CMESG GCEDM Dec 2021 Newsletter

CMESGNewsletter GCEDM infolettre Dec. 2021

Par Frédéric Gourdeau et Kitty Yan

Discussion Entre MembresDiscussion Between Members

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By Evan Throop Robinson, Lisa Lunney Borden & Ellen Carter

16

East Coast Connections

By Asia Matthews

Résolution de Problème: Dynamic Triangles and The January Game

22

Membres du comité exécutif

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16

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By Nathalie Sinclair and Dave Wagner

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By Olga Fellus

The Elementary, the Necessary, & the Arbitrary

By Peter Liljedahl

President's Letter

Lettre du Président

Par Peter Liljedahl

Learning Math and Learning from Trees

In This Issue:

CMESG/GCDEM

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Bien que nous ayons l'impression d'avoir à peine commencé le travail pour cette année, il est déjà temps de commencer à penser aux élections du printemps 2022. Le comité des nominations a déjà été formé (Kathy Nolan et France Caron) et il lancera bientôt un appel à candidatures. Au cours du prochain cycle électoral, vous élirez un membre à titre individuel ainsi qu'un nouveau président. Alors, commencez à réfléchir à des candidats possibles qui, selon vous, vous représenteraient bien et feraient un bon travail au sein de l'exécutif du GCEDM. Lors de la réunion de 2021, nous avons appris qu'il est possible de se réunir virtuellement en tant que communauté. Et bien que nous ayons souhaité être ensemble en personne, nous avons quand même réussi à avoir une réunion qui contenait une grande partie de ce que nous aurions vécu dans une réunion en personne. Nous avons eu une présentation plénière qui a suscité la réflexion, ainsi que les habituelles discussions en petits groupes et les questions-réponses. Nous avons eu cinq groupes de travail extraordinaires. Et nous avons eu un format très réussi pour célébrer nos nouveaux docteurs. Nous avons même eu deux suite à la page 4

Chacune de ces personnes a apporté une variété d'expériences et de connaissances qui ont été très riches pour notre organisation. Nous leur offrons notre gratitude pour leur engagement envers notre organisation. J'ai particulièrement apprécié leur collégialité et j'ai bénéficié de leur camaraderie et de leur amitié pendant notre travail ensemble. Je vous remercie tous.

- Lisa Lunney Borden (Université St. Francis Xavier) a été membre élue de l'exécutif pendant six ans, dont trois à titre de vice-présidente. - Manon LeBlanc (Université de Moncton) a été trésorière élue pendant quatre ans. - Sarah Dufour (Université de Montréal) a été membre cooptée de l'exécutif pendant trois ans. - Patrick Reynolds (Université du Nouveau-Brunswick) a été membre coopté de l'exécutif pendant un an.

Peter Liljedahl

Beaucoup de choses se sont passées dans le monde du GCEDM depuis l'envoi du dernier bulletin en mai 2021 - nous avons tenu des élections, une réunion virtuelle et une AGA. Notre comité des nominations, composé de Jérôme Proulx et de Kathy Nolan, a organisé une élection avec neuf candidats parmi lesquels Alayne Armstrong (Université de Regina) a été élue trésorière et Limin Jao (Université McGill) a été élue membre de l'exécutif. Alayne et Limin ont rejoint Peter Liljedahl (président - Université Simon Fraser) et Bernardo Galvao-Sousa (membre - Université de Toronto) en tant que membres de l'exécutifdu GCEDM. Les membres cooptés Claudia Corriveau (Université Laval) et Laura Broley (Université Brock) se joindront à ces quatre personnes pour la période 2021-2022. Avec la formation du nouvel exécutif, il était également temps de dire au revoir à l'exécutif sortant :

CMESG/GCDEM

Lettre du Président

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3. Nos établissements et nos employeurs respectifs doivent avoir des protocoles qui nous permettent de nous rendre à une telle rencontre académique. 4. Et voudrions-nous le faire? Autrement dit, même si les trois premières conditions sont remplies, vous ne vous sentez peut-être pas à l’aise de prendre l’avion ou de prendre part à une rencontre avec un nombre important de participant.es. Nous ne sommes pas responsables des trois premières conditions, mais nous pouvons essayer de mieux comprendre ce que vous souhaitez. À cette fin, nous avons préparé un court sondage. Les membres sont invités à le remplir avant le 10 décembre. Le sondage se trouve à l’adresse https://bit.ly/30ZcSQn Votre participation à ce sondage contribuera grandement à la planification de la rencontre annuelle de 2022. suite à la page 5

1. La Saskatchewan et la ville de Regina doivent toutes deux avoir des protocoles liés à la COVID-19 qui permettent de tenir une rencontre de la taille de celle du GCEDM.2. L’Université de Regina doit également avoir des protocoles qui permettent la tenue de la rencontre sur son campus.

