The Minister's Task Force on Senior High School Mathematics

JUNE 12 .....thanks for the email message today... i tried to find the actual report on the ministry website , but it seems to be so well hidden that even THEIR search engine can't find it (hmmmmm!!!!!). In any case, the release ,sadly, says it all....While our "petition group" proposed that the ministry move boldly into the 21st century by updating Mathematics content so it addresses the needs of a country at the leading edge... instead, the ministry has planted us squarely in the mid-20 th century. Sadly, i come to the realization that as a wayward lad from Timmins arriving at the university of Waterloo in 1970, I ,in fact, had more Mathematics in my wee head than graduates of today will have..... This is sad.. given that a great deal of Mathematics, including Computer Mathematics has developed in these past 36 years. The release announces the death of Algebra and Geometry , the most rigourous of the math courses we offer, as well as the movement of Vectors from the now dead A-G course into the Calculus... The Calculus being "overloaded" is now stripped down to make room for the Vectors, and , i assume, some of the introductory topics in the current Calculus are shifted into the "new" grade 12 course. The surviving course is the Data Management course which while popular and packed with successful students earning high marks, is ,sadly, NOT a university Math prep course...in fact, it is destined to be "simplified" even more than it currently is.. The score at the end of this shell game moves us from a time when we had SEVEN quality university prep courses( advanced grades 9,10,11,12 and Calculus, Algebra/Geometry and Functions and Relations/Finite Mathematics depending on which decade you graduated in) to FIVE (academic grades 9,10,11,12 and Calculus-Vectors.... let us agree that Data Management is an excellent college level course!!!). Net gain is minus 2. I imagine it will take a "sputnik-level" event to kick-start a rethinking of this plan. In the meantime, be afraid... be very, very afraid..... rich

from: http://www.josesandoval.com/2005/12/ontario-leave-calculus-alone.html

Wednesday, December 28, 2005
Ontario, leave Calculus alone
I wanted to stay away from this topic because I am not an educator, but I can't ignore it for I am a concerned father.I am talking about the proposed change to Ontario's high-school Calculus: according to the theglobeandmail.com "the Ontario government is studying a proposal to change the current calculus high-school curriculum and scrap certain sections." I think we all know that our world has changed in ways unimaginable twenty years ago: communism is a vestige of the past (who would have thunk it?); the proliferation of the internet has opened an immense global market, where anyone (buyer or seller) can tap into; we can easily communicate with anyone around the world with zero time delays. We need to face the fact that we live in an economy of services that requires, more and more, the mind to succeed and not brute force. Then why, I wonder, would anyone want to cripple our children by diminishing their ability to learn advanced Mathematics? We should join David Johnston, the University of Waterloo's President, by writing directly to Gerard Kennedy, the Minister of Education, expressing our concerns in regards to this proposal. I, for one, ask Mr. Kennedy not to take away Calculus or dumb it down to a level of uselessness because, I'll say it bluntly, we will be relegating a whole segment of our society to menial jobs of the future--Canada cannot and will not be able to compete or contribute in a global economy without professional mathematicians, scientist, or engineers.I argue that this proposed change will put our country at a great disadvantage, compared to developing economies such as China and India. It is not an exaggeration to think that such a small change in the current high-school curriculum could lead to such a disastrous outcome, specially when the intention is to make average students' life easier by removing "hard stuff" from the classroom, thus, presumably, making most students acquire stronger basis in other subjects. But what about the curious students sitting in a classroom that caters to the lower common denominator? Why would these students want to pursue advanced degrees requiring higher Mathematics, when all they are being taught are variations of simple algebra? A curious mind needs to hear and be taught that Calculus has put human beings on the moon; that we can calculate the age of our Planet because we can use Calculus to find decaying rates of carbon in organic matter; we need to explain that a train leaving Toronto to Vancouver has a velocity that is related to distance and time, and that its acceleration is neatly tied in with the changes of rates that lead directly into the same Calculus that Newton and Leibniz, separately, invented four centuries ago.The education of our youth is the key to Canada's prosperity, and the key to forge the leaders of a better tomorrow. Instead of letting the world catch up to our achievements, we should set the bar higher to challenge our high-school students; instead of simplifying the curriculum, we should make it harder and more interesting, accompanied with better training for our teachers; we need to make our classrooms smaller, and instill in the students to achieve greatness academically, which will lead them to live better lives; we should try to keep our high school students interested longer so that all graduate with high school diplomas and have the desire to pursue post-secondary educations.We have a problem, indeed, but it is not what has surfaced as falling graduation rates, which is only a symptom of a bigger problem. Instead of forcing student to stay in school in order to get driver licenses, we should figure out why they are dropping out--perhaps school is too boring, or we are not emphasizing why an education in the XXI century is so important. Once we have a solution to the real problem, our job then becomes a matter of motivation and proper training, not hand holding or deception by telling our children that giving up will be good for their future, and that because Calculus is "hard" we will make it easier for them.If it were only that simple. Simplifying the Mathematics curriculum will hurt Ontario more than anyone expects. These type of changes have a compounding effect, and removing calculus from the curriculum will probably not have an effect within five years of the change, but we will see it being a big problem twenty, fifty, or one hundred years from now. These are exponential rates of change we are talking about here, unfortunately and ironically, if the curriculum is simplified, the children that will be affected the most will not even understand what that means.We must prepare the new generations to face one of the main challenges--and opportunities, for that matter--in a world without boundaries. Something we call outsourcing and off shoring, and that we, Canadians, view only as manufacturing jobs moving to countries with cheaper manual labour. However, we need to rethink what outsourcing in the new millennium really means. Thomas Friedman, in his book The World is Flat, writes, "A lot of the jobs that are starting to go abroad today are very high-end research jobs, because not only is the talent abroad cheaper, but a lot of it is as educated as American workers--or even more so [hardly a stretch to compare US and Canada in terms of educational levels]." We cannot compete with China and India in terms of student populations or their number of graduates: the number of top students graduating from technical Universities in a population of 1.3 billion boggles the mind. Compare that to the number of Canadian students graduating from our Universities in a population of 32 million.Now, imagine this proposal of simplifying high-school Mathematics being approved and ask ourselves if the change will prepare our student to study in our top Universities and, most importantly, how would we compare to these countries, where education has become the number one priority for their survival and rapid economical growth--it is a numbers game, which we will loose if we do not think ahead. There are hundreds of millions of children around the world who will want better lives and interesting jobs. Some of these interesting jobs will be coming their way, thanks to the outsourcing argued by Friedman. We cannot expect our children to work and collaborate with the rest of the world as equals, if we do not provide them with the tools necessary to understand the complexities of a changing world without borders. In the end, our job as parents is to protect our children and make their developing years easier. However, crippling their aspirations by simplifying high-school Mathematics is not the answer. On the contrary, simplifying these kids' lives now will only hurt them in the future. It is indeed a scary thought that one day Indian or Chinese CEOs will want to outsource menial jobs to Ontario because it will cheaper, and our children will not have other type of expertise but manual labour because we told them that Calculus was hard. What should be next? Take addition and multiplication out the primary schools because it is too hard for the students? I think we are grossly underestimating our young students. I certainly hope that Gabriel, my son, gets to learn Calculus while attending high-school, not because it will be useful in his every day life (Calculus is not really useful when crossing the street, for example), but because his mind will want to learn where these complex ideas came from and how they are applied in real application such as sending probes into space, how solving differential equation allow cars to go over bridges and how planes are able to generate enough lift to fly for hours at a time.I think this type of change should be put to a vote and let everyone affected decide if it is benefitial for Canada or not--perhaps a "leave Calculus alone" referendum is in order...
10:51 AM Post a Comment (3)
Comments: Right on Jose!And write on too!
By CJ, at 2:53 AM Nicely said Jose! Would you consider posting this to my CALCULUS MATH TALK web blog athttp://rclausi.blogspot.comYou will find a great deal of background information on what our group has done to delay the implementation by one year. The petition and David Johnston's comments are included. We have an ongoing discussion on the documents as well.cheers, rich
By richard clausi, at 10:43 AM i've been googling this topic because it has upset me so...I've gone through engineering and realise the necessity of calculus and the maths...I will write the Minister of Education and sign any petition, thanks for the site
By Anonymous, at 1:30 AM

Computer Science in Ontario Schools

The Computer Science guidelines are being reviewed as of March 2006.
Some teachers have suggested that ,perhaps, CS should become a mainstream Math course
with a grade 11 and 12 problem-solving focus and NO grade 10 course at all.
There is an ongoing concern with choice of language and overall target for the course.
It seems as if there is no consistent CS vision in the country.
Where should CS be going in Canada??? in Ontario???

