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
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O34ME - Blog
Featuring posts that provide visitors an opportunity to engage in meaningful reflections on practice, as well as connecting research with pedagogical practice
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