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
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.
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/
Mission: Fostering enthusiasm, innovation, and growth in mathematics education.
Vision: We value making teaching and learning mathematics accessible for all.
We recognize, as a Chapter, that the 2021/22 school year was wrought with exceptional challenges (i.e., COVID19)--circumstances atypical for most educational organizations to navigate with their membership. Despite the challenges faced, Council and its membership worked together to ensure that members’ were supported accordingly--e.g., supporting members’ development and refinement of their pedagogical practices through a mini-conference featuring Nat Banting and Laura Masterson (uManitoba).
The information that follows in Tables 1 and 2 of the President's Report to Members describes a year-in-review and prospective activities, respectively, as well as areas for growth--some of them taking into account any learning the Chapter has experienced this past year.
In closing, it has been an absolute pleasure and privilege to have served as Chair, working alongside such a focused, creative, open and collaborative group of professionals. I am both excited and delighted that Karyn Hepburn--our outgoing Vice-president--will be beginning a two-year term as Chapter President (2022-24). The growth that we’re experiencing internally, as an Executive and Council, is a testament to the relational trust we have for one another and the internal capacity we have built as a Chapter.
Although we identify with this time of year as being our chapter’s year-end, the work continues. We will keep you all apprised of next steps regarding O34ME-related professional learning for the coming year.
2019-22 O34ME President (Outgoing)
Your 2022-23 Council Executive
Your elected executives for 2022-23 are as follows. To learn about your Chapter leadership, check out their bios and educational aspirations in this post.
Members, Missed the AGM?
Members, if you missed the AGM:
AGM Slide Presentation
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
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.
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.
Yours in #mathedu
2019-22 O34ME President
O34ME - Blog
Featuring posts that provide visitors an opportunity to engage in meaningful reflections on practice, as well as connecting research with pedagogical practice
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.