How to POST a COMMENT

====== You may add your comment to a post ========
SELECT THE POSTING you wish to respond to,THEN
CLICK on "POST A COMMENT"...
TYPE/edit your comment, ..
SELECT an identity such as "OTHER" or "ANONYMOUS",
and ,finally,
press "PUBLISH IT"..
DONE!!!!

Whither goeth Calculus????

Are there any thoughts or insights on the nature and fate of Calculus in fair Ontario????????

New Grade 11 Math: May 06

The ministry is hosting briefing sessions for the new guidelines during the month of May.
Does anyone have an opinion on how these guidelines look or
how they will feed into the grade 12 courses?????
Are we on the right track in Ontario????

Head of U of W comments on Calculus

Head of UW slams math plan
Keep calculus in Ontario schools, Johnston urges
LUISA D'AMATO

(Dec 23, 2005)
Ontario's high school graduates are already slipping in their math abilities -- and the government's decision to drop calculus from the high school curriculum puts these students in even more peril, says the president of the University of Waterloo.
David Johnston has written Education Minister Gerard Kennedy, warning of the university's "great concern" if calculus is dropped from math courses next year, as is planned.
He said there is less and less "hard math content" in Ontario high school math courses as it is, and that is hurting the students' ability to compete with other students from across Canada and globally.
"We're reducing the rigour in our educational system," he said in an interview yesterday.
Before eliminating the fifth year of high school in 2003, "Ontario could rightfully boast that its mathematics curriculum was second to none in Canada," says his letter, sent this week to Kennedy and Ontario Premier Dalton McGuinty.
The University of Waterloo has the best reputation of any university in Canada and is also among the top few for its academic and other services for students, according to the annual Maclean's magazine ranking.
Its students routinely distinguish themselves in international competitions in math and computer science.
The university also encourages elementary and high-school students to challenge themselves in math by organizing competitions and other enrichment activities for them.
Some university professors have suggested that it's best to wait until university to teach calculus.
But Johnston strongly disagrees. He said it's crucial for students to take calculus in high school if they want to continue science or math-related studies after graduation.
It's too fundamental a discipline to wait until university, he said.
"Engineering and science programs (especially physics) want students to have calculus in high school because they rely on that foundation in early courses," said his letter to Kennedy.
"With other provinces offering it for good students, Ontario's students will be at a disadvantage when applying here or elsewhere."
Johnston's letter adds to the growing chorus of concern that the government's plan to remove calculus is being made too quickly and without enough public debate.
The Council of Ontario Universities and the Ontario Society of Professional Engineers have also both written to the minister and his staff to express concern about the speed of the proposed changes.
Locally, high school math teachers feel so strongly that they are designing their own course combining advanced algebra and calculus.
If accepted by the ministry and school board, it would be offered at public high schools in Waterloo Region, but nowhere else.
Approval for such a course takes up to two years.
Although government representatives have said nothing has been decided yet, next fall's course calendar has already been changed, in anticipation of the proposals being enacted.
This year's Grade 12 Advanced Functions and Introductory Calculus university preparation course has been renamed simply Advanced Functions for next year.
According to a ministry memo to school boards, the course description says students will "develop facility with the concepts and skills needed for the study of calculus in a variety of university courses."
But they will not receive instruction in calculus, as they now do.
The proposed removal of calculus not only handicaps our own students, but also "sends the wrong signal" to other countries, Johnston contends.
It makes Ontario a less attractive place for achievement-minded immigrants and foreign students to settle, he said.
ldamato@therecord.com

Math Heavyweights Plead for Calculus

Math heavyweights plead for calculus
LUISA D'AMATO (Jan 27, 2006)
More than 280 university professors, math teachers and high-technology professionals are
petitioning Ontario Premier Dalton McGuinty, urging him to discuss with cabinet ministers the
"crisis" of high school math education.
They're also asking McGuinty to stop the current plans to remove calculus from high school
classes.
If the plan goes ahead, the petition says, it would reduce Ontario students to second-class status
and "will have serious repercussions for our high-technology economy."
The petition has signatures from throughout Ontario. Among them:
Michele Mosca, the internationally renowned physicist who helped found the Perimeter Institute
for Theoretical Physics in Waterloo.
Brian Doody, vice-president of digital imaging at Dalsa Corp. in Waterloo.
David Holdsworth, professor, scientist at the University of Western Ontario.
Gord Nicholls, former managing director of the Centre for Education in Mathematics and
Computing at University of Waterloo.
"When you visited the University of Waterloo recently, you stated that it was important for
Ontario to maintain the leadership role in the high technology areas," the petition states.
" . . . Indeed you stated it was essential to improve our competitive position. We will not do this
if you lower the standards in the high school mathematics curriculum."
The protest stems from proposed changes to the high school math curriculum, compressed in
2003 when the province eliminated a fifth year of high school.
Some believed that the math courses were overloaded with material, and if calculus were
dropped altogether, it would leave more room for other concepts, such as trigonometry and
algebra, to be explored thoroughly.
Others were horrified at the thought of calculus not being taught until university.
Even before the official discussions were over, high schools across the province were told to
change the name of the Grade 12 Advanced Functions and Calculus course to simply Advanced
Functions.
All mention of calculus was also removed from the course description, though ministry officials
said no decisions had been made.
After University of Waterloo president David Johnston wrote in protest, Education Minister
Gerard Kennedy said he would take a second look at the issue. He also pledged to create a task
force that would included high-technology professionals and parents. He said this group would
decide before students choose their courses for next year
But that time has come, and in local high schools, guidance counsellors and students are trying to
select next year's courses without knowing what will be taught in them.
"This is putting principals, teachers, students and parents in an impossible position," said Richard
Clausi, the head of mathematics at Elmira District Secondary School.
Kennedy said yesterday that he wasn't aware that students were already choosing courses. He
had been told that wouldn't happen until mid-February.
By that time, he said, the task force will have decided what to do for next year.
"This will be a careful and clear and transparent decision," he said. "There will be a good, timely
decision made in the best interests of kids."
Kennedy said he has chosen a math professor, whose name will be released "very shortly," to
lead the task force.
Kennedy also has "a number of people identified" for the task force.
"This isn't the kind of decision that should be done on a political basis," he said.
The petition that's on the way to McGuinty notes that Alberta, British Columbia and Quebec all
include calculus in the high school curriculum, and without it, Ontario students won't be able to
compete effectively.
It also warns of a growing inequity among the province's high schools. If calculus is removed,
schools with local community support, high-achieving students and ambitious teachers could
offer a special, enriched Advanced Placement class for the strongest students. But not every
school would be able to offer this.
"Schools in poorer areas that do not have these advantages will fall behind and form the lower
tier in a system that will no longer offer equality of opportunity," the petition said.
ldamato@therecord.com

My submission

to: Walter Whiteley, York University
from: Richard Clausi, Elmira High
regarding: Your position on Calculus
date: January 30,2006.

Hello Walter:
I appreciated your email today inquiring as to “common ground” in our ongoing discussion of the future of Calculus. I have included both your email and my original email response to you (Dec. 21,2005) to remind you of my personal opinion. I would like to address my comments to you in your capacity as chairman of the
Council of Ontario Universities (COU) Math Advisory Group that is commenting to the Ministry of Education and other participants on the revisions and revision process.

