Numeracy

Elementary

Math Achievement Action Plan 

In 2023-24, WCDSB launched the first year of its Math Achievement Action Plan (MAAP) under the Taking Action in Math framework, aimed at enhancing mathematics achievement and student success. The plan focused on three key priorities:

• Curriculum fidelity,
• Math content knowledge for teaching, and
• Understanding students’ needs.

Using Grade 3 and 6 EQAO Strand & Skills over time data, the Board Math Lead, in collaboration with planning partners, identified board- and school-level priorities for mathematics achievement. Based on these findings, the MAAP was developed, implemented, and regularly monitored.

Progress was tracked through meaningful and measurable key performance indicators (KPIs), which aligned with each of the priority actions. Updates on the MAAP were reported to the Ministry of Education at three critical points during the year.

Enhancing Math Instruction and Student Success through Coaching 

Our Elementary Math Coaching Team provided in-class support focused on improving math instruction and student outcomes through the following initiatives:

• Four-week math coaching cycles in Grades 3 and 6, centered on Math Curriculum implementation and High-Impact Instructional Practices,
• Ongoing support for using board-purchased math resources,
• Data collection using classroom-created pre- and post-assessments, as well as math confidence surveys,
• Coaching to enhance math knowledge and pedagogy,
• Sharing of resources and effective practices across all schools, with a focus on Spatial Sense and Data expectations, and
• Direct work with students needing additional support, utilizing high-impact strategies like small group instruction and math tracking.

At priority schools, math coaching involved 296 students and over 24 teachers across six schools. Following three coaching cycles, an average 18% increase in student achievement was observed from pre- to post-assessment. Student confidence in math also improved, with survey data showing a 10-15% increase. Additionally, 89% of teachers reported a boost in their math content knowledge because of the coaching.

Math for Young Children (M4YC) | Research Project with Trent University 

Educators from St. Joseph and Sir Edgar Bauer continued their collaboration with Trent University in an action research project focused on understanding student learning trajectories and developing effective teaching sequences to build spatial reasoning and early fraction concepts in Kindergarten.

In April 2024, the research team designed and implemented inquiry-based tasks in Kindergarten classrooms, supporting foundational learning in fractions. These lessons will be shared with the broader educational community through professional development for Kindergarten educators.

Secondary

Enhancing Math Achievement and Expanding Pathways for Secondary Students 

This year WCDSB started some new initiatives to increase student achievement in grade five mathematics. To help prepare students for de-streamed math, we offered a math preparation course in first semester for students who did not feel confident in their math skills. After completing the course, the majority of students indicated that they felt more prepared for grade nine de-streamed math (98%) and more confident in their math skills (57%).

This year WCDSB also had team teachers in grade nine math classes to identify areas of need and work with students on these specific areas. Throughout the year we had team teachers at all five high schools working with 28 teachers and over 400 students.

Enhancing Math Education: Professional Development and Growth for Secondary Educators 

Throughout the 2023-2024 school year, secondary math educators had several opportunities for professional development. In October, all Grade 9 math and science teachers participated in a coding workshop led by Lisa Ann Floyd from Western University. In April, teachers at Monsignor Doyle, along with consultants, had the unique experience of observing Peter Liljedahl in the classroom and engaging in debrief sessions to discuss his innovative teaching strategies. In May, five secondary math teachers attended the annual Ontario Association for Mathematics Education (OAME) conference. Later that month, all math teachers came together for a dedicated professional learning day focused on math-specific pedagogy. Teachers reported a deeper understanding of the curriculum as a result of these valuable experiences.