Using Manipulatives, Technology, and Rich Student Tasks in Elementary Mathematics: Grade 8 Perspective

• In Event: Poster Session 13
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

The Collaborative Teacher Inquiry Project focuses on the improvement and refinement of teaching approaches in Grade 8 mathematics. A partnership between the University and eight local schools in the Greater Toronto Area, teachers, department heads/curriculum leaders, and administrators work together to discuss and implement new instructional practices. This paper describes the successes and struggles of some school administrators and teacher participants, as they attempt to incorporate more manipulatives, technology, and rich student tasks in their classes. The primary benefits for the teachers and administrators include strategies that can be planned and implemented to improve instructional practices in Grade 8 mathematics. In addition, there are many benefits of collaborative approaches to professional development.

Authors

• Mimi Hiu Mei Kam, University of Toronto - OISE

• Douglas E. McDougall, University of Toronto

• Xiao Heng Yan, University of Toronto

• Kerry Kwan, University of Toronto