The suggestions given in the Nicholls' petition to the Premier and Minister are a bottom line position that over 280 people have expressed support for. I assure you that the recommendations within that petition represent lengthy discussion and a starter solution to the problem of Math dilution.
Even at that, there is a major concession to mediocrity- there are precisely 6 courses in the suggested course menu (academic 9,10,11, MCB4UI, MDM4UI,MGA4UI) as
compared to 7 (academic 9,10,11,12, Calculus, Algebra, Finite/Functions & Relations) in previous years. This is a dilution, pure and simple, and very unsettling indeed given that these courses are OPTIONAL courses. I have wondered if the current Calculus could be taught in grade 11 if the algebraic skills relating to factoring and division of polynomials could be firmed up in grade 9 and 10. This is a radical notion but, my point is that rather than removing Calculus, that study could have an earlier presence in the secondary school. I quote from a letter Ed Barbeau sent in mid January: "It is not for nothing that Calculus is regarded as one of the great intellectual achievements of all time, and we have managed to come up with a denatured version where students treat it as a sterile operation with no inkling of its depth and power." The very thought that Calculus could be written entirely out of the curriculum or ,even, trivialized seems to be a horrible intellectual injustice.

I am sure we can agree that there is no such thing as bad Mathematics-our problem is that we have over 2500 years of it to fit into a secondary school curriculum.
Walter, we need to break away from the notion that “important” Mathematics distilled from all of the Math ever discovered can be taught in 4 years. Your group needs to re-visit the notion of students electing to stay in the secondary school (and, today, there is no regulation that forbids this) until they feel they are ready to step into post-secondary studies. Students do mature mathematically at different times. We really need to move our students to the leading edge of current knowledge by the end of secondary school (be it after 4, 5 or even 6 years). This breathing space might also address your concerns with success and stress levels among students and teachers.
The Calculus course which the Waterloo Math Heads have developed as a potential Locally Developed Course, as it now stands, could be an excellent course that fulfills Gord Nicholls' suggestions. If you pursue the 50/50 “Whiteley/Taylor” model as your proposal now stands then there is still a gap to be filled. Courses such as ours would still have to go forward --students need to see more Calculus than you are proposing before post-secondary studies. Perhaps this opens the door for a legitimate, province-wide adoption of the AP Calculus. Unfortunately, many issues of Equity and Access ,within boards and across the province ,emerge if we wish to publicly fund the AP. There must be a better way.

I like your suggestion of reviewing the entire continuum from grade 1 onwards. If this is to happen though, the Ministry must rethink the protocol. The process , quite frankly, has failed miserably this time around. It has generated frustration and bewilderment across the province. Mathematics education is too important to be left to the whim of any small group of insiders who may have captured or ambushed the attention of the government of the day. Historically, it is an Ontario tradition that each new government puts it stamp on education by “tinkering” with the curriculum. Mathematics and English are usually the first to be dissected. I imagine the goal is to ensure that as students graduate, those students become “ready” for whatever happens after graduation. It is a way to directly affect our future economic prowess. This wishful thinking takes a turn for the worst with the willful dismantling and dilution of a body of knowledge that is critical to the competitiveness of the nation. This damage could be pervasive, with serious local implications as we fall behind other jurisdictions.

I appreciate the problem your committee has.
Curriculum design means making wise choices in terms of what to deliver and how to deliver it. Clearly, to develop a continuum of Mathematics experientially or via personal, hands-on “manipulatives” would take a very long time…in fact, centuries! We do not have that luxury of time. It is equally obvious that every item cannot be represented in a curriculum that must span some 13 years. Tough choices have to be made that reflect priorities that in this 21st century must represent what best prepares our youth to participate in the professional community/local community/industry/job market.
All of this must also include considerations of pedagogy and delivery. You need to ask: “How do we implement and phase in the rapid transfer of knowledge to young people so that courses seamlessly and transparently take students to a point where they are ready to “contribute” to the nation?”

I believe that Mathematics curriculum designers would be wise to remember the words of Karl Friedrich Gauss, one of the greatest Mathematical minds of all time.
He observed:
“MATHEMATICS IS THE QUEEN OF THE SCIENCES,
ARITHMETIC IS THE QUEEN OF MATHEMATICS...”
In effect, the language and abstract concepts of Mathematics are humanity's attempt to touch a creator and see a “master plan”. Occasionally the fog clears and the horizon appears briefly---magical mathematical moments when the Einsteins and Newtons push us forward-- then darkness again. We are driven by this special urge, unique among species on the planet, to understand, to change and to improve our world. Our secret weapon is the abstractness and the language of Mathematics and Science.
Significantly, Gauss then observes that all of this abstraction is built on a foundation of pattern and simplicity--the heartbeat of Mathematics is arithmetic; that is,
Arithmetic IS the Queen of Mathematical analysis.
Gauss seemed to realize that the secrets of the universe play out in the mechanical arithmetic behaviour than underpins what we concretely see. That pattern is the basis for our number system, and the first 1000 years of Mathematical thought. It is appropriate to deal with the “basics” in the primary and junior grades (1-6). We all can agree that any educational experience should begin “at the beginning” but the study cannot dwell too long on those “basics”. Sooner, rather than later, we must move beyond concrete experiences which can only deal with things we can touch. We must focus on a grander manipulation of ideas. Perhaps, the 21st century needs a broader and more powerful set of “3 R’s”: Recall (knowledge of basic facts and theory), Reasoning (the ability to manipulate basic facts and insights to extend knowledge) and Research (either knowing where to go and what to do, if you forget a tidbit or what do to if you need new knowledge to solve a new problem!).

There is certainly a great deal of Mathematics thought that could fill a curriculum!
For this reason, we need to clearly define what a student exiting elementary school must have to continue Mathematics studies. This must mean more than just arithmetic and warm, fuzzy feelings of math. Students need to be exposed to specialists who have excited them about the subject and ignited curiousity in the subject so they are primed for grade 9.
We also need to clearly define what a student exiting secondary school must have to survive in a technological world as a user of technology, as a worker in technology and as an innovator in technology. This means we need to look at the needs of the colleges, of the universities, of the hi-tech and research sector, of the manufacturing sector, of the trades sector and of the citizen.
Everyone needs to have a voice in what the soul of Mathematics Education should be.

This “backwards design” approach means that we need to start our thinking at where we want to end up. It means deciding what the exit knowledge for secondary school and elementary school must be, and then working backwards from grade 12 to make sure that each year becomes a solid link in the chain of events that leads to clearly defined outcomes. This soul-searching must define the needs for a student exiting secondary school for all the major career paths because there is a dignity in every role that contributes to the good of society. There is also some urgency to find innovative ways to move our youngsters as quickly as is appropriate to their individual abilities to their leading edge-- in effect, not only must the torch be passed on , but that torch should still be “burning” so that it can be used to illuminate the darkness beyond. This does not penalize those students who struggle with Mathematics. It is possible for students to feel good about Mathematics AND do good Mathematics at the same time. These notions are not mutually exclusive but
we cannot throw out content in optional courses to facilitate success and warm feelings. By reducing and diluting Mathematics courses, we are taking post-modern Ontario back to the pre-sputnik days. We cannot afford to teach Mathematics that is mired in the past.

Finally, I would like to include a set of suggestions that might help address the concerns that post-secondary institutions have expressed with respect to the “readiness” and skill of incoming students. I offer these as the personal observations of a classroom teacher and a department head. I hope your group will consider these:

1. Develop a “back-planning” protocol that uses extensive consultation with post-secondary and industry to develop a target knowledge set students will need at graduation to pursue their life ambitions. Use the test of utility to determine what stays or goes. If there is more content than can fit, rather than squeezing it in, create more courses and allow time for optional courses to prepare students for a productive post-secondary experience.

2. Restore the Mathematics content in secondary school to at least the post-sputnik levels; that is, ensure that there are at least 7 Mathematics courses at the advanced level and one of these should be a comprehensive introduction to differential and integral Calculus.

3. Expand the Mathematics opportunities, optional or otherwise, in the secondary school so “new” Mathematics can enter the secondary curriculum..
For example, Computer Science topics including repetition and selection structures could easily be introduced as early as grade 9 Mathematics by using the TI83 programmable calculator/computers which all schools already have. We are woefully behind in including this new branch of Mathematics in the mainstream Mathematics curriculum.

4. Mathematics is a lifelong learning activity. Semestering is a cheap wine that can “satisfy” by delivering higher marks but falls short on depth and quality. All Mathematics courses should be traditional length and non-semestered (ie 10 months long). Perhaps, semestering is the root cause of post-secondary complaints regarding “readiness” and “quality”.

5. Ensure that specialist Mathematics teachers are in the senior elementary school Mathematics to both support and lead Mathematics instruction. Similarly, only Mathematics specialists should teach secondary Mathematics courses.

