Teaching and learning mathematics involves developing the ability of students to demonstrate complex thinking

As discussed by Dr. Ruth Beatty, Lakehead University

High-quality mathematics programming in the primary years builds the foundation for future success

As discussed by Dr. Joan Moss, University of Toronto

The ability to represent and compare numerical magnitudes is an important foundation for the learning of mathematics

As discussed by Dr. Daniel Ansari, Western University

The purposeful use of technology can build both spatial reasoning and number sense, important skills in early math development

As discussed by Dr. Nathalie Sinclair, Simon Fraser University

Seeing like a mathematician: There is a diversity of ways to support the active learning of mathematics

As discussed by Dr. Walter Whiteley, York University

Collaborative teacher inquiry makes a positive difference for both students and teachers

As discussed by Dr. Douglas McDougall, University of Toronto

Knowledge of mathematics and knowledge of mathematics for teaching are both key to teacher impact

As discussed by Dr. Alex Lawson, Lakehead University

Both conceptual understanding and procedural fluency underpin student and teacher success

As discussed by Dr. Christine Surrtamm, University of Ottawa

Teacher and student efficacy are predictive of and strongly correlated to student achievement

As discussed by Dr. Cathy Bruce, Trent University

Teacher concerns and orientation contribute to teacher efficacy

As discussed by Dr. Jamie Pyper, Queen’s University

Mathematics teaching and learning in French Language schools affirms the importance of designing a responsive mathematics learning environment

As discussed by Dr. Serge Demers, Laurentian University

Forum for Action: Effective Practices in Mathematics Education’