How To Remove Tracking From Your Math Program - An OAME 2021 Panel Discussion

Jun 14, 2021

Guest

Mark Chubb

Guest

Christine Suurtamm

Guest

Jason To

Join Jason To, a passionate advocate for equitable math education, Christine Suurtamm, a professor dedicated to engaging students in math, and Mark Chubb, a creative classroom teacher. They dive into the benefits of de-streaming grade 9 math in Ontario, sparking crucial discussions on equity in education. The panel addresses challenges educators face with de-tracking and strategies for fostering inclusive environments. They also explore shifting assessment practices to better suit diverse learners, encouraging innovative approaches in math education!

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ANECDOTE

Student's Surprising Math Question

Christine Suurtamm recalls a student who asked, "When are we going to start math?" after weeks of engaging learning activities.
This interaction highlighted the success of creating engaging and meaningful math experiences.

INSIGHT

De-Streaming Opens Space

De-streaming creates open space where all students can engage in rich mathematical tasks.
Students bring diverse strategies, and educators must scaffold just in time rather than pre-judge capabilities.

ANECDOTE

Valuing Full Identities in Math

Hema Khodai identifies as a "professional troublemaker" committed to speaking truth and honoring diverse identities.
She looks forward to classrooms where learners' full identities are valued and seen.

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Today we have a special treat for your ears! We recently held a live panel discussion at the annual OAME Conference (Ontario Association of Mathematics) on de-streaming the grade 9 math program here in Ontario with some pretty special guests!

We were honoured to host Dr. Christine Suurtamm who is a Professor of Mathematics Education at the University of Ottawa, Hema Khodai, an Instructional Resource Teacher with Peel District School Board, Mark Chubb, a classroom teacher and past instructional coach, and finally Jason To who is a Coordinator for Secondary Mathematics and Academic Pathways with the TDSB.

In this deep discussion we discuss the benefits of de-tracking or de-streaming as it helps to break down barriers that prevent marginalized students from an equal opportunity to succeed, thrive, and reach their full potential.

You’ll Learn:

What our panelists are looking forward to most for this first year of de-streamed grade 9 mathematics?
Some of the common challenges educators are concerned about with the introduction of an untracked grade 9 mathematics curriculum.
How we can work towards meeting the needs of all learners in a de-streamed program.
What supports the Ministry of Education, districts, schools and other education stakeholders can put in place to support teachers in making this move forward.
How we might shift our assessment and evaluation practices to better promote an assessment for learning culture.

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