Short presentations from practitioners sharing evidence-based practices and innovative approaches that strengthen foundational learning pathways in K–2 mathematics. These talks will highlight real classroom experiences and system-level strategies that connect research with practice to support early math achievement.

Ashley Kozak is a K-12 Math Program Lead with the Upper Grand District School Board. As the Math Lead for the Board, she helped to develop the Multi-Year Math Plan, and provides instructional support and resources to administrators and teachers. As part of the math plan, Ashley developed a small-group instruction program for Math Support Teachers to implement with Primary students, based on early numeracy research and the EMA@School, a universal math screener. Ashley has been an Elementary teacher for 18 years.

Brad Digweed is a Student Achievement Leader with the District School Board of Niagara. He supports K–8 curriculum implementation in Mathematics, Science & Technology, Environmental Education, and Assessment and Evaluation, and oversees the elementary Instructional Coach team and Educational Media Resource Centre. His work focuses on instructional leadership that improves student outcomes, builds psychological trust, and blends research with practical classroom solutions. Brad helped lead the development of the Vault Assessment Suite in partnership with Vretta, the DSBN STEM Expo, and the evolution of the Instructional Coach model to be data-informed and service-oriented. He holds a B.Sc. (Env) from the University of Guelph and a Bachelor and Masters of Education from Brock University.

Matthew Oldridge is a Mathematics Educator, Ontario College of Teachers. He has taught or supported K-12 for over 25 years as a classroom teacher, administrator, AQ instructor for math courses, and resource teacher in mathematics. His current interests are developmental pathways in mathematics (seeing a whole continuum or pathway for learning for every mathematical topic, "seeing the whole field for math learning") and exploring how the "Science of Learning" could augment or enhance current provincial approaches to mathematics education.