{"id":487,"date":"2015-01-24T11:56:21","date_gmt":"2015-01-24T16:56:21","guid":{"rendered":"https:\/\/faculty.nipissingu.ca\/danj\/?p=487"},"modified":"2016-03-19T13:33:18","modified_gmt":"2016-03-19T17:33:18","slug":"oame-gazette-volume-53-number-2","status":"publish","type":"post","link":"https:\/\/faculty.nipissingu.ca\/danj\/2015\/01\/24\/oame-gazette-volume-53-number-2\/","title":{"rendered":"OAME Gazette Volume 53 Number 2"},"content":{"rendered":"

\"V53N2\"<\/a>OAME Gazette Volume 53 Number 2<\/strong> released and includes\u00a0includes three articles and ten regular columns, dealing with a rich variety of contemporary issues in mathematics education and research.<\/p>\n

In Consistency Checking the Math of a Hill, Tim Sibbald challenges teachers and students to carefully observe, test\/measure with various methods, and discuss mathematical phenomena occurring and\/or described within the urban environment. Pack your required gear (bike, level, camera, inclinometer, mobile Google Maps access), as you scale a local slope on the Trans-Canada highway!<\/p>\n

Co-authors Meth Devendra and Yixuan Xu explore the Exponential Function and the graph of its logarithmic inverse, particularly with base numbers greater than 1, and how this affects graphic display.<\/p>\n

Researcher Martha Koch, in her article entitled, Approaches to Integrating the Provincial Grade 9 Mathematics Assessment into an Effective Classroom Assessment Strategy, shares her findings from a qualitative study involving 19 Grade 9 Mathematics teachers who share insights regarding if\/how\/why they have incorporated EQAO achievement results within their overall student assessment practices.<\/p>\n

Regular columns include the following highlights: OAME President, Paul Alves (President\u2019s Message) reminds us of the importance of learning skills as part of formalized classroom assessment; Todd Romiens (OAME\/NCTM Report) discusses the American Common Core State Standards (CCSS) document, magic squares, and the game of SKUNK; Stewart Craven (Fields Institute Report) updates members on the September\/October meetings of the MathEd Forum; Mary Bourassa (Technology Corner) introduces two fascinating websites (Estimation 180, and Robert Kaplinsky); Shawn Godin (What\u2019s the Problem?) elaborates on a journey to Grandma\u2019s house; Lynda Colgan (Hey, It\u2019s Elementary) takes us on a golden tour of mathematics and nature; Mirela Ciobanu (In the Middle) looks at \u2018assessment as learning\u2019 techniques, including connections to the Ontario Numeracy Assessment Package (ONAP); Ann Kajander (MB4T) explores visual patterns with students; Agnes Grafton, Ross Isenegger, Greg Clarke, and Markus Wolski (Provincial Digital Learning Resources) highlight the use of CLIPS on mobile devices; and, Assessment Abby (eponymous) answers a submitted question regarding the marking (or not) of student homework.<\/p>\n

As usual, this issue also features the Abacus insert co-edited by Mary Lou Kestell and Kathy Kubota-Zarivnij, and focusing on elementary math teaching resources.<\/p>\n","protected":false},"excerpt":{"rendered":"

OAME Gazette Volume 53 Number 2 released and includes\u00a0includes three articles and ten regular columns, dealing with a rich variety of contemporary issues in mathematics education and research. In Consistency Checking the Math of a Hill, Tim Sibbald challenges teachers … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":499,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_themeisle_gutenberg_block_has_review":false,"footnotes":""},"categories":[4],"tags":[],"class_list":["post-487","post","type-post","status-publish","format-standard","hentry","category-publications"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t