Jason To | 杜澤信

@mrjasonto.com

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School streaming/tracking abolitionist. K-12 mathematics & numeracy coordinator @tdsbmath.bsky.social improving math teaching & learning for 240,000 students in @tdsb.on.ca. 3-time #NHL94 SNES world champion. ➡️ http://mrjasonto.com

Jason and Pam
Group photo of members of the LD@School/TA@l’école Advisory Committee
Kokirihia Annual Report 2025 cover page
Jason holding the King of 94 trophy
OECD chart showing students from Canadian provinces as ranking with Denmark as having the highest level of financial literacy in the world.
Screenshot of the linked article with the title: “Oklahoma ideology test for teachers from New York and California draws criticism.”
Icon of changing your mind
King of 94 - NHL94 World Championship. Sept 20: Super Nintendo Sept 21: Sega Genesis
Jason speaking to a crowd.
Cover of the document "Addressing Anti-Asian Racism: A Resource for Educators"
Cherry blossoms in front of George S. Henry Academy.
Pierre Poiliegg, Eggmeet Singh, and Mark Carnegg
Teachers standing by whiteboard and solving an algebra problem with graphs.
Nico launches a math activity for participants.
Sticky notes with reflections on their work with students that reflects the Sk’ad’a principle of “Learning occurs through contribution.”
Graph title: Alex Ovechkin is 7 goals away from passing Wayne Gretzky as the NHL's top scorer Description: Gretzky and Ovechkin stand apart from the rest of the NHL's top 50 goal scorers. Only three other players in the NHL's top 50 are still active — Sidney Crosby, Steven Stamkos and Evgeni Malkin (bolded on the chart). Gretzky’s pace is faster, but then slows down, whereas Ovechkin’s pace has been relatively steady.
PD participant writing a solution to a linear generalizing problem on a whiteboard.
Calculation of per-student education funding: In 2018-19, total core funding was $24,629,430,827 for 2,003,421 students, or $12,300 per student. Adjusting for inflation, that is $14,700 per student in today’s dollars. In 2024-25, total core funding was $27,250,964,260 (excluding provision planning amount not available to school boards), for 2,067,666 students, or $13,200. Comparing the two amounts, there is a $1500 decrease in funding per student in Ontario.
Libo speaking in front of a screen describing a Desmos art project.
Katniss saying bye
A teacher standing in a group and modelling a fraction problem on a whiteboard.
Handout with activities on circle properties.
Disability as an Intersectional Experience Bias related to racism, classism, xenophobia, language learning, and other forms of discrimination can influence how ability is perceived and understood (Annamma et al., 2013; Erevelles et al., 2019; Reid & Knight, 2006). As disability is both relationally and socially produced, this work will draw on the framework of disability justice. Disability justice is oriented towards centring the lived realities, dreams, and desires of disabled peoples, particularly those who have faced marginalization by able-centric societal systems (Piepzna-Samarasinha, 2018). For instance, white, South Asian, or East Asian students are more often perceived to have “excellent” learning skills compared to Black students, despite having similar levels of achievement (Parekh et al., 2018). In the context of schools, students' identities intersect with how ability and disability are constructed and inform the perceptions, expectations, and attitudes of those around them. For instance, bias related to racial identity may lead to the perception that a racialized child's behaviour is disordered, or that low achievement from a child living in poverty is due to disability as opposed to a lack of access to resources (Artiles et al., 2010; Connor, 2017; Howard et al., 2009).
A whiteboard with a 10-frame, number line and inequality statement
Teachers standing and working in groups on whiteboards.
Math Learning Partner Greg Saylor explaining today’s activity with students.
A picture of a slide with a quote from Rachel Lambert’s book, “Rethinking Disabilities and Mathematics.” The quote is: “When we as teachers trust in the thinking of our students, especially our students with disabilities, we create the conditions our students need to trust themselves as mathematical thinkers. When we, their teachers, believe that our students can and will solve complex problems, they will be able to.”
Three students standing and working on a whiteboard. A hundreds chart is up and students are listing prime numbers and their multiples.
The greatest coffee cup of all time: a deep purple mug with the green apple Toronto District School Board logo, and the board website URL in case you don’t know how to Google anything.
Ruth Beatty pointing to a growing pattern of tiles on a table surrounded by 6 Math Learning Partners.
About 20 educators standing around the edge of a room and listening to someone speak.