I think I started a math club

It began with one student. I noticed pretty early in the semester that grade 9 math was old hat for him and that he needed a challenge, so we started to meet once a week or so to talk math and work on some interesting problems. (During our first meeting, we proved that the square root of 2 is irrational.)

Then, he brought a friend. Who eventually brought two more friends. (If you’ve been doing the math, you might expect 8 students at our next meeting; alas, there were only 5. But wait, that’s five students who want to do math outside of math class!) We did a few problems, but mostly spent time discussing the idea of doing independent projects that the students would present to the class on the last day before Christmas break.

Today was the first session that really felt math club-y: I ordered some pizza, gave the students the Crossing the Bridge problem (thanks, Sadie!) and some white boards, then set them loose.

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This is my sports


I’m not a big sports fan (is an understatement). I couldn’t tell you the difference between the Chicago Bears and the Chicago White Sox (in fact, I had to Google them to make sure they exist). But you gotta entertain yourself somehow, right?

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Relationship is key

In comparison to majority culture students ([…] primarily of European descent): the overall academic achievement levels of ____________ students is low; their rate of suspension from school is three times higher; they are over-represented in special education programmes for behavioral issues; enrol in pre-school programs in lower proportions than other groups; tend to be over-represented in low stream education classes; are more likely than other students to be found in vocational curriculum streams; leave school earlier with less formal qualifications and enrol in tertiary education in lower proportions.

Sound familiar? I suspect that both Canadian and American educators can easily fill in the blank in this quote, which actually comes from a study addressing educational disparities facing Maori students in New Zealand (see Bishop, Berryman, Cavanagh, & Teddy, 2009).

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How to eat an elephant


Before I began my internship, I thought that the experience would provide me with answers… fortunately or unfortunately, as I near the end, I find that I am left with even more questions than when I started. How do you cultivate an environment where mathematical risk-taking – and making mistakes – is encouraged and valued? What is the value of homework? What constitutes a truly rich task? What is the difference between a 78% and a 79%? Random or mixed-ability groups? How long can I continue to function without coffee and a full night’s sleep?

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