6. Create “Greenhouse” opportunities: Place real limits on class sizes especially in grade nine. Class sizes of 34 in grade 9 are land mines in Mathematics education.

7. Use technology to deliver courses that may not be available because of the size of the class or the size of the school. In the 21st century, internet or video delivery of material facilitated by a local Master Mathematics mentor can ensure that ALL students have access and opportunity.

8. Students within a district must not be barred access to certain courses or be forced to travel from a home school because a funding formula cannot provide for a class of , for example, MGA4UI. Equity and access are benchmarks for a public system of education.
The Ontario funding formula must be adjusted to support Mathematics education.

9. With the quick growth of mathematical knowledge, consider retiring the notion of a textbook, and use technology to make new materials such as online worksheets and lessons course-agile. For example, constant changes require constant expenditures on textbooks. Curriculum revisions can be facilitated by using online “tables of contents” that can be changed to reflect curriculum changes quickly while saving financially on the purchase and disposal of “old” texts. It is entirely possible that wireless “Blackberry-like” technology may allow each student to have a laptop that is every text, and note needed for secondary education and beyond.

10. Develop wise copyright arrangements similar to those that exist in industry and universities so that teachers can develop materials for online use while retaining some ownership and shared royalty rights. We need to foster creativity so materials will blossom and not be at the whim of text publishers.

11. Phase in courses changes, year by year, rather than implementing several courses across different years at the same time. The “here is a hot potato, catch it” game hurts students. A protocol for curriculum evolution is vital.

12. Use sophisticated tools such as MAPLE to help students move beyond mechanical manipulation so they can focus on problem-solving. Problem-solving should permeate the secondary curriculum in non-artificial and meaningful ways. We need to accelerate the passing on of Mathematics knowledge so it can be acquired and used to extend knowledge. The mood for this research and exploration is set in the secondary school.

13. Avoid being seduced by the use of models that do not blend seamlessly into the concept being explored. A system that must be bent into shape is not an aid to understanding but rather a distraction and hindrance. Clarity of vision requires clarity of understanding. Play and conjecture with technological tools should not be used as focal points in place of mathematics but rather as starting points for learning mathematics. “Playing” with manipulatives must lead somewhere and quickly.

14. Beware of gimmicks that rob from content time. Ideas such as homework and tutorial time that count as part of the allocated course time are simply ways to get homework done, boost marks and provide time for students to do more extra-curriculars or perhaps have part-time employment. Maximum time must be provided to learn Mathematics within the limited time window that exists. Do not drop content to make courses fit abbreviated and artifical time slots.

15. Teach Mathematics as a human endeavour that seeks to explore the universe and improve humanity.

16. Respect the language and traditions of Mathematics. Do not trivialize Mathematics.

In conclusion, I am pleased to hear that a task force is being set up to examine Calculus, and, hopefully, these larger collateral issues, too. Serious steps are necessary right now to reverse the recent tide of Mathematics educational thinking that believes that good Mathematics is a game best played with knowledge that is centuries old. Too much is at stake to ignore the pitfalls of crippling our best students by denying them the opportunity and means to move quickly to the leading edge of Mathematical knowledge. There is an urgency! Moore’s Law predicts that technology is about to stall as it struggles to break through the physical limitations of chips and speed. I hope that history will not record that post-modern Mathematics, paralleling Moore’s Law, became just an “after math” as it failed to escape a groove that had become a rut.

respectfully yours,
Richard Clausi,
Elmira District Secondary School

ENCLOSURE #1
=========================Dec. 21, 2005 email=====================
to: Walter Whiteley, York University
from: Richard Clausi, Elmira High
regarding: Your position on Calculus

Dear Walter:
Thank you for your email today. I am pleased that the ministry discussed the possibility of locally developed Calculus courses on December 1,2; however, you forgot to tell me the outcome. Does our course which you now have in your hands have a
chance of approval or is that door closed to us?
I appreciated your "rant.doc" as it answered several questions which had been posed to me by members of the community. As you can see, I am including them in my response with your attachment since, it seems, to provide an insight into the
reasoning behind the removal of Calculus from the curriculum.
Walter, we disagree in many fundamental ways, but given the influence you have had in this decision, and perhaps given that yours may be the underlying reasoning behind the decision to vacuum Calculus out of the secondary curriculum, I must draw
your attention to several vital points:
1. The Calculus is an OPTIONAL course! It is beyond the 3 credits required for graduation. You point out in "rant.doc" that you care about "the damage done to students as they hit a wall in first year calculus" yet, engineering , mathematics and
science faculties will not drop Calculus from their curriculum because Calculus is a fundamental part of what they do and how they do it. If you advocate dropping Calculus, it would appear you are denying students any hope they have of surviving
at all. I am sure this is not what you intend. Of course, as our students attempt to compete with students from other provinces and countries who do have Calculus, they will be the underdogs. Our young people will have the unenviable distinction of
being the worst-prepared students for advanced Mathematics study in 40 years.
Again, I am sure this is not what you intend.
2. You are ignoring the need to prepare creative innovators by providing them with the opportunity to study high-end mathematics. Premier Dalton McGuinty, in a recent visit to K-W, indicated that we are in a technological battle for survival in
which innovation is the key to our ability to compete. Today, in the Kitchener RECORD (Dec. 21, 2005) in a separate news item, U of Guelph president Alastair Summerlee says: "with the right resources we can deliver answers to the very serious
21st century problems facing humanity." In the same article, Tom Jenkins, chair of Open Text Corp. says "if you want to harvest corn in August, you had better put in the seeds in the spring". Walter, the solutions to those problems do not lie in
the concrete domain... they require the ability to create mathematical models that can be analyzed using elegant and abstract techniques. We need to ensure that we provide these tools to our innovators as early as possible. We need more not less
Mathematics in the secondary schools of Ontario.
3. You suggest that teachers are "obsessed" by Calculus and that somehow sudents are denied a "richer and more sensible experience than the techniques of differentiation". Walter, You under-estimate our students. They are bright and eager, and our
best excel. Rather than starving them of substantial mathematics and offering playful manipulatives and games , we should be exploring ways to expand and enrich and accelerate the curriculum. Clearly, this is hard to do if we are looking at
removing Calculus, and if I read your covering note correctly, diluting the grade 12 Geometry and Algebra course, and for good measure simplifying the Grade 12 Data Management course.
These actions all point to a diminishing of the secondary Mathematics curriculum... or if you wish a "dumbing down". If we are going to count on our young people to solve big problems , we need to provide them with current and powerful mathematics
in the secondary school. Your "refined and playful approach to problem solving and reasoning" may not cut it in the 21st century. I would like to draw your attention to an exceptional editorial in today's RECORD (Dec. 21,2005) in which a layman
offers an insight into Calculus. I assure you that this opinion is matched by email I have been receiving since this story broke last week...
In short, the current Ministry plan IS "bad"..... but .....
there is no such thing as bad Mathematics- our problem is that we are trying to squeeze 2000+ years of it into a 4 or 5 year period. Napoleon noted that the "advancement and the perfecting of Mathematics are closely joined to the prosperity of the
nation". The solution to the ills of the country is not less Mathematics.
I appeal to you to use your influence to reverse this "done-deal"- this backslide to a pre-Sputnik time where Canada was a technological light-weight. We do not want to go there again.

sincerely,
Rich Clausi
Mathematics Department
Elmira District Secondary School
669 5414

Our Petition to the Minister

PETITION Revised: Feb. 3, 2006.11:00 am

FINAL MEDIA RELEASE: Complete Petition and signatures

from: Concerned Mathematics Educators, Researchers, the public

to: Editors, Education editors, Technology Editors of Ontario newspapers

regarding: A Petition to the Premier, Minister of Education and other
MPPs with specific recommendations intended to reverse the dilution of secondary school
Mathematics Education in Ontario Secondary Schools.

date: January 27, 2006.

contacts: Gordon Nicholls, Richard Clausi


This petition has been delivered to Premier Dalton McGuinty, Hon. Gerrard Kennedy (Minister of Education), John Milloy (MPP for Kitchener-Centre) and other members of the provincial legislature on January 17, 2006.
The petition consists of three components:
1. The covering letter from Gordon Nicholls to the Premier on behalf of those who have affixed their names to this petition
2. The actual petition in the form of a letter to the Premier and
3. The list of 286 people who have read and agreed with the content of the petition.
The list of names is in two parts:
1. a numbered, alphabetic list of 252 people who signed the petition within a 10 day window and
2. approx. 34 more who have joined the petition after the original was delivered to the Premier.
For privacy reasons,all addresses have been deleted from this copy of the petition. Qualifications, degrees and awards are shown.
In addition,the names of five people who so requested are designated as z1 to z5.