Bien que la réunion de 2021 soit encore fraîche dans nos esprits, celle de 2022 est à notre porte et la planification a déjà commencé. Il est actuellement prévu que la réunion se tienne à l'Université de Regina (du 27 au 31 mai 2022). À la lumière de tout ce qui s’est passé dans les deux dernières années, les plans pour la rencontre annuelle se doivent d’être flexibles. Au cours du dernier mois, la SCÉÉ a annoncé que son congrès prévu à l'été 2022 se tiendrait virtuellement. D'autres organisations planifient leur colloque de manière à pouvoir faire une transition rapide d'une rencontre en personne à une rencontre virtuelle au besoin. C’est aussi ce que nous envisageons pour le GCEDM. Pour organiser une rencontre en personne, plusieurs conditions doivent être alignées :

événements sociaux très divertissants intégrés au programme. Au nom des membres du GCEDM, j'aimerais remercier tous les bénévoles qui ont contribué à la réussite de ce programme. Et j'aimerais remercier tout particulièrement Lisa Lunney Borden qui, d'une manière ou d'une autre, a trouvé le temps d'assurer la présidence de la réunion. Lisa a maintenant l'insigne d’honneur d'être la seule membre du GCEDM à présider deux réunions d'affilée (2019 et 2021).

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PL

lesquelles seront soumises au vote lors de l'AGA de 2022. Si vous souhaitez faire partie de ce groupe de travail, veuillez contacter Limin Jao (limin.jao@mcgill.ca). Je me réjouis de vous voir à la réunion de 2022, quelle qu'en soit la forme. En attendant, soyez prudents.

2020 et qui a produit pour nous une série de recommandations sur la façon dont les élections devraient se dérouler. La présidente du groupe (Richelle Marynowski) a présenté ce rapport, dont les résultats nécessitent de légères modifications de notre constitution ainsi que du fonctionnement du comité des nominations. Les modifications du fonctionnement de la commission des nominations ont déjà été mises en œuvre pour l'élection de 2021 et les modifications de la constitution seront présentées à l'AGA de 2022. Le deuxième point important de l'AGA 2021 a été une discussion sur les changements à apporter à notre programme d'aide aux déplacements. Actuellement, nos politiques stipulent que seul.es les étudiant.es diplômé.es peuvent bénéficier de cette aide. Les discussions à ce sujet lors de l'AGA 2020 ont clairement montré qu'il est temps d'élargir les critères d'admissibilité à ce soutien pour inclure d’autres groupes que les étudiant.es diplômé.es. Les personnes présentes à l'AGA de 2020 et de 2021 ont clairement exprimé leur soutien à cet égard. Nous souhaitons donc former un groupe de travail ad hoc sur le programme de soutien aux frais de déplacement. Ce groupe fera des recommandations aux membres du GCEDM,

Deux points importants ont été discutés lors de l'AGA 2021. Le premier était les résultats du groupe de travail ad hoc sur les élections (Victor Freiman, Jérôme Proulx, David Reid, Elaine Simmt, Jamie Pyper, Osnat Fellus, Jo Towers et Frédéric Gourdeau) qui a été formé après l'AGA

CMESG/GCDEM

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Although it feels like we have only begun the work for this year, it is already time to start thinking about the elections for the spring of 2022. The nominations committee has already been formed (Kathy Nolan and France Caron) and they will soon be making a call for nominations. This coming election cycle you will be electing a member-at-large as well as a new president. So, start thinking about possible nominees that you feel would represent you well and do a good job at the work of the CMESG executive. During the 2021 meeting we learned that it is possible to come together virtually as a community. And although we may have wished to be together in person, we still managed to have a meeting that contained much of what we would have experienced in an in-person meeting. We had a thought-provoking plenary speaker along with the customary small group discussions and Q&A. We had five amazing working groups. And we had a very successful format to celebrate our new PhD’s. We even had two very entertaining social events built into the program. On behalf of the CMESG membership, I’d like to extend a huge thank you to all of the volunteers who continued on page 7

Each of these people brought a wealth of experience and knowledge to the task or running CMESG and we owe them a tremendous debt of gratitude for their commitment to our organization. I especially enjoyed their collegiality and have benefited from their camaraderie and friendship in our shared work. Thank you all.

