Publications

BCAMT Vector article exploring how educators connect primary mathematics learning to local land, place-based pedagogy, and Indigenous ways of knowing.

BCAMT Vector article providing an introduction to the BC Reggio-Inspired Mathematics project, environmental design, and open-ended math provocations.

BCAMT Vector article reflecting on cross-district collaborative inquiry into Reggio-inspired math practices across British Columbia primary classrooms.

BCAMT Vector article sharing foundational ideas, photo provocations, and classroom examples from early Reggio-inspired math inquiries in BC.

Presentation slides from the BCAMT Reggio Fall Institute highlighting environmental design, natural materials, and mathematical provocations.

Reflects on teacher experiences and classroom implementations within the ongoing Reggio-Inspired Mathematics project. It emphasizes documentation, student-led inquiry, and environment design as key drivers for deep mathematical thinking.

Provides an overview of the British Columbia Early Numeracy Project, focusing on early identification, assessment, and targeted interventions for primary grade learners. It outlines core developmental milestones and instructional strategies for building foundational math skills.

Demonstrates how Grades 3–4 students use questions and visual representations (such as t-charts and growing patterns) to solve a classic combinatorics problem. It outlines strategies for linking literacy, art, and mathematical problem-solving.

Recounts experiences at a Public Math gathering in Chicago focused on creating informal mathematical opportunities in public spaces. It explores how community-based installations invite families to engage in math in everyday life.

Examines young students' natural curiosity about size and measurement through hands-on comparisons and non-standard units. It highlights big ideas in developing linear measurement concepts in primary grades.

Explores how primary teachers use non-fiction picture books to prompt mathematical problem-solving. It details how students record their reasoning in math journals using diagrams, labels, and symbols.

Investigates how creative thinking can be nurtured in mathematics classrooms by valuing unique student approaches. It focuses on supporting risk-taking and prioritizing the process of creative problem-solving over final products.

Outlines the provincial framework, definitions, and educational goals surrounding numeracy instruction across British Columbia schools. It discusses key competencies, classroom strategies, and cross-curricular applications for mathematical literacy.

Details a professional development initiative by Richmond primary teachers using picture books to prompt mathematical inquiry and problem-solving. It emphasizes non-fiction literacy and student communication through math journals, drawings, and diagrams.

Describes an interactive Math Fair designed specifically for educators to experience problem-solving and inquiry-based mathematics firsthand. It offers strategies for adapting puzzle-based learning and problem-solving stations into elementary classrooms.

Shares collaborative inquiry lessons developed with Haida Gwaii educators and local Elders that connect math learning to Indigenous culture and place. It demonstrates how local stories, art, and community contexts enrich mathematical understanding.

Discusses connecting BC's redesigned curriculum and First Peoples Principles of Learning to place-based math inquiry. It offers practical guidance for finding mathematical concepts in local land, waters, and outdoor environments.

Provides an annotated resource guide exploring the intersection of social justice and K–12 mathematics education. It highlights inclusive curricular frameworks, Indigenous perspectives, and real-world contexts that empower students to analyze community issues using math.

Reviews a K–2 professional learning series centered on Christopher Danielson's counting book How Many? and unit chats. It highlights how teachers used counting routines and visual prompts to assess and deepen students' understanding of place value and quantity.