with interactive components (e.g., Jamboard), and small and whole-group discussions based on focus questions associated with each chapter.
Box filled with copies of the book, Building Thinking Classrooms
Picture
A Jamboard from Session 2

Our Impact!
All sessions were built upon participant feedback, which modeled openness to co-constructing and mobilizing knowledge across the group. 

All members were open to sharing their thoughts and ideas both in- and post-session--even their challenges to practice and successes in trying different pedagogical strategies.

Overall, all members were open with sharing how much they appreciated and learned through the study, including their shifts in practice, as well as wonderings and challenges to the strategies detailed in the book. This provided a backdrop for respectful discussion, and on occasion, outreach to the committee for further support. 
Book study exit poll
What else? Membership has grown through the study; new relationships have been built; continued interest in the study and chapter’s activities have been expressed; and opportunities for members to join Council have been created and shared.
Looking Ahead: Fall 2021
2021 Calendar

​Although it was not possible, at this time, to study all chapters of the book, many members have expressed a desire to continue working with Building Thinking Classrooms during the 2021-22 school year. And we’ll be doing our very best to meet our members’ professional learning needs!

What to expect? With more educators exploring this pedagogy in their own practices, we'll be enriching our shared time with practical findings from the field--in the #OttawaZone!

​In the meantime, we'd like to offer up some encouragement! And a sample of resources as insight to some of the ‘how’ and ‘what’ of the study’s organization, facilitation, and degree of participation.
Encouragement!
  • Check out our latest book study tweet on Twitter. Follow us :)
  • Join our Facebook Math Sharing Group! We're almost at 100 members!!
  • Bookmark our website! and blog!! 
Invite a friend/colleague! Bring someone along to the next iteration of the book study. Recall: If they're an OAME member, we'll buy them the book! There's so much value in becoming an OAME member!! Here's how.
Sampling of Resources:
  • Session 1 slides (complete with active links embedded)
  • Free Book Study Guide from Corwin Education (includes an amazing set of focus questions)
Let's Connect!
On behalf of the O34ME Council and Professional Learning Committee, we wish you all the very best for a strong finish to the year and for a relaxing Summer.
​
Contact: Need to connect with O34ME? Use our Contact Form to ask questions, share concerns, and/or provide suggestions.
Contact
Yours in #mathedu

Chris Stewart
2019-22 O34ME President
0 Comments

Who Are We? Meet Your O34ME Executive

6/5/2021

0 Comments

 
Welcome: The Ottawa Zone for Mathematics Education (O34ME)

On behalf of O34ME (The Ottawa Zone for Mathematics Education, Ottawa Chapter of OAME) Executive & Council, I'd like to start by introducing the members of the 2021/22 Executive. I am both privileged and honored to be working alongside such an enthusiastic, committed and dynamic group of educators serving Mathematics Educators in the Greater Ottawa Region.

Please take a moment to familiarize yourself with each of our Executive members.

Yours in #mathedu,

​​Chris Stewart, OCT
O34ME 2019-22 President

Your 2021/22 Executive
Chris Stewart, OCT
Role: President
  • In collaboration with the Chapter Vice-president, provide leadership—aligned to O34ME's guiding principles—necessary to keeping the Chapter operational and effective
Chris Stewart
Current Roles in Math Education:
  • Student Achievement Officer (3-yr secondment to the Ontario Ministry of Education, ending June 2021; returning to North Grenville DHS, Kemptville, Upper Canada DSB), @math_inquirer
  • Educational Consultant, Flipping the Focus
Perspectives:
When students are inspired to share and discuss their thinking and reasoning, they become their own and others’ teachers! An educator's role is then to help guide their students to becoming better at this — the content students learn is a vehicle to serving conversations. How to engage in the process of learning is the core of all teaching and learning. 

This engagement requires that students develop and use a variety of skills as they are learning mathematics: Learning (p11), Transferable, Social-emotional, and Mathematical Process Skills. As a result, students develop their mathematical identity—i.e., understanding themselves as knowers, doers, and sense-makers of mathematics--and become empowered to use mathematics in ways that not only grow their achievement but that can be used to solve a variety of real-world problems (e.g., addressing matters of social injustice).  And none of this could be possible without the culture of care, respect for equity and inclusion, and professionalism we see in educators and systems of education.

Aspirations:
  • Through classroom-, school-, and system-related work, I will be collaborating to create opportunities for educators and their students to experience the joy and wonder associated with learning mathematics — through culturally relevant and responsive teaching approaches that emphasize the human side of mathematics. I look forward to beginning this important work in the Fall of 2021 with the implementation of Ontario's new Grade 9 Mathematics course, MTH 1W.
  • I'm curious as to how research intersects with pedagogical practice and have engaged in action-based research in the following areas: Professional Learning Communities, Student Voice, and Flipped Learning. Currently, I'm interested in exploring the impact of Thinking Classrooms, Culturally-Responsive & Relevant Pedagogy, Instructional Leadership, and Virtual Learning Environments on student learning.
Karyn Hepburn, OCT
Karyn Hepburn
Role: Vice-president
  • In collaboration with the Chapter President, provide leadership to the organization

Current Role in Math Education:
  • Math and Science Teacher in the Education and Community Partnership Program at M. F. McHugh Education Centre in Ottawa (Teaching and supporting teachers, Gr 9 to 12)
Perspectives & Aspirations:
  • I believe in giving students many chances to show their learning in math and to use the classroom environment and the outdoors as a way to encourage students to see the math around them.
  • I'm Interested in improving my assessment practices in mathematics--valuing process as well as product.
Tony Alexander, OCT
Role: Membership Coordinator
  • Maintains a current listing of members, communicates with membership as directed by the Executive, and makes proposals for expanding membership