Much has happened in the world of CMESG since the last newsletter was sent out in May 2021 – we held elections, we held a virtual meeting, and we held an AGM. Our nominations committee of Jérôme Proulx and Kathy Nolan ran an election with nine candidates from which Alayne Armstrong (University of Regina) was elected as treasurer and Limin Jao (McGill University) was elected as a general member of the executive. Alayne and Limin joined Peter Liljedahl (president – Simon Fraser University) and Bernardo Galvao-Sousa (member - University of Toronto) as members of the CMESG executive. Joining these four on the executive for 2021-2022 are the co-opted members of Claudia Corriveau (Université Laval) and Laura Broley (Brock University). With the forming of the new executive, it also meant that it was time to say goodbye to the outgoing executive: -Lisa Lunney Borden (St. Francis Xavier University) served as an elected member of the executive for six years, three of which were as vice-president. -Manon LeBlanc (Université de Moncton) served as the elected treasurer for four years. -Sarah Dufour (Université de Montréal) served as a co-opted member of the executive for three years. -Patrick Reynolds (University of New Brunswick) served as a co-opted member of the executive for one year.

Peter Liljedahl

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President's Letter

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constructed a short survey for our membership to fill out. Please take the time to do so before December 10th. The survey can be found at https://bit.ly/3r5asui. Your participation in this will help greatly with the planning for the 2022 meeting. At the 2021 AGM two things of note were discussed. The first was the results of the AdHoc Elections working group (Victor Freiman, Jérôme Proulx, David Reid, Elaine Simmt, Jamie Pyper, Osnat Fellus, Jo Towers, and Frédéric Gourdeau) that was formed after the 2020 AGM and produced for us a set of recommendations about how the election should run. The chair of the group (Richelle Marynowski) presented this report, the results of which necessitates slight changes to our constitution as well as how the nominations committee operates. The changes to the operation of the nominations committee were already implemented for the 2021 election and the changes to the constitution will come forward at the 2022 AGM. continued on page 8

That is, even if the first three conditions are met you may not feel comfortable getting on an airplane and/or attending a meeting of this size. There is nothing we can do about the first three conditions, but we can try to better understand what you want. To this end, we have

Although the 2021 meeting is still fresh in our minds, the 2022 meeting is immediately around the corner and planning has already begun. The meeting is currently scheduled to be held at the University of Regina (May 27-31, 2022). But like everything over the last two years, plans have to be flexible. Over the last month we have seen CSSE announce that their summer 2022 meetings will be held virtually. And other organizations are planning for their meetings in such a way that they can quickly switch from in person to virtual should the need arise. The same is being done with the CMESG meeting. To run an in person meeting several things to align: 1. The province of Saskatchewan and the city of Regina both have to have COVID protocols that allow a meeting of our size to take place. 2. The University of Regina, likewise, has to have protocols that would allow a meeting to take place on their campus. 3. Our individual institutions and employers would have to have protocols that would allow us to travel to an academic meeting. 4. And we would want to do so.

helped make the program such a success. And I’d like to especially thank Lisa Lunney Borden who, somehow, manufactured the timeto act as chair for the meeting. Lisa now has the distinct honour of being the only CMESG member to chair two meetings in a row (2019 and 2021).

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The second thing of note from the 2021 AGM was a discussion around changes to our travel support program. Currently, our policies state that only graduate students are eligible for support. Discussions about this at the 2020 AGM made it clear that we should broaden the eligibility criteria for this support to include groups other than graduate students. There is clear support from those present at both the 2020 and 2021 AGM to pursue this. As such, we would like to form and AdHoc Travel Support working group to make recommendations to the membership to be voted on at the 2022 AGM. If you are interested in being part of the working group, please contact Limin Jao (limin.jao@mcgill.ca). I look forward to seeing you at the 2022 meeting, however that may look. In the meantime, stay safe. PL

CMESG/GCDEM

"[t]hought is not begotten by thought; it is engendered by motivation, i.e., by our desires and needs, our interests and emotions. Behind every thought there is an affective-volitional tendency, which holds the answer to the last ‘why’ in the analysis of thinking. A true and full understanding of another’s thought is possible only when we understand its affective-volitional basis." (Vygotsky, 1999, p. 252).