====== Covering Letter ========================================================================
36 The Crestway, Kitchener, N2P-2J2,
15 January, 2005

Dear Premier McGuinty:

Enclosed with this letter is a petition signed by over 250 Ontarians who have a deep concern about the sudden and ill advised decision to remove Calculus from the secondary school math curriculum. We believe this decision by your Ministry of Education is both ill advised and guaranteed to reduce the school system of Ontario to second class status. This concern is reflected by the variety of petition supporters. Included are representatives of the university community, the high technology research community, the business community, the teaching community and the community of parents.

We also draw to your attention that your Ministry of Education has received submissions from the Professional Engineers of Ontario, The Science Teachers of Ontario, The Durham Catholic School Board and a small group of Toronto area schools. All these submissions called for a halt to the decision to remove Calculus that was announced in the Memorandum entitled "Revised Course Descriptions", dated November 2, 2005 that was sent to all principals and superintendents under the signature of Kit Rankin, Director of Curriculum and Assessment Policy.

Course registration for September 2006 is in its earliest stages in high schools and will be completed in February. Our petition calls for you to discuss this crisis situation you're your cabinet so that this unwise decision to remove the Calculus course from the high school can be reversed. We hope this will enable you to avoid a political embarrassment and outrage from the people of Ontario who are concerned with the direction of education.

Thank you for your immediate response to this urgent situation.

Yours truly,

Gordon Nicholls
On behalf of the petitioners



Tel:

E-mail:
***********************************************************************
THE PETITION:
***********************************************************************
Hon. Dalton McGuinty,
Premier of Ontario
Queen's Park, Toronto

CC- Hon. Gerard Kennedy
- Mr John Milloy, MPP, Kitchener

Dear Premier McGuinty

We the undersigned are writing to you because of our great concern about the possible reduction in the quality of the Secondary School mathematics programme. This issue has been highlighted recently in a series of articles in the KW Record and the content of these articles suggests your government is about to make a serious mistake in the revisions for the school mathematics curriculum.

We have the following concerns:

1. For over fifty years the final year mathematics programme in Ontario consisted of three high level courses for university bound students. All of these courses were optional and thus offered to those students who wanted to pursue careers in the high technology areas of computer science, engineering, mathematics and physics. For the last 35 years students who wanted to study in these areas at the university were well prepared in Calculus, Linear Algebra, Algebra and Functions and Elementary Statistics. In many cases our students had a competitive advantage over students from other provinces. This is no longer the case.

2. When the Harris government dropped grade 13 from the Ontario school system, it attempted to preserve the three graduating year math courses by combining much of the content of the old grade 13 courses into two new grade 12 courses. The third new grade 12 course was focused in a new direction and did not contain a significant amount of the old courses. This put extra pressure on the Calculus, Functions course and the Geometry, Discrete Math course as well as on the grade 11 course to guarantee that students attained a suitable level of competence in skill development, understanding of new concepts and ability to problem solve. The answer to reducing this pressure is NOT to remove the Calculus course, rather it is to adjust the other new course so it can serve as the basic preparatory course for the Calculus and Linear Algebra courses.

3. Historically the revision of mathematics courses in Ontario was a long and slow process that often left Ontario far behind other major western countries. For example, a long overdue revision was implemented in 1937-39 to bring topics into the curriculum that would better prepare students for the tasks of navigation, gunnery control and radar reading. These topics had been in the high schools of Germany, France and other European countries for over thirty years! The next revision was implemented twenty-four years later in the period 1961-67 as a response to the Russian Sputnik space adventure. After that Ontario was very pro-active in revising and constantly improving the mathematics curriculum in an attempt to bring our programme in line with the programmes of the advanced western countries. The removal of Calculus will undo the hard work of the last thirty-five years and return Ontario to a secondary status amongst the technologically advanced countries. We think this will have serious repercussions for our high technology economy.

4. The provinces, such as Alberta, British Columbia and Quebec, with excellent university preparatory programmes in mathematics all include Calculus in the final year at the secondary school. One major reason for introducing Calculus at this level is that it exposes the bright students who select this course to the modern concepts of instantaneous rate of change and optimization. If Ontario removes Calculus from the final year at the secondary school our province will be below the standard set by three provinces that represent over half of the population base of Canada. We oppose the proposition that Ontario should be in the bottom half.

5. When you visited the University of Waterloo recently you stated that it was important for Ontario to maintain the leadership role in the high technology areas and indeed you stated it was essential to improve our competitive position. We will not do this if you lower the standards in the high school mathematics curriculum.

6. The last ten years has seen a proliferation of offerings of the IB and AP courses in Ontario schools. This trend is starting to create a two tier system of schools in Ontario. If Calculus is removed from the high school curriculum, then we think there will be a continuation of the trend to inequity in our high schools. Schools with strong staffs and local community support will start to offer either AP, IB or locally developed math and science courses that will keep their students competitive with students from other Canadian provinces and American states that offer good secondary programmes. Schools in poorer areas that do not have these advantages will fall behind and form the lower tier in a system that will not longer offer equality of opportunity. This approach is contrary to everything that Ontario created in the past and we oppose establishing the conditions that might allow it to occur.

In summary we ask you to discuss our concerns with your education minister and the cabinet. Further we request you implement a moratorium on the hasty actions currently in progress to cancel Calculus. Finally we recommend you form a new curriculum committee to look at how to preserve the teaching of Calculus in the secondary schools. If you think the secondary school mathematics programme must be adjusted, then we suggest you look at the following three ideas:

(i)Change the current grade 12 Data Management course to a Functions and Discrete Math course.

(ii)Return the current Functions and Calculus course to a Calculus course similar to the 1988 to 2000 Calculus course.

(iii)Return the current Geometry and Discrete math course to a Linear Algebra and Geometry course.

Thank you for your consideration of our concerns and our suggestions.

