Collaborating to Support All Learners in Mathematics and Science

Faye Brownlie’s (she/her/hers) goal is to build capacity with teachers, co-planning and co-teaching, providing seminars, workshops, and keynote presentations in Canada, the United States, Europe, and Asia. Passionate about including and supporting all learners, her work focuses on literacy, teaching for thinking, assessment, and inclusion. She has co-authored many books for teachers, including It’s All About Thinking series for Portage & Main Press and most recently, a 2nd edition of Grand Conversations Thoughtful Responses. Faye believes, ‘We know enough, collectively, to teach all our students to read, and more importantly, to create readers who not only can read but want to read."Carole Fullerton is passionate about mathematics instruction. Carole is a teacher-leader working in K-12 classrooms to support the development of numeracy instruction across BC, Alberta, Manitoba, Yukon, the Northwest Territories and beyond. Addressing student diversity through rich questions, teaching through problem-solving and planning around the Big Math Ideas are essential aspects of her practice. In her collaborative work, she strives to engage students and their teachers in thoughtful investigations of what it means to DO math, learning through exploration, talk and play. Carole has presented extensively both nationally and internationally throughout her 28 year career, was a featured speaker at the NCTM conference in New Orleans and a keynote speaker at the North West Math Conference in Whistler, BC. Her graduate research on spatial thinking was featured at the Psychology of Mathematics Conferences in Prague, Czech Republic and also in Bergen, Norway. She has authored and co-authored more than 20 teacher resources, all of which are grounded in a teaching-though-problem-solving approach, focused on mathematical thinking, on mastery of the facts, and on the operations. She was a Faculty Associate at Simon Fraser University where she taught in a Numeracy Graduate Diploma Program, and enjoyed shepherding teachers on their pedagogical journey. But her biggest accomplishment is her son Cameron — a confident, capable and flexible mathematician in his own right.Leyton Schnellert, PhD, (he/his/him) is an associate professor in UBC’s Department of Curriculum & Pedagogy and Eleanor Rix Professor in Rural Teacher Education. He focuses on how teachers and teaching and learners and learning can mindfully embrace student diversity and inclusive education. Dr. Schnellert is the Pedagogy and Participation research cluster lead in UBC’s Institute for Community Engaged Research, inclusive education research lead in the Canadian Institute for Inclusion and Citizenship, and co-chair of BC’s Rural Education Advisory. His community-based collaborative work contributes a counter argument to top-down approaches that operate from deficit models, instead drawing from communities’ funds of knowledge to build participatory, place-conscious, and culturally responsive practices. Leyton works and learns on the traditional, ancestral, and unceded territory of the Sinixt who were declared extinct by Canada’s government in 1956 and stands in solidarity with the Sinixt in their reclamation efforts.Leyton has been a middle and secondary years classroom teacher and a learning resource teacher for grades K–12. His books, films, and research articles are widely referenced locally, nationally, and globally.

• Introduction xi Chapter 1 Meeting the Needs of All Learners 1 Chapter 2 Working Together as a School 23 Chapter 3 Assessment that Supports Learning 35 Chapter 4 Frameworks and Approaches to Support Diverse Learners 53 Chapter 5 Introduction to Electricity 69 Chapter 6 A Cross-Curricular Collaboration 101 Chapter 7 Diversity of Life 135 Chapter 8 Authentic Research 179 Chapter 9 Thinking about Polynomials Concretely, Pictorially, and Abstractly 205 Chapter 10 Thinking about Surface Area and Volume 239 Chapter 11 Thinking about Data Management 261 Chapter 12 From Ratios to Trigonometry 295 Professional References 321 Student Texts and Related Resources 327 Index of Frameworks, Stuctures, Approaches, and Stategies 329