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So now, in the context of mathematics education, that we are in consensus with regard to SEL being the main—perhaps the only—driver in learning mathematics, let’s think a bit about what it really means and how our understanding of it can inform our practices and instructional strategies. Before we do, though, just one more thought. Some may think SEL is yet “another” requirement teachers are expected to put on their metaphorical plate. I suggest that SEL is the very plate on which mathematics education deliverables are piled up. Metaphorically speaking, Continued on Next Page

intellect and emotion in teaching and learning when he explains, “When we approach the problem of the interrelation between thought and language and other aspects of mind, the first question that arises is that of intellect and affect” (Vygotsky, 1999, p. 10). This is because,

By Olga Fellus

Following Ontario's recent addition of social-emotional learning (SEL) to the new (2020) elementary mathematics curriculum, the April 2021 Mathematics Education Forum of the Fields Institute focused on SEL and its potential implications for mathematics teaching and research. I am particularly interested in SEL because affect and emotion are integral to learning in general and to learning mathematics in particular. Vygotsky, whose work has substantially contributed to the shift away from behaviorism helps us shy away from the traditional cartesian distinction between

The Elementary, the Necessary, and the Arbitrary: Social Emotional Learning in Mathematics Education

ECMESG/GCDEM

SEL is not a construct that came about because of current events or new student needs.It's been acknowledged

What is SEL in mathematics education?

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student engagement? What might be some of the grounding principles teachers (and parents) can follow to navigate SEL for success in mathematics? What might be some helpful teaching strategies and pedagogical approaches that we can weave into out practice and curriculum? To answer these questions, it may be helpful to surface some observations about SEL in mathematics. For lack of space, I will enumerate two.

once you define SEL, everything else including professional development, research trajectories, pedagogical practices, and teaching strategies become derivatives (pun intended) of these definitions. So while some may bounce off concepts such as affect, attitude, beliefs, motivation, anxiety, and disposition toward mathematics, I suggest we coalesce these into a broad conceptualization of identity work in mathematics education. What if we consider SEL in mathematics education as an undertaking that is entwined with one's mathematical identity making (see special Continued on Next Page

in the research literature through terms such as disaffection and aversion from maths. Now, it is finally officially incorporated into the curriculum to try to address the problem of the increasing number of students who are ‘lost’ to school mathematics. Let's start with definitions. Definitions are paramount as

By Olga Fellus

without the SEL plate, teachers’ rationale behind their teaching strategies and pedagogical approaches remains invisible or inadequately acknowledged. It stands to reason then that officially incorporating SEL in mathematics education is an important step in the right direction as growing theoretical and empirical research has provided evidence that necessitates the abolition of the unconscionable separation between affect and intellect in mathematics education. But what is social-emotional learning and how can it be pedagogically supported to enhance mathematical thinking and

The Elementary, the Necessary, and the Arbitrary: ....Part 2

ECMESG/GCDEM

SEL is not only for some students and not for others. It requires a process of recognition of the dominant role that SEL plays in a learner’s—any learner’s— development as a doer and user of mathematics- even

Who is SEL in mathematics for?

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those who are deemed to be mathematically gifted (however short-term or long-term this attribution may be) (Sheffield, 2017). By extension, SEL in mathematics is relevant not only for elementary school children but also for high school students, post-secondary students, and teachers. I have read references to SEL that treat it as something that we need to teach those who do not “have” it, as if it is something that is associated with a certain socioeconomic status, race, or sociocultural background. This kind of thinking may yank us back to the deficit framework that continued on next page

or another with processes of identity making thus putting it centre stage. Identity is understood here as simultaneously bounded experiences of one’s—not the researchers’—interpretation (conscious or subconscious) of mathematics-related experiences; the way a student is spoken to or about as a learner of mathematics through language and other semiotic artefacts such as grades, gesture, gaze, and posture; the opportunities learners get in taking ownership over mathematical ideas through classroom organization of activities; and the socio-culturally available identities in doing

mathematics that learners align with or reject (see Fellus, 2019).