Yours truly,

Gordon Nicholls, 36 The Crestway, Kitchener, N2P2J2, Math head for 32 years, Retired managing director of the CEMC at University of Waterloo, Descartes Medalist University of Waterlo, Prime Minister of Canada Award for Excellence in Teaching
AND
1 Abernathy, Lisa ,Curriculum consultant,
2 Ablett, Don, MAth teacher, Vice principal, 23 years, 9 years as a VP
3 Altermann, Michele, Science teacher,
4 Alves, Paul , Math head Stephen Lewis SS, 8 years,
5 Anderson, Edwin, . Math lecturer at University of Waterloo , 40 years , Descartes medalist University of Waterloo, Pouliot Award for service to mathematics in Canada, co-founder of Can MAth Contests
6 Anderson, Jeff , .. Math head Forest Heights, President Graystone Compression Technology, 25 years, Chair of Cayley mathematics competition
7 z1, Math teacher, 15 years,
8 Anglin, Bill , Math Head, Provincial math Inspector, Superintendant(Ret), 32 years,
9 Auckland, Lloyd , Math Head, Vice-principal (REt), consultant to CMC45 years, 45 years, Descartes medalist, University of Waterloo
10 Auger, Melissa , Math teacher, 5 years,
11 Bagshaw, Bill , Science teacher, 10 years,
12 Banks, Gord, Math head, 32 years,
13 Banks, Lorraine , Math teacher(Ret), 35 years,
14 BArrick, Chris , Math teacher, 15 years,
15 BAumgart, Ed, Math head (Ret), 34 years, Descartes Medalist, University of Waterloo, Stewart Award, Co-founder of GVMA
16 Bender, Crista, Head math Waterloo Oxford DSS, 25 years,
17 Beresford, Dick .,. Math teacher, principal, Assistant Superintendant(Ret), 33 years,
18 Bielby, David, Math teacher, 10 years,
19 Biffis, Judy, Math teacher, 15 years,
20 Billey, Ken ,.. Math Head Holy Name HS, 32 years,
21 Binning, Aaron, Candidate for BEd at Waterloo/Queens,
22 Bishop, Lloyd , .. President(Ret) Ivest Properties, 25 years,
23 Blizzard, Louis, Math teacher, 15 years,
24 Bonanca, David, Math teacher Abbet PArk, 5 years,
25 Bosse, Michael, Math teacher, 7 years,
26 Boychuk, Hilary, Math teacher, 4 months,
27 Braithwaite, Todd , MAth head at Leamington DSS,
28 Brennan, Nellie, Math teacher All Saints CSS, 16 years,
29 Breuls, Bob, Math teacher Eastdale CVI, 12 years,
30 Brown, Doug, Head mathematics, Cesley DHS (Ret) 30 years,
31 Buchel, Alex, PhD , Assistant professor of mathematics, 2 years,
32 Bukta, David, Math teacher, 8 years,
33 Burbidge, Ann, Math teacher, 35 years,
34 Burgess, Cliff, Researcher at Perimeter Institute, McMaster University,
35 Burns, Michael, Math head,
36 Calhoun, Gayle, Math teacher, 30 years,
37 Carli, Enzo ,Math head and teacher at U of W with CEMC(Ret), 33 years and 7 years, Descartes medalist at U of W, Prime Minister of Canada Award for excellence in teaching, Stewart Award
38 Carlin, Mark, Science teacher, 5 years,
39 Castanza, CArol Ann, Head math, business & computer studies Brookfield HS, 16 years,
40 Chakraborti, Sonali, Math physics teacher, 4 years,
41 Chan, Bosco , . Professor of Microbiology, 11 years,
42 Chappell, Jerry, Business system analyst, Open Text Corporation, Waterloo, Arthur Covaert Award for Academic Excellence
43 Charest, MAria, Math teacher Fletcher's Meadow SS,, 8 years,
44 Clark, Gail, MAth teacher, 8 years,
45 Clausi, Michelle, Teacher, first year,
46 Clausi, Richard , Math head Elmira DSS, teacher 31 years, Descartes medalist at U of W, National Prime Minister of Canada Award for excellence in teaching, Marshall McLuhan Award
47 Clinton, Lynn, Math teacher, 9 years,
48 Conn, Julia, Math teacher,
49 Cutts, John, Math science teacher., 1.5 years,
50 Danard, Charlotte, MAth teacher Branksome Hall, 18 years,
51 D'Arcy, Chris, MAth and Computer science teacher, 29 years,
52 Davidson, Dave, Math head (Ret), 35 years, Descartes medalist University of Waterloo, Past president OAME
53 deGraff, Adrian ,.. Head math, CS, Science Milton DSS, 13 years,
54 Dodman, Silvi, MAth coordinator at St Mildred's-Lightbourne, 29 years,
55 Doody, Brian, President DALSA Digital Imaging, 21 years, Professional engineer
56 Doody, Diana, Professional engineer, 21 years,
57 Drake, Janessa, Doctoral student at University of Waterloo, 2 years, CIRPD/CIHR Doctoral Research Award, NSERC scholarship
58 Duff, Bob , Principal, former math head, 25 years,
59 Dunham, Anne, Mom, Medical technologist, CFO of small business, 20 years,
60 Dunkley, Ron , . Associate Dean (Ret) and Director of CEMC (Ret) at University of Waterloo, 40 years, Descartes medalist, University of Waterloo, Order of Canada
61 Dusseault, Maurice, Professor,
62 Eden, Mike, Math teacher-Preston HS, 12 years,
63 Edwards, Bonnie, PhD , Math and physics teacher at university and high school , 16 years at each level, Co-author of math texts for Addison Wesley
64 Edwards, Jacqueline, Quality Control Manager, 9 months,
65 Eichholzer, George, Director, Siebel Systems Canada,
66 Elder, Kelly , . MAth teacher, 19 years,
67 Elias, Victor, PhD, Professor Applied MAthematics, 23 years, Edward Pleva Award Excellence in Teaching, Faculty of Science Distinguished Research Professor
68 Elliott, Annamae, Math and computer teacher, 5 years,
69 Elliott, Bob, MAth teacher, assistant head, 33 years,
70 Etherington, Alli, Math teacher Lorne Park SS, 7 years,
71 Evans, Kim, Math teacher, 13 years,
72 Fennell, Paul, Math teacher/head-Medway HS, 32 years,
73 Ferneyhough, Fred, Math teacher/head,
74 Ferneyhough, Lynda, MAth teacher secondary, university, 30 years,
75 Fieder, Anton, Math teacher, principal, 33 years,
76 Fitzgibbon, Teresa, Math teacher,
77 Flanagan, John, Math teacher, 22 years,
78 Flyn, Janice .,..... PhD Candidate, Human Kinetics, University of Waterloo, Many years as Physio Therapist,
79 Foulger, Mary, Math teacher, 5 years,
80 Fraser, Marion ,... Vice President Finance & Administration,
81 Freeman, Kim, High school teacher,
82 Frid, Norman, electrical Engineer, 25 years,
83 Fuchs, Gerry , . Math Physics teacher/Head, consultant Stoney Creek, 31 years,
84 Galbraith, John ,... Math teacher/Head, 25 years, Finn Stewart Teaching Award
85 Gallaugher, Eleanor, Head math, 17 years,
86 Gardiner, Peter, Head math at Galt C I, 19 years,
87 Gardner, Jeff, Math teacher, 20 years,
88 Gates, Cherie, Head of mathematics, 31 years,
89 Gazzola, Greg, Math head- Bluevale C I , Waterloo, 9 years,
90 Ghobril, Joseph, Math teacher, 5 years,
91 Giangrigorio,Lora, Assistant professor, Department of Kineseology,
92 Gillan, Margaret, Head Special services, Brantford CIVS 20 years math teacher,
93 Gillespie, Milja ,
94 Gillet, Rhoda ... Ontario math teacher(Ret), 34 years,
95 Girard, Diane, Math head at W Herman SS, Windsor, 30 years,
96 Goulet, Joe, MAth teacher, 2 years,
97 Grafton, Agnes, Math head-Assumption College, 20 Years,
98 Graham, Drew, Doctoral candidate, Department of Kineseology, U of W, 1 year, NSERC Scholarship, Presidents Grad Scholarship
99 Green, Ron , . Math teacher-secondary, university, 38 years,
100 Hambleton, Kenn, Math Head, 23 years,
101 Hamilton, Jonathan, Math teacher, 10 years,
102 Hardy, Lucien, Long term researcher at P I,
103 Hardy, Peter, MAth teacher(Ret), 33 years,
104 Havrot, Barbara, Math teacher, Brookfield HS, ottawa, 10 years,
105 Henry, Brian, Math teacher Waterloo Oxford SS, Head designate at Huron Heights SS, 28 years,
106 Hill, Warren, Math head- Grand River CI, 12 years,
107 Holdsworth, David, PhD, Professor, scientist at UWO, Premier's Research Excellence Award
108 Hommel, Tim, Math teacher, 27 years,
109 Hore, Deanna, Math teacher Lockerby Composite School, 10 years,
110 Hung, Austin, Computer Engineer, MSc, 3 years,
111 Hurrell, Marilyn . Math teacher-secondary, University, 35 years,
112 Husic, Elvin, Math head-CHCI, 14 years,
113 Iles, Doug . Ret math head White Pines C and VC, 33 years,
114 Ip, Kee, Math teacher, 3.5 years,
115 Jackson, Jennie, PhD Candidate Biomechanics, University of Waterloo, 3 years work, NSERC Scholarship, Presidents Grad Scholarship, U of W
116 Jackson, Joanna, Prof Engineer, 4 years,
117 Johnston, MArgo, Math head (Ret), 31 years, Descartes medalist, University of Waterloo
118 Jones, Carol . Assistant professor, 10 years,
119 Karrow, Paul .. Professor (Ret), 49 years, WA Johnston Medal
120 Kaufman, Steve ........... Senior Mechanical Engineer, Flowcase Engineering Inc, 22 years, Member Prof Engineers, Ontario, American Society of Mechanical Engineers
121 Kerr, Jane, MAth teacher, 10 years,
122 Kerr, MArgaret .. MAth computer teacher, 9 years,
123 Kewley, Ted, Math head- Preston High School, 22 years,
124 z2, Math curriculum leader , 15 years,
125 Kiziak, Gary . Head math and science(Ret) , 35 years, Descartes medalist, University of Waterloo
126 Koenka, Jack , . Head mathematics, 28 years, Descartes medalist, University of Waterloo, author
127 Koster, Pam,
