Professional development and training, specific to the needs of new teachers,

should include the following core content:

Numeracy, Selecting and using a

broad range of student
Using gradual release of
responsibility to move
Selecting and using
strategies to engage
Using teaching through
problem-solving as the
Using a broad repertoire
of instructional strategies

K-6
learning and curriculum- from explicit teacher students effectively in foundation for instruction to address the wide
aligned resource materials modeling to independent purposeful talk in mathematics variety of learning needs
application of literacy skills

PRIMARY (K-3)

Early Math Strategy – The Report of the Expert Panel on

Early Math in Ontario

A Guide to Effective Instruction in Mathematics,

Kindergarten to Grade 3:

Number Sense and Numeration (2003)

Measurement (2007)
Geometry and Spatial Sense (2005)
Patterning & Algebra (2007)
Data Management & Probability (2007)
JUNIOR (4-6)

Teaching and Learning Mathematics – The Report of the

Expert Panel on Mathematics in Grades 4 to 6 in Ontario
 Professional development and training, specific to the needs of new teachers,
should include the following core content:

Numeracy, Selecting and using a

broad range of student
Using gradual release of
responsibility to move
Selecting and using
strategies to engage
Using teaching through
problem-solving as the
Using a broad repertoire
of instructional strategies

K-6
learning and curriculum- from explicit teacher students effectively in foundation for instruction to address the wide
aligned resource materials modeling to independent purposeful talk in mathematics variety of learning needs
application of literacy skills

A Guide to Effective Instruction in Mathematics, Grades

4 to 6:

Number Sense and Numeration (2008)

Measurement (2008)
Geometry and Spatial Sense (2008)
Patterning & Algebra (2008)
Data Management & Probability (2008)
GENERAL (K-6)

Education For All -

The Report of the Expert Panel on Literacy and
Numeracy Instruction for Students With Special Needs,
Kindergarten to Grade 6 (2005)
A Guide to Effective Instruction in Mathematics,
Kindergarten to Grade 6 (2006): Volumes One to Five
Webcasts:
Mathematical Knowledge for Teaching – Nov. 2005
Making Mathematics Accessible for All Students – Mar. 2007
Coaching for Student Success in Mathematics – June 2007
Learning Mathematics within Contexts – Oct. 2007
High-Yield Strategies to Improve Student Learning– Feb. 2008
Differentiating Mathematics Instruction – May 2008
What Works? Research into Practice
Student Interaction in the Math Classroom: Stealing Ideas or
Building Understanding
Learning Mathematics vs Following “Rules”: The Value of
 Professional development and training, specific to the needs of new teachers,
should include the following core content:

Numeracy, Selecting and using a

broad range of student
Using gradual release of
responsibility to move
Selecting and using
strategies to engage
Using teaching through
problem-solving as the
Using a broad repertoire
of instructional strategies

K-6
learning and curriculum- from explicit teacher students effectively in foundation for instruction to address the wide
aligned resource materials modeling to independent purposeful talk in mathematics variety of learning needs
application of literacy skills

Student-Generated Methods
Problem-Based Learning in Mathematics

Capacity Building Series

Differentiating Mathematics Instruction

Click here to access French language resources to support professional development in this core content area.