Currently a vice-principal and supporting mathematics resource teacher at Peel District School Board (PDSB) in Ontario, Matthew (Matt) Oldridge is a noted mathematics educator, facilitator, author, and speaker with many years of experience in K-12 classrooms. He holds a Bachelor of Arts (Honours) in English Language and Literature from Queen’s University as well as a Bachelor of Education and Master of Education in Curriculum Studies from Western University.
Matthew discusses his extensive experience in education, including 24 years with PDSB, during which he has taught virtually every K-12 subject, served as a vice-principal, and held various board office roles, including positions in mathematics resource support and curriculum development. Since 2010, his primary focus has been on mathematics education.
Matt believes that assessment and instruction should be seamless and inseparable, with assessment informing instruction in real time. He notes that instruction and assessment are often delivered uniformly (for example, through the use of common worksheets for all students). Instead, he advocates for Anders Ericsson and colleagues’ concept of deliberate practice, which emphasizes purposeful, focused efforts to improve performance through targeted activities and continuous refinement. In this approach, the teacher serves as a coach who monitors student learning, provides feedback, and offers guidance on how to move forward.
He summarizes the approach as follows: “In the context of mathematics, deliberate practice involves systematically addressing weaknesses, pushing beyond one’s comfort zone, and receiving feedback to refine understanding and skills. You might consider this a just-in-time approach to math classroom practice, rather than a one-size-fits-all approach. This requires really knowing the learners in front of you, to give them what they need to practice, at any given time.” He also emphasizes the importance of understanding mathematical concept development through the concrete-to-representational-to-abstract framework.
He shares his views on large-scale assessments, highlighting the benefits of adaptive digital platforms and screening tools such as the Early Math Assessment (EMA) screener, developed by researchers at Carleton University and delivered online by Vretta. The screener is designed to provide data on students’ early mathematics and numeracy skills.
He supports adaptive, digital platforms for screening and targeted practice when they genuinely respond to learners’ needs. Matt notes that while these platforms have improved significantly, challenges remain, including student resistance to digital assessments and the limitations of current standardized tests.
He explains that PDSB has developed a practice platform that mirrors the one provided by the Education Quality and Accountability Office (EQAO) and its technology partner, Vretta. Teachers use this platform for pre-assessment and deliberate practice, enabling them to better support student learning.
Matt also expresses cautious optimism about the potential of artificial intelligence to support teachers by generating questions and adjusting difficulty levels to meet individual learner needs. At the same time, he also raises concerns about the broader implications of AI on democracy.
Matt explains that in the past, he engaged in various forms of consulting work, including teaching, writing, and reviewing materials for publishers. He expresses an interest in freelance opportunities focused on creating simple, effective mathematics teaching resources and exploring the science of learning in mathematics education, particularly in Ontario. He is passionate about simplifying pedagogical approaches and developing practical tools for teachers, including the potential use of artificial intelligence to enhance existing resources beyond what is currently available.
Matthew has authored two books: Teaching Mathematics through Problem-Solving in K-12 Classrooms (2018) and What is School (2018). He is also a well-known speaker, having delivered TED Talks on mathematics instruction and assessment.
Reflecting on his many accomplishments, Matthew takes particular satisfaction in having put people first and in standing up for individuals above politics. He also values his work with the Ministry of Education, where he collaborated on research, curriculum development, and the creation of teaching resources. Among his professional achievements, providing teachers with clear, practical, and effective mathematics teaching materials has been especially rewarding.
Outside of work, Matt enjoys reading, listening to music, and spending time with his family. He takes great pleasure in supporting his sons’ interests in baseball and music and enjoys the companionship of his four cats. Please feel free to reach out to Matt at: matthewalanoldridge@gmail.com.
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