128 Kreiss, Larry, MAth head at West Hill SS, 30 years,
129 Laflamme, Raymond , Profewssor of physics at Institute for Quantum Computing, University of Waterloo, Director Institute for Quantum Computing, Director CIAR QIP programme, Canada Researcg Chair in Quantum Information
130 Lancaster, Ron , ... Lecturer , 24 years, Hilroy Fellowship for Innovative teaching, Nortel Award for Excellence in Teaching and several other awards
131 Lang, Diane, Coordinator of math at UTS,
132 Latour, Sue, Math Science teacher, 7 years,
133 Lee, Melissa, Math teacher- Uxbridge SS, 11 years,
134 Lee, Tom, PhD, Vice-president, Market Developemnt, Maplesoft, 15 years, Professional engineer, numerous publications
135 Logan, Roger, Math teacher, 20 years,
136 Louie, Edith, Math teacher-Branksom Hall, 10 years,
137 z3, Math head-,
138 Lunney, Jeri ......... Math Head,Consultant, 33 years, Descartes Medalist, U of W, Prime Minister's Award, Attridge Award
139 MacLennan, Mary Ann, Head mathematics, 20 years,
140 MacPherson, Ian, Math teacher, 15 years,
141 Majerovich, Rose, Math teacher Ottawa Catholic DSB, 6 years,
142 Major, Louise, Math teacher, 7 years,
143 Malich, Gunter, Professional engineer, 33 years,
144 Marks, Renza, MAth department leader, 18 years,
145 Mastrofrancesco, Rosey, Head MAth, Middlefield CI, 17 years,
146 Mathia, Diane, Math teacher, 12 years,
147 Matthews, Erin , Math teacher Rosseau College , 6 years,
148 McBain, Brian , . Math teacher Applewood Heights SS, 2 years,
149 McColl, Bob, MArketing Consultant, 29 years,
150 McGill, Stuart, PhD, Chair, Department of Kineseology,
151 McGregor, Colleen, MAth tutor and teacher, 25 years,
152 McKay, Dave, Math head (Ret), , 34 years,
153 Meijer, David, Math teacher, 10 years,
154 Melnik, Carol , Math teacher , 18 years,
155 Meloche, Glen, Math head at Vincent MAssey SS, Windsor, 11 years,
156 Mengers, Henry, Head mathematics, 29 years,
157 Michielson, Dave, Math teacher, 20 years,
158 Mikoleit, Diane, Math teacher, 29 years,
159 z4, Head math, 10 years,
160 Miransky, Vladimir, Professor in Dpt of Applied MAth, UWO, London, 33 years, Distinguished Research Professorship(2005), Prize of National Acadamey of Sciences of Ukraine(1989)
161 Miske, Ray, MAth head, principal, 19 years, Prin for 17 years
162 Mitchell, Dave , . Retired math head, Development speaker, 30 years,
163 Moore, Mike, MAth teacher, 14 years,
164 Morgan, Dr Alan ,............... Prof of Geology, 35 years, Bancroft Award-Royal Society of Canada, Ambrose Medal-Geological Association of Canada and several other awards
165 Morgan, Scott ,.. Lead math teacher Lauelwood PS, 11 years,
166 Morgulis, Colleen, Math teacher, 20 years,
167 Morose, Tanya , . MSc candidate, Kineseology, University of Waterloo, Ergonomist, 5 years,
168 Mosca, Michele, PhD , . Professor of mathematics, University of Waterloo, Researcher at Perimeter Institute, 5 years, Canada Research Chair in Quantum Computing, Deputy Director of Institute for Quantum Computing, Ontario Premier's Research Excellence Award
169 Munroe, Ian, PhD , ... Professor and Canada Research Chair, Cheritan School of Computer Science University of Waterloo,
170 Murgatroyd, Eileen, Math head, 25 years,
171 Muser, Martin, PhD , . Professor of Physics and Applied MAth at UWO, , Premier's Research Excellence Award(2004), Young Innovator Award-Petrocanada(2003), Fyodor Lynen Fellow(1996)
172 Nayak, Aswin, Ass't Professor in Department of Combinatorics & Optimization,
173 Newkirk, Jennifer, Math teacher, 9 years,
174 Novotny, Lorna, Head mathematics, 15 years
175 O'Hara, Peter , . Math teacher, Glendale HS, 27 years, Descartes medalist, MAth Challenge Programme UWO
176 Palcic-Reid, Mayda, Math teacher, 13 years
177 Pengelly, Murray, Math teacher, 26 years,
178 Persaud, Rajesh, Math teacher, 6 years,
179 Petrie, Richard, Head mathematics- Southwood SS, Cambridge, 20 years, Barrday Teacher Excellence Award
180 Pierce, Carol, Educator, 28 years,
181 Pintillie, Alex, Math teacher Crescent School, 17 years,
182 Plewes, Donald, Professor & Research Scientist in Medical Physics, 30 years, Sylvia Fedoruk & Robarts Awards for Medical Physics
183 Poepping, Tamie, Assistant professor,
184 Pogue, Karen, Instructional designer in software industry,
185 Pogue, Paul ,, . Math teacher(Ret), 34.5 years, Descartes medalist University of Waterloo, Prime Minister's Award for Excellence in teaching
186 Poole, Greg , . Math head, 31 years, Avon Maitland Excellence Award in Education
187 Poulter, Dr Michael, PhD, Scientist, Professor UWO, Canadian Federation for Innovation New Opportunity Research, International Research Fellow France and USA
188 Pozder, Pearl , Math teacher St MAry's CHS,
189 Price-Jones, Neil, President,
190 Rachich, Frank, Frank, Math head (Ret), 33 years, Descartes medalist, University of Waterloo
191 Rancourt, Scott, Math teacher at Ancaster HS, 1.5 years,
192 Rangova, Maria, PhD, Assoc Prof Medical Biophysics, UWO,
193 Rattenbury, Mike, Math head, 25 years,
194 Raymond, Allan, Math teacher (ret), 35 years,
195 Reesor, Mark, PfD, Professor of Applied Mathematics, 4 years, SHARCNET Research Chair
196 Rice, Larry , . Math teacher, instructor at CEMC, 31 years, Descartes medalist, University of Waterloo
197 Richards, Ashley, Head math and computer science Hillcrest HS, Ottawa, 12 years,
198 Riegort, Dave, Math head-Pickering HS, 31 years,
199 Rigby, Heather, Math leader Greenwood College,
200 Roffey, Rev Bruce, MSc, Counsellor at St Andrew's, Chaplain World Religions, 3 years,
201 Rosanelli, Ross, Math physics teacher, 19 years,
202 Rothwell, Ron, Physics teacher (Ret), 33 years,
203 Ruhnke, Matthew, Math teacher, 3 years,
204 Rumney, Dianne, Coordinator of adult literacy and numeracy for Thames Valley DSB , 20 years,
205 Ruza, Christine, Math teacher, 12 years,
206 Santin, Anita , . Math teacher-secondary, university, 35 years,
207 Sauve, Jeanne, Math teacher, 8 years,
208 Sauve, Mark, Math head St Amry's HS, Kitchener, 17 years,
209 Savage, John, Math head (ret), Math coordinator for Sudbury (Ret), 34 years, Descartes Medalist, University of Waterloo
210 Scagnetti, Wendy, Math teacher, 25 years,
211 Schatz, Frances, Freelance math tutor, consultant, 40 years, Teacher recognotion award by University of Waterloo
212 Schmidt, Bob, Math teacher, 33 years,
213 Schmidt, Phil, Graduate student Civil engineering, University of Waterloo, NSERC PGS M Scholarship
214 Schofield, Walker, Math head (Ret), 35 years, Descartes medalist, University of Waterloo
215 Schurter, Jim , . Math teacher/Head, CEMC, University of Waterloo, 36 years, Descartes Medalist from University of Waterloo, Prime Minister of Canada Teaching Award
216 Schwartz, Lynn, Mom, Customer Service Rep at Royal Bank,
217 Seltzer, Robert, Math curriculum leader Toronto French School, 25 years,
218 Shenkar, Sneha, Certified Kineseologist, 2 years, NSERC for MSc
219 Shepherd, Dave , Assistant math leader at Collingwood C I, 31 years,
220 Shifrin, Jeff , . MAth teacher-secondary, university (Ret), 33 years,
221 Silvestro, Michael, Retired teacher, President Grandad Potato Chips,
222 Simpson, Fraser, Math teacher at UTS, 21 years,
223 Smith, Marcia, Math teacher, 22 years,
224 Sneep, Vicky, Mat teacher O'Neill CVI, 28 years,
225 Sparks, Jim, Head math Bradford DHS, 23 years,
226 Spence, Breda, Elementary teacher,
227 Starinets, Andrei, Post doctoral research associate,
228 Suominen, Taipo, Math teacher, 29 years,
229 Swan, Stuart, Head University Counselling, 30 years,
230 z5, Math and computer science teacher, 4 years,
231 Te Bokkel, Marcel, Head mathematics, ,
232 Tessarloo, Gianna, Science techer, 15 years,
233 Thomson, James,PhD, Assoc Professor of Kinesiology, 34 years,
234 Tonin, Laura .., Head math Lakeport SS, Lecturer at Brock, 6 years,
235 Townes, Tara, Math and English teacher, 6 years,
236 Turner, Cameron, Chief technical officer- WE Create Ltd, 5 years,
237 Turner, John, Prof engineer (civil), 3 years,
238 Valluri, Ram, PhD, Assistant professor, 20 years,
239 Van Herk, Nick, MAth teacher, 16 years,
240 Vandenberg, Judy, Secondary teacher, 10 years,
241 Varga, Leon ., Math teacher, Fletcher's Meadow SS, 1 year,
242 Vasiga, Troy , . Director Canadian Computing Competition, lecturer, 8 years,
243 Wasserfall, Val , Mom, Elementary teacher , 6 years,
244 Watson, John, Math teacher (Ret), 38 years,
245 Whitty, Nancy, Head math Bracebridge & Muskoka Lakes SS, 15 years,
246 Wilson, Andrew, Math teacher, 25 years,
247 Wismath, Jim, Prof Engineer-electrical, 25 years,
248 Wohlgemut, Horst, Retired Teacher, Principal, Superintendant, Limestone DBE, 35 years,
249 Wong, Barrington, MAth teacher, 5 years,
250 Zarate, Lindsey, Math teacher, First year,
251 Zobiri, Djouher, Math teacher,

