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The Surrey Schools Numeracy Team collaboratively works with--and learns from--teachers from Kindergarten to Grade 12. It is our privilege to be invited into many different classrooms throughout Surrey. We support schools, teams, and individual teachers by:

  • Working closely with teachers pursuing numeracy inquiry questions 
  • Providing district-wide after-school workshop sessions that address Surrey Schools’ Priority Practices
  • Facilitating school-based professional learning through workshops, “lunch and learns,” book clubs, etc.
  • Meeting with teachers about passions or challenges related to the teaching and learning of mathematics
  • Teaching or co-teaching lessons

If you are interested in working with the Numeracy Team or have any questions about how we might best support you or your school community, please contact one of us via email. We look forward to hearing from you!

Our mathematics curriculum aims to develop students’ abilities to engage in mathematical competencies as well as their understanding of mathematical content. It encourages students to see math as a coherent connected whole composed of the two. Curriculum design involves creating learning experiences that meet students’ needs and embed their interests. A well-designed mathematics curriculum allows all students to participate in and benefit from carefully chosen problems, tasks, and activities.

Quality assessment is an integral—and inseparable— part of instruction. It involves the ongoing gathering and analyzing of evidence so that teachers and students can determine next steps in student learning. Summative judgements are informed by seeking correspondence between multiple sources of data (conversations, observations, products), not the averaging of points.

Effective teaching of mathematics engages students in sense-making through the active doing of mathematics. It recognizes the importance of and provides opportunities for collaboration, communication, and reflection in learning. It develops procedural fluency through conceptual understanding and promotes a positive disposition in mathematics. 

Diversity—of students’ understandings, skills, experiences, and backgrounds—enriches the teaching and learning of mathematics. It is our job, as teachers, to provide all students with rich mathematical experiences and to help them see themselves as mathematicians with interesting and important ideas of their own. This is especially true for students belonging to groups that have traditionally been excluded from these opportunities.


If you have any comments, questions, or suggestions, please feel free to contact us. 

Priority Practices - Department Contact
email:                ph: 604-595-5325

Marc Garneau - District Numeracy Helping Teacher
email:            ph: 604-595-6057

Chris Hunter - District Numeracy Helping Teacher
email:                ph: 604-595-6059

Jess Kyle - District Numeracy Helping Teacher
email:                     ph: 604-595-6060

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