Current Role in Math Education:
  • Secondary Occasional Teacher

​
Perspectives & Aspirations:
  • I believe that we make the greatest strides in learning when we are frustrated and confused. I find this notion exciting!
Tony Alexander
  • My current goal is to continue to learn as much as I can about Mathematics Education: participating in seminars, talking to other teachers, and learning everything about the amazing online tools being used in classrooms today!
Gregory Taylor, OCT
Gregory Taylor
Role: Secretary
  • Handles all correspondence of the organization as directed by the Executive

Current Role in Math Education:
  • Secondary Mathematics Educator

Perspectives & Aspirations:
  • Given enough motivation and time, anyone can learn anything.
  • ​Motivate as much as possible and try to do the best with the time that’s available.
Suhana Kadoura, OCT
Role: OAME Chapter Representative
  • Prepares and presents chapter reports at OAME Board of Directors meetings; reports to the O34ME Executive on the business of OAME
  • Attends OAME council meetings as required, representing the interests of O34ME​
Chelsea Cleveland
Current Role in Math Education:
  • Intermediate Math Educator; keen participant in cross-panel dialogue to support student success​
Perspectives:
I am first and foremost a learner. The foundation for teaching is built from our relationships with students, families, colleagues and our communities. When we are allies to our students, we help build their independence and the confidence to trust in their own abilities and growth as learners in all subjects.
​ 
Aspirations:
  • Centre student identity and focus on developing a more culturally responsive practice
  • Improve my assessment practice to become a natural part of day-to-day learning, and to ensure it is more timely and useful to students
Natalie Robinson, OCT
Picture
Role: Treasurer 
  • Responsible for the accounting and banking of all funds of the organization

Current Role in Math Education:
  • Secondary Mathematics Educator
Perspectives & Aspirations:
  • I believe students need to struggle and then succeed, be challenged and then successful, be listeners and then share, be learners and then teach, be independent and collaborative, to truly learn and grow.  I enjoy providing them this environment!
  • ​​​I am interested in building teaching communities that can share and learn together with the goal of creating the best learning environment for all of our students.
Jimmy Pai, OCT
Role: Ex Officio Member
  • An OAME Director/President/VP who sits on the O34ME Council
  • Carries insight and wisdom on the history of OAME for input on any Executive meetings

Current Role in Math Education:
  • I teach secondary students by involving mathematics
Jimmy Pai
Perspectives:
  • It is imperative for Mathematics Education to be about people.  In other words, re-humanizing Mathematics is of paramount importance so that we can uplift students who have been oppressed throughout their circumstances and experiences, and open doors for students to be a part of the beauty and utility of mathematics - paradox of the mess and precision, of chaos and order.

Aspiration: 
  • To listen hermeneutically, at least once, to all that I encounter
Melissa Black, OCT
Picture
Role: Ex Officio Member
  • An OAME Director/President/VP who sits on the O34ME Council
  • Carries insight and wisdom on the history of OAME for input on any Executive meetings

​Current Role in Math Education:
  • I currently teach Grade 9-11 math, with a particular love for the Grade 11 college math stream;
  • OAME VP for the 2021-2024 term.
Perspectives:
  • I believe all students have the right and desire to succeed in math, you just need to point out and focus on their strengths so that they feel confident in their abilities.
  • The college math students in particular need this in order to not limit their course choices for grade 12, developing good communication and connection with these students is of utmost importance to me.
Aspirations: 
  • To develop connections with students in the current virtual world.
  • To leave my mark in the math community when I retire.

Questions About O34ME? Support for Professional Learning?
Contact
0 Comments
<<Previous

    O34ME - Blog

    Featuring posts that provide visitors an opportunity to engage in meaningful reflections on practice, as well as connecting research with pedagogical practice

    Archives

    May 2022
    June 2021
    November 2020
    August 2020
    June 2020
    September 2019

    Categories

    All
    AFEMO
    AGM
    Book Study
    Building Thinking Classrooms
    Canadian Mathematics Society
    Coding
    Fall Social
    Financial Literacy
    Fractions
    Land Acknowledgements
    Marian Small
    Mathematical Modelling
    Membership Survey
    Mission Vision Strategic Priorities
    Mission-Vision-Strategic Priorities
    Networking
    O34ME
    O34ME Council
    O34ME Executive
    #o34melearns
    O34ME Membership
    OAME
    Ontariomath.support
    Professional Learning
    Year In Review
    Year-in-Review

    RSS Feed

    Contact
    Tweet to @o34me
    Tweets by O34ME
    Disclaimer:
    The views expressed or implied on this website, unless otherwise noted, should not be interpreted as official positions of OAME and/or its affiliates and O34ME.
Powered by Create your own unique website with customizable templates.
  • Home
  • Current Events
    • 2022 Spring Mini-conference
    • Fall Social
    • Book Study
  • Blog
  • Learning Grants
  • Awards
  • Contact - Support
  • Council Meetings
    • Annual General Meeting
  • Council Executive
  • Home
  • Current Events
    • 2022 Spring Mini-conference
    • Fall Social
    • Book Study
  • Blog
  • Learning Grants
  • Awards
  • Contact - Support
  • Council Meetings
    • Annual General Meeting
  • Council Executive