Here you will find links to various online professional development series that the BCAMT has offered. Each professional development series consists of multiple sessions, with recordings and slides / notes / supporting information available where applicable.
Check the front page of our website or our Twitter account (@bcamt) regularly for news of any upcoming professional development series.
We invite educators to participate in an opportunity to deepen understandings of inclusion for all students in mathematics. In this session we will discuss an NCSM Leadership in Mathematics Education Learning podcast featuring Rachel Lambert, whose work “investigates the intersections between disability studies in education and mathematics education.” Rachel is a former classroom and special education teacher who now researches neurodiversity and learning mathematics. To learn more about Rachel and her work, visit her website, mathematizing4all.
Participants in the series will listen to NCSM podcast #68 “#DeleteDeficitThinking: How changing beliefs can transform our mathematics classrooms” before the discussion on March 8th. Then, join us 4:30-5:30pm via Zoom to discuss how the ideas in the podcast can contribute to inclusion in our classrooms. The session will be hosted by Jess Kyle and Darcy House of the BCAMT executive. To register and receive the Zoom link, please fill out this form.
We look forward to continuing the theme of our fall conference “A Space To Belong” through this exploration of Rachel’s work in inclusion.
The BCAMT invites you to become part of a virtual conversation about assessment (K-12). The Assessment Series started in 2020 and continued with regular presentations through 2022. Each session starts with a time to share with other educators what you are trying in your classrooms, followed by a short presentation with time for a Q&A at the end. Knowledge of previous sessions is not necessary for participation.
NOTE: Sessions are recordings and there is no opportunity for interaction with peers.
Recordings, uploaded to YouTube, and files for the sessions can be accessed from the buttons below.
An instructional routine is a task built into a teacher practice that supports both students and teachers–students are engaged in mathematics and teachers gain insight into students thinking. Tasks should be open ended with a regular and predictable structure and provide entry points for all students. Instructional routines move away from a focus on, “What is the answer?” and towards, “What is your thinking behind the answer?”
“The predictable structure lets students pay less attention to ‘What is it that I’m supposed to be doing? What question will I be asked next?’ or ‘How will things work today in the lesson?’ and more attention to the way in which they and their classmates are thinking about a particular math task. For you as the teacher, the routines keep the flow of the mathematics instruction deliberately predictable so that, as you gain familiarity with them, you can better attend to the most unpredictable elements of your mathematics instruction: how your students are making sense of the mathematics.”
ROUTINES FOR REASONING: FOSTERING THE MATHEMATICAL PRACTICES IN ALL STUDENTS – GRACE KELEMANIK, AMY LUCENTA, AND SUSAN JANSSEN CREIGHTON
Instructional routines in a mathematics classroom build a community in which students feel safe to take risks and can learn from one another. The tasks are mathematically interesting; students engage when they feel they have space to give voice to their thinking.
Instructional routines:
“If we want students to build this authentic understanding of the discipline of mathematics, they need to engage in these wonderful verbs (notice, wonder, imagine, ask, investigate, figure, reason, connect, prove) as they learn new mathematical content throughout the year.”
BECOMING THE MATHEMATICS TEACHER YOU WISH YOU’D HAD – TRACY ZAGER
“Learning mathematics also means getting better at the action verbs that are often used to describe the thinking habits mathematicians routinely employ: looking for patterns, conjecture no, justifying, analyzing, wondering, and so on. Everyone can learn these ways of thinking if given the opportunity.”
CONNECTING MATHEMATICAL IDEAS – CATHY HUMPHRIES
NOTE: Sessions are recordings and there is no opportunity for interaction with peers.
Recordings, uploaded to YouTube, and files for the sessions can be accessed from the buttons below.
The BCAMT Assessing With Intention series is designed to dive deeply into what assessment means, with each session focusing on a different aspect of assessment.
NOTE: Sessions are recordings and there is no opportunity for interaction with peers.
Recordings, uploaded to YouTube, and files for the sessions can be accessed from the buttons below.
The BCAMT acknowledges that we are fortunate to be able to learn, live and grow on many First Peoples unceded territories.
The BCAMT is a Provincial Specialist Association of the BC Teachers’ Federation.