By Olga Fellus

issue on identity Graven & Heyd-Metzuyanim, 2019). This and numerous other identity-related studies demonstrate that identity work—understood in its broadest sense—and mathematics engagement are indelibly linked because the former moves the latter and is directed through one’s affective dispositions towards mathematics and beliefs about mathematics. Without risking oversimplification of the complex notion of identity making in mathematics education, I admit to using the Occam’s razor approach by arguing that the above listed concepts we bounced off intersect to some extent

The Elementary, the Necessary, and the Arbitrary....Part 3

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better aware of how gesture, posture, gaze, facial expressions, and other socio-culturally embedded semiotic pronouncements of positionality in the mathematics classroom play a dominant role in the co-construction of learners’ mathematics identity. Going back to the title of this piece, the elementary, the necessary, and the arbitrary—I’m glad Ontario made SEL an elementary expectation in the mathematics curriculum. Other provinces may find it necessary to do so as well to provide teachers and practitioners space to making the development of positive dispositions toward mathematics less arbitrary.

nodes comprising a learner’s experiences as a user and doer of mathematics as they continually work on making sense of mathematical ideas. SEL is not constrained within the limiting and limited notions of “ability in” and “aptitude for” mathematics. Rather, SEL is a manifestation of one’s inroad to a simultaneously operating network of personal mathematics-related experiences and their interpretation, discoursal identity by address and attribution, authorial identity, and sociocultural available identities. My point is that with the now official recognition of SEL in Ontario's new (2020)

elementary mathematics curriculum, a very timely opportunity can be occasioned to develop “a culturally syntonic learning environment”—to echo the late mathematician Seymour Papert (1992, p. 221)—and to mobilize theory and practice in pursuit of making (advanced) mathematics accessible to all. Within such a framework to understanding SEL, we can be

By Olga Fellus

makes us use terms such as the “haves” and the “have nots”, the mathematically “abled” and the mathematically “disabled,” the “privileged” and the “unprivileged.” While I’m not negating work on providing equitable access to quality mathematics learning, SEL should not be conflated with equity work even though the latter may be a natural result of the former. SEL is not a cure for an ailment. The danger in metaphorically treating SEL as such is that it shuts down possibilities and affordances SEL can offer to teachers and researchers. An alternative metaphor to thinking about SEL is that of a hub situated within a network of interconnected

The Elementary, the Necessary, and the Arbitrary....Part 4

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By Asia Matthews

I am in Week 3 of a 4-week Mathematician-In-Residence enrichment program at an all-girls school in Victoria. I’m reading Finding the Mother Tree by Susanne Simard, maybe the best birthday present I’ve ever received from my mother, and I’m amazed at the similarities I’m seeing between a rich growing environment for trees and a rich growing environment for humans. When 15-year old student blurt out things like “this makes so much sense” when I’m giving a lesson on functions, I feel that I am doing something right. The lesson is really about mappings, and for most of them it’s their first exposure to a function. So a function is a toaster, and your domain is a fundamental part of the function because it doesn’t make sense to put orange juice into a toaster: you certainly don’t get out toasted orange juice. As teachers we are the mother trees, creating relationships underground where you don’t really see them but that feed and sustain the little seedlings around us. We draw moisture up from the depths of the soil when the ground around them is dry and their little roots can’t reach far enough. We feed them knowledge and ideas about the world around that we have collected and experienced, as well as caring from the heart, as encouragement, kindness, laughter, and connection. continued on the next page

CMESG/GCDEM

Learning Math and Learning From Trees

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By Asia Matthews

I have struggled with “Indigenizing mathematics” because I don’t feel connected closely enough to these stories and the traditions – they are not my stories – and I don’t see advanced formal mathematics in Indigenous teachings. On the other hand, I am beginning to realize the essential connectedness between the mind, the heart, the body, and the spirit, as my friends Charlene and :gyauustees from the Sḵwx̱wú7mesh Nation keep patiently reminding me. It has always seemed absurd to me that Mathematics, the subject that is arguably the furthest away from the Humanities (things of humans), brings out such powerful emotions in learners – both withering and ecstatic. I used to joke with my students about this phenomenon in every foundation class, as a new batch of students with messed-up experiences in school math showed up to the one required math course they had to take at this funny little Liberal Arts and Sciences school in the trees. But I’m looking at this differently now. I’m looking at it head-on. I am making my intentions known. continued on the next page

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Learning Math and Learning From Trees Part 2

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• Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). • Learning involves recognizing the consequences of one’s actions. • Learning involves generational roles and responsibilities. • Learning recognizes the role of indigenous knowledge. • Learning is embedded in memory, history, and story. • Learning involves patience and time. • Learning requires exploration of one’s identity. • Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations. But not mathematical knowledge - that’s for everyone!