List of late additions to the petition. These names arrived after 15 Jan, 2006.
Wagner, Kim, teacher
Tymec, Daniel, GECDSBoard
Weiner, Barbara , WCDSBoard
Dunk, Nadine, Doctoral student
Vincent, J Teacher
Harrington, PAul, SCDS Board
Luoma, DArren , Math teacher, Barrie
Harper, Craig, Professional Engineer, Walter Fedy
McKAy, Helen, MAth teacher
Courtney, Moira, Professional engineer
Lang, Diane, Head of MAth dept
Summers, Burle, Teacher, principal, Superintendant, Director of Education and MOE Programme Director (Retired)
-Bain, Linda, Math head O'Neil CI in Oshawa
-Telegdi, Andrew, MP for Waterloo
-Royce, Pam, Math teacher at St Clements School
-Stevens, Stephanie, Head math at St Clements
-Lal, Mohina, Math teacher Branksom Hall
-Dickson, Sarah, MAth teacher and athletic director at St Clements
-Redmond, Pam , Assistant head of math
-Festarini, Krista , Math teacher at St Clements 9 years
-Moutray, Dick , Electrical engineer Raytheon Ltd 35 years
-Field, Scott, Math teacher O'NeillCVI 8 years
-Porciello, Cathy, Prof Engineer, Math teacher at O'Neill CVI 8 years
-Varma, Lisa, Math teacher (Ret) 31 years
-Burch, Amy , Math teacher 1 year
-Bain, Martin , Engineer/Manager at Hydro One Networks Inc 28 years
-Murray, Dean, retired Head of Math Halton DSB and Lecturer Univ. of Waterloo,Descartes Medallist,32 years,
Prime Minister of Canada Award for Excellence and other awards for Education
-Brown, Dr. Steve , Phd, Associate Dean, Faculty of Mathematics, University of Waterloo
-Snyder, Nancy Math teacher, 13 years, WCCSB STAFF EXCELLENCE AWARD, 2005
-Wilkinson, Dr. Carole, Optometrist and Mother, Elmira
-Behnke, Linda, Mathematics Teacher, Waterloo-Oxford D.S.S.
-Gabriel Tse, Professional Engineer, President of LycathTech Sales Inc, Kitchener, Ontario
-Stanford, David, Professor of Statistics, University of Western Ontario, London
-Fuchs,Ruth, RR#1 Binbrook, Math teacher, 25 years
-Callaghan,Dr. Jack P., Phd, Associate Professor, Department of Kineseology, University of Waterloo * Awarded: Canada Research Chair in Spine Biomechanics,
NSERC for doctoral work, project leader in auto21 network of Centres of Excellence etc.
-Prime,Wendell, Technical Manager, Department of Kineseology, University of Waterloo
-Cowan, Don, Professor of Mathematics and Computer Science, University of Waterloo, 45 years
-Dr. Mike Lazaridis c/o RIM,305 Phillip Street,Waterloo, ON,N2L 3W8
Founder, President & Co-CEO, Research In Motion,Chancellor, University of Waterloo, Founder & Chairman, Perimeter Institute

Welcome

This site is designed to gather feedback regarding Mathematics.
Please be sure to show the courtesy and respect that you would expect in any conversation.
This BLOG is being established on May 6, 2006, on a bright Saturday morning.
Today we have 21 young people writing round 2 of the Canadian Computer Competition
in preparation for the selection of our Canadian Olympiad Computer Team. These students are the top finalists in our Canadian Computer Competition (more information is available at the University of Waterloo Math Faculty site). Seeing this kind of activity reminds me of the incredible intellectual potential stored in the minds of our young people, and the moral obligation we have as educators to provide pupils with the opportunity to unleash and focus that energy for the good of Canada and all people, everywhere!
Without much to do right now.(.... these kids are on autopilot as they solve 3 difficult computer problems over the next 3 hours...), I am taking this opportunity to get this site up and running... a chore I have been meaning to do for quite a while.
In the last few months, my colleagues and I have been engaged in an effort to have the Ontario Ministry of Education reconsider a plan to remove Calculus from the Ontario Mathematics Curriculum. We were pleased with then-Minister Gerrard Kennedy's decision to delay implementation of the grade 12 courses for one year, and, at the same time, establish the first-ever Mathematics Curriculum Council to look at the Calculus question. My colleague Gord Nicholls was able to gather over 300 signatures over a 10 day window in January 2006 in a petition asking the Ministry to pause for sober thought, and keep the Calculus. Gord and I were interviewed by the council and ,as of this writing, we are waiting to see the report.
I put a formal "freedom of information" request for release of the report into the mail this past week. We continue to hope that there will be a transparent exchange of information and discussion around this issue. By the end of May, we should have received copies of the new grade 11 curriculum. Our group has proposed several significant changes including a re-examination of the teaching of Mathematics from grade 1 to 12. I personally feel that we need to decide where students should be at graduation, hopefully at the leading edge of what we do in Mathematics, and then plan back from there. I continue to be perplexed by the notion that the Math we teach is many centuries old, while current Mathematics, and even the Calculus are ignored. Perhaps, we need a math-focussed computer science course as well in the secondary school offerings.
As we head into a time of intense curriculum re-examination, and serious competition from abroad, it is appropriate to re-think how we prepare out students to work at the technological leading edge. I hope that it will not take a "sputnik-like" realization to revitalize and modernize Ontario mathematics education.
I may be able to post some of the white paper material our group has generated in the last few months. I hope you will take the time to share your thoughts and insights with others. This BLOG may be the only forum at this time to exchange ideas.