MAC2 MiniConferences

For the 2021-2022 School Year, we are presenting the MAC2 Triple Header workshop series.

The first part took place on Saturday, December 11th, from 9am to 12noon via Zoom.

David Costello, Principal, Author, Workshop leader, from PEI, will present
Problem Solving: Moving Students from Doing Mathematics to Thinking Mathematically

Problem solving is the focus in many classes; however, far too many students rely on the teacher to tell them if they are on the right track and if they have solved a problem. We need to assist students in moving from simply doing mathematics to thinking mathematically. To make this move towards students being independent learners who can self-monitor their understanding with an accurate metacognition, we have to consider a mathematically literate environment that explores three aspects: instruction, learning, and physical space. In this session, I will share opportunities for how teachers can dig deeper into problem solving so that students are not only providing surface level responses, but are engaged in thinking that supports their understanding of not only the mathematical concepts but their journey throughout the problem-solving experience. Teachers will be provided strategies that can be applied to instructional and assessment practices as well as concrete evidence of the use of this approach in the class. The strategies contained within this session are a few of the many strategies and examples contained within Using What Works: Strategies for Developing a Literacy-Rich Environment.

Register now via MCIS. Check out the Conference Flyer.

NOTE: If you are registered, but unable to make the events live on Saturdays, you will be able to view the recording afterwards.

Part 2 takes place on Saturday, February 26th, from 9am to 12noon with Peter Liljedahl, presenting
Assessment in Thinking Classrooms

The new landscape of mathematics teaching and learning is vastly different from the way we have become accustomed to thinking about mathematics. There is now a focus on process over product, understanding and self-authored procedures are given prevalence, and even what constitutes mathematical knowledge is changing. In the midst of all of this change one thing is becoming blatantly obvious – our traditional methods of assessing students are no longer adequate. We need to rethink and reorient our assessment practices to better align with the changing curriculum and our evolving teaching practices. In this workshop we will begin this reorientation. Teachers will leave with a greater insight into the need and use of progressive assessment, as well as some of the tools to begin to design and utilize alternate assessment practices in their own teaching. This workshop will intertwine with, and make extensive references to, the recently published book, Building Thinking Classrooms in Mathematics (Grades K-12): 14 Teaching Practices for Enhancing Learning.


Part 3 will be held in April featuring MAC2 classroom teachers.