A theme involves related topics that allow you the opportunity to study a topic in depth. You will still have the option to attend the Keynotes and to choose other sessions to attend.


This set of sessions highlights strategies that educators employ in Applied Level classes. Choose this thread to hear what others are doing in Applied Level classes.

  •  T1.31 – Dive into Applied
  •  T3.33 – Math Strategies Using Technology for Applied Classes
  •  T4.28 – Engaging At Risk Students in Applied Math
  •  T5.26 – Identifying and Addressing the Critical Needs of Students in Grade 9 AppliedMath
  •  F1.19 – Project Based Learning
  •  F3.03 – Tour of Mathematics Blended Learning Units for Grade 9 Applied
  •  F5.34 – Fostering Productive Dispositions in Grade 9 Applied Mathematics;Why it matters and how to get started.
  •  S2.18 – OAME/OMCA/Uof Ottawa/MoE Grade 9 Applied Collaborative Math Project
  •  S3.21 – Enhancing Learning in Grade 9 Applied Mathematics: Research Findings from aProvince-wide Collaborative Study

Other sessions that also highlight the Applied Level

  •  T1.06 – Halifax Explosion Math
  •  T1.32 – Engaging 2C Learning: Collaboration and Critical Thinking In Math:A TLLP Journey
  •  T3.13 – OAME/OMCA/UofOttawa/MoE Grade 9 Applied Collaborative Math Project
  •  T3.26 – Grade 7-10 Applied Mathematics Resources Documents
  •  T5.20 – I CAN Survive
  •  T5.32 – Blended Learning Units for Grade 9 Applied Mathematics
  •  F1.29 – Effective Practices in Grade 9 Applied Mathematics
  •  F3.06 – OAME/OMCA/Uof Ottawa/MoE Grade 9 Applied Collaborative Math Project
  •  F3.26 – Making Grade 9 Math Tasks Contextual
  •  F3.30A / F4.30B – Meeting the Needs of Grade 9 Applied Learners, Including Studentswith Learning Disabilities
  •  F4.35A / F5.35B – Implementing Assessment AS Learning in Applied Mathematics


Participants in these workshops will learn how other educators address the needs of students where the English language can be a barrier to learning mathematics.

  •  T3.27 – Strategies for encouraging participation and language for English Language Learners
  •  F1.09 – Supporting ELLs and Emergent Math Learners: A PRIME example
  •  F3.33 – Leap into Math: Cycling with ELL Students
  •  F4.09 – Supporting English Language Learners in your Math Class
  •  S3.04 – Math & English Language Learners: Students and Educators as Co-researchers


This thread explores Indigenous perspectives and mathematics learning. Join two featured speakers, Lisa Lunney Borden, St. Francis Xavier University and Ruth Beatty, Lakehead University, and 3 other workshop sessions.

  •  T1.07 – When First Nation, Métis, and Inuit Students are at the Centre of Inquiry
  •  T3.16A/ T4.16B – Connecting Indigenous Ways of Knowing and Western Mathematics
  •  T5.01 – Honouring Indigenous Knowledge in the Mathematics Classroom:A Learning Together Approach
  •  F3.01 – Indigenous and Western Ways of Knowing Mathematics:Continuing to Build Connections
  •  F4.18A/ F5.18.B – An Urban Context: Honouring Indigenous Approaches to Learning inMathematics

If you are a school or board level leader for mathematics, the sessions in the leadership thread can help you support classroom teachers to address student needs. Ideas and strategies to support your leadership include: developing a whole school culture for mathematics learning, structuring teacher schedules to enable professional learning and facilitating inquiries to promote deeper student learning. (Possible substitutions: T3.14 for T3/T4.08A/B and F4.26 for F4/F5.05A/B)

  •  T1.05 – Learn to Use the EQAO Online Reporting Application – What Does it Tell Me?
  •  T3.08A – Transforming Planning Time In Elementary Schools : Numeracy & Technology
  •  T4.08B – Transforming Planning Time In Elementary Schools : Numeracy & Technology
  •  T5.22 – Establishing a Positive School-Wide Culture of Math
  •  F1.35 – Mathematics Professional Learning Facilitator Efficacy
  •  F3.35 – Using the Lesson Study Model to transform teacher practice in the mathclassroom
  •  F4.05A /F5.05B – Facilitating Mathematics Professional Learning – Our Journey
  •  S2.25A / S3.25B – Facilitating Effective Discussions

Good, targeted instruction is beneficial for all students and crucial for some. This set of workshops will be of particular interest to those educators who work with students who need extra support in mathematics both in the classroom and in special education settings.

  •  T1.35 – Leveraging the Strengths and Supporting Needs in Mathematics
  •  T3.06 – Building Mathematical Mindset and Number Sense with Students on IEPs
  •  T4.01 – Supporting Students with Learning Disabilities in Mathematics
  •  T5.20 – I CAN Survive
  •  F1.26 – Leap into Workplace Activities
  •  F3.30A / F4.30B – Meeting the Needs of Grade 9 Applied Learners, including Studentswith Learning Disabilities


  • requirements for the Primary/Junior AQ module, as provided by OECTA, are: T1.01, T2.Key, T3.0, T4.01, T5.01, F3.Key, F3.01, F4.01, F5.01, S1.01.
  • you do not have to be an OECTA member to take this AQ course
  • please email Claire Laughlin to be registered into Module #2 of this course for future credit.
  • visit for more details