President’s Report - 2019/20 Chapter Activities
The Ottawa Zone for Mathematics Educators (O34ME) had a successful year thanks to our Executive and Council Members. As a result of their dedication to collaboration and commitment to leading with the Chapter’s Mission, Values and Objectives, we were able to build capacity within our Chapter for leadership in mathematics education. We also brought awareness to membership of our strategic priorities through ongoing communication and support for professional learning experiences.
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 2019/20 school year was wrought with exceptional challenges (e.g., job action, COVID19)--circumstances atypical for most educational organizations to navigate with their membership. Despite the challenges faced, there is an opportunity for O34ME to redress its plans for supporting membership and explore new opportunities for growth in 2020/21.
The information that follows in Tables 1 and 2 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 under these exceptional circumstances.
In closing, it has been an absolute pleasure and privilege to have served as this year’s chair, working alongside such a focused, creative, open and collaborative group of professionals.
2019/20 O34ME President
Table 1 - Year-in Review: O34ME Council & Membership Activities
READ MORE ...
Table 2 - O34ME Council & Membership Future Activities
As mentioned in many of the “Next Steps” (Table 1, above), the following represent potential activities for O34ME Council and Membership in 2020/21.
The evening began with introductions by this year's Chapter President, Chris Stewart, followed by an inspiring address by Dr. Marian Small, with networking between educators for the remainder of the evening. If you were unable to take part in this event, the introductory address (and slideshow) and highlights from Dr. Small's address are included in the remainder of this post.
President's Welcome Address & Slideshow
*Highlights from Dr. Small
Key Messages for Math Educators
Dr. Small also shared her perspectives on how educators might best navigate tensions associated with political unrest in Education. Essentially, leading in ways that promote conversation about the key issues is how we'll move forward to better meeting students' needs. Speaking clearly, acting respectfully, and being enlightened (educating oneself) are a few criteria for successful conversations with various shareholders in Math Education. To clarify one of these issues--"Back-to-Basics"--Dr. Small reminded the audience that students are performing well on knowledge-related items on provincial testing; where students are falling down is in relation to thinking and application problems. What this means is that we first need to distinguish and understand the differences between knowledge questions and those that promote student thinking. The latter type of question can result in deepened student understanding while helping students build the types of skills critical for employment and citizenship in today's world.
*NOTE: The highlights presented are not directly quoted; rather, they paraphrase the key aspects of Dr. Small's message to attendees.
Connecting to Our Guiding Principles
During Chris' address to attendees, he mentioned that every decision made on behalf of Membership is done through the lens of the Chapter's Guiding Principles. Below are links to examples of how events, like the Fall Social, demonstrate our commitment to supporting our Membership and the greater, Math Community.
Seeking Alignment to Our Strategic Priorities
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.