Learning graph theory and game theory and weird geometries and modeling and numbers and symmetry and analysis and rational, logical, deductive thinking is woven in with our human experience. The First People understood that a forest only thrives with mother trees and a lot of diversity. I will help my students to see learning mathematics from the First Peoples’ Principles:

By Asia Matthews

CMESG/GCDEM

Learning Math and Learning From Trees Part 3

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CMESG is such a wonderful community. We all share a Canadian context, yet each of our contexts is so different. Continuing the tradition of previous newsletters, we invited Evan Throop Robinson, Lisa Lunney Borden and Erin Carter to share their context and all the wonderful things happening at St.Fx and in Nova Scotia! (Eds)

mathematics achievement in MK schools. With now over 300 graduates from seven Regional Centres for Education, the Conseil Scolaire Acadien Provincial, and MK, the CEMP continues to offer upgrades for teachers from Yarmouth to Tatamagouche to Eskasoni through courses in K-8 content areas, problem solving, assessment, and cross-cultural issues in mathematics education. Our cohort model uses a blended format of continued next page

Mathematics Pedagogy (CEMP) program documented our commitment to teacher education in Nova Scotia and showed the impact of this professional development opportunity on teachers across the province. The program began in 2011 as a partnership between Mi’kmaw Kina’matnewey (MK) and StFX to support MK teachers by increasing their mathematics knowledge for teaching, enhancing proficiency in mathematics pedagogy, and subsequently, aiming to improve the overall

By Even Throop Robinson Lisa Lunney Borden Ellen Carter

East Coast Connections

This September, our StFX Faculty of Education welcomed the arrival of all of our students on campus. We are thrilled to have classes in person once again and feel the ‘back-to-school’ excitement with renewed energy on campus this year. Even from behind masks and following social distancing and gathering guidelines, our face-to-face classes are once again spaces for all to engage in mathematical activity and to collaborate with others as we build relationships with our future educators. Recent review of our Certificate in Elementary

CMESG/ GCDEM

province. They also appreciate immediate application of new ideas, methodologies and tools in their classrooms, often with encouraging results. The success and growth of CEMP over the last ten years has also prompted growth in our faculty to

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platforms and tools as well as to pivot our research online. The Moving Achievement Together Holistically (MATH) Project took a virtual turn as we moved from classroom-based research with teachers and students in MK schools to online professional development with mathematics coaches and mentors in the Chignecto Central Regional Centre for Education. Monthly zoom meetings provided unique opportunities during lockdown to share cultural knowledge, explore cross- continued next page

meet the demands for teacher education and teacher shortages in Nova Scotia. This fall, we welcomed Dr. Marc Husband as the newest member of our mathematics education team at StFX (#XBEdMath). Marc brings a wealth of experience to Nova Scotia from his years teaching, leading, and researching in mathematics education and we are delighted to have him share his expertise with us. The challenges of school closures and lockdown measures throughout the pandemic afforded us the opportunity to reimagine our teaching through virtual

By Even Throop Robinson Lisa Lunney Borden Ellen Carter

East Coast Connections Part 2

face-to-face classes, usually on weekends, and online instruction in evening classes through the week allowing us to meet teachers where they live and work. Since we have used this model from the program’s inception, we moved to an all-online model without much difficulty despite the impacts of the pandemic restrictions. Our teachers report success with this model because they can continue teaching and, through virtual classes and Saturdays in their own regional centre, participate from all corners of the

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how this model might inform culturally responsive practices at the classroom level. Also online, our work continues in partnership with Sprig Learning, MK, and the Educational

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family members to learn along with children at home to help develop a more complete learning profile of their strengths. Based on research from the MATH Project, we are grateful for the creative opportunity to bring more visual and spatial learning in mathematics to early elementary students through this technology.

