At the end of August 2017 we held workshops in Kingston, Ottawa and Toronto to acquaint teachers with our project and entice them to try some of the problems/activities this year in their math courses. A total of almost 40 teachers attended the workshops and this year we are working with a number of these in Toronto and Ottawa.

I have also been thinking about the fundamental nature of the project in particular tying it in with some of the significant literature and have written a paper Teach the mathematics of mathematicians that attempts to lay some of this out. I am also happy to hear from anyone who might like to pursue this work at the graduate level, either at the Master's or PhD level.

One of our main objectives is to get feedback from teachers who have used these resources, and many folks we have talked to have told us that such feedback would be very helpful to them. We agree and encourage teachers to sign up, give one of the problems a good classroom run and then tell us about their experience. Drop us a line and we'll give you any support you might need and send out a feedback form.

Welcome to Math9-12

Math9-12 is a research-based study designed to bring new life and sophistication to the high-school mathematics curriculum. It is part of the KNAER Mathematical Knowledge Network (MKN), an initiative of the Ontario Ministry hosted by the Fields Institute Centre for Mathematics Education. It is staffed by a team of graduate students and researchers with project director Peter Taylor, Queen's Math&Stats.

Our objective is to develop sophisticated classroom activities that relate to the expectations of the Ontario secondary mathematics curriculum. Considerable attention is paid to the "process" objectives found in the Ontario policy document: mathematical thinking, reasoning, teamwork, communication. Our general approach is inquiry-based, with an emphasis on the analysis and understanding of mathematical structure. The process of designing and building sophisticated structures out of simple components is our interpretation of what is known as mathematical thinking.

It is certainly the case that our projects are richer and more demanding than those currently found in curriculum documents and text-books. But the teachers we are working with are increasingly asking for such activities, and we have often been surprised at how well the students have responded.