Partners Program from Indigenous Services Canada to create new software applications for the iPad. This project is part of the wider Aliet Project which uses the character of Aliet the Bear to further students’ holistic language assessment by engaging children in mathematical thinking. Aliet and her friends, Pikto’l, Antle and Kalolin form part of the virtual world young children enter to participate in personalized learning activities involving quantity sense, patterning and spatial reasoning. The activities are designed to invite parents, grandparents and other

By Even Throop Robinson Lisa Lunney Borden Ellen Carter

East Coast Connections Part 3

cultural issues affecting historically excluded local communities and discuss ways to adopt more trauma-informed practices within schools and specifically within mathematics classrooms. We worked closely with the mathematics support team and provided intensive culturally responsive pedagogy workshops so leaders could in turn build capacity among classroom teachers in their families of schools. We are excited to continue this project in the coming year with the possibility of classroom visits to observe how this

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newsletter, we wanted to extend the conversations. We created a new newsletter section called “Discussion Between Members”. The idea is to invite two members to have a short discussion through emails on any subject of their choice. Frédéric Gourdeau and Kitty Yan have graciously agreed to be this edition discussers. Enjoy their reflections and feel free to continue the discussion with your colleagues or by sharing a thought for the next newsletter!

ne of the interesting aspects of CMESG meetings are the numerous impromptu discussions we have outside the planned working sessions. For the

bulletin, nous avons voulu recréer une parcelle de cette ambiance si appréciée de nos rencontre en créant une rubrique “Discussion entre membres”. L’idée est d’inviter deux membres à entamer une courte discussion par courriel sur un sujet qui les anime. Pour cette édition de la rubrique, Frédéric Gourdeau et Kitty Yan ont généreusement accepté de se prêter au jeu. Profitez bien de leurs réflexions et soyez à l’aise de la poursuivre informellement avec votre entourage ou en partageant un billet pour le prochain bulletin!

ne des particularités des rencontres du GCEDM sont les nombreuses discussions entre membres en dehors des séances de travail planifiées. Pour le

Discussion Entre Membres -- Discussion Between Members

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Click Here to Read the Full Exchange

"Bonjour Kitty, Lorsque je repense à mes débuts au sein du groupe, une de mes premières impressions est celle d’un groupe de gens qui se connaissent et s’apprécient. Je vois des sourires, des accolades...

Click Here to Access the Full Math Problem

By Dave Wagner

Here is a game I invented to help people understand viral growth.

The January Game

Click Here to Access the Full Math Problem

In the spring, I did math once a week with two grade 5 boys who were being home-schooled because of the pandemic... One day, I had asked them to explore dynamic triangles using this websketchpad activity

Dynamic Triangles

By Nathalie Sinclair

Résolution de problème

CMESG/ GCDEM

Recording Secretary

Alayne Armstrong

Sarah Dufour, Université de Montréal, E-mail: sarah.dufour.3@umontreal.ca Robyn Ruttenberg-Rozen, Ontario Tech University, E-mail: robyn.ruttenberg-rozen@ontariotechu.ca

Newsletter Editors:

Recording Secretary

Vice-President

FSÉ Département d’études sur l’enseignement et l’apprentissageUniversité Laval 2320, rue des Bibliothèques Québec (Québec) G1V 0A6 E-mail: claudia.corriveau@fse.ulaval.ca

Department of Mathematics and Statistics Brock University 1812 Sir Isaac Brock Way St. Catharines, Ontario, L2S 3A1 E-mail: lbroley@brocku.caa

Treasurer/ Membership Secretary

Laura Broley

Bernardo Galvao-Sousa

Department of Mathematics University of Toronto 27 King’s College Circle Toronto, Ontario, M5S 1A1 E-mail: beni@math.utoronto.ca

Department of Integrated Studies in EducationMcGill University Room 244, Education Building 3700 McTavish Street Montreal, Quebec H3A 1Y2 Email: limin.jao@mcgill.ca

Faculty of Education University of Regina 3737 Wascana Parkway Regina, SK S4S0A2 e-mail: alayne.armstrong@uregina.ca

Limin Jao

Faculty of Education Simon Fraser University 8888 University Dr. Burnaby, BC, V5A 1S6 Email: liljedahl@sfu.ca

Claudia Corriveau

President

Peter Liljedahl

Membres du comité exécutif 2021-2022Members of the Executive Committee

CMESG//GCEDM