Page 37 - The Ontario Curriculum, Grades 11 and 12: Mathematics, 2007

use of a variety of instructional strategies (e.g., extensive use of visual cues, scaf- folding, manipulatives, pictures, diagrams, graphic organizers; attention to clarity of instructions);
modelling of preferred ways of working in mathematics; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first lan- guages);
use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, materials that reflect cultural diversity);
use of assessment accommodations (e.g., granting of extra time; simplification of language used in problems and instructions; use of oral interviews, learning logs, portfolios, demonstrations, visual representations, and tasks requiring completion of graphic organizers or cloze sentences instead of tasks that depend heavily on proficiency in English).
When learning expectations in any course are modified for English language learners (whether or not the students are enrolled in an ESL or ELD course), this must be clearly indicated on the student’s report card.
Although the degree of program adaptation required will decrease over time, students who are no longer receiving ESL or ELD support may still need some program adapta- tions to be successful.
For further information on supporting English language learners, refer to The Ontario Curriculum, Grades 9 to 12: English As a Second Language and English Literacy Development, 2007 and the resource guide Many Roots Many Voices: Supporting English Language Learners in Every Classroom (Ministry of Education, 2005).
ANTIDISCRIMINATION EDUCATION IN MATHEMATICS
To ensure that all students in the province have an equal opportunity to achieve their full potential, the curriculum must be free from bias, and all students must be provided with a safe and secure environment, characterized by respect for others, that allows them to participate fully and responsibly in the educational experience.
Learning activities and resources used to implement the curriculum should be inclusive in nature, reflecting the range of experiences of students with varying backgrounds, abili- ties, interests, and learning styles. They should enable students to become more sensitive to the diverse cultures and perceptions of others, including Aboriginal peoples. By dis- cussing aspects of the history of mathematics, teachers can help make students aware of the various cultural groups that have contributed to the evolution of mathematics over the centuries. Finally, students need to recognize that ordinary people use mathematics in a variety of everyday contexts, both at work and in their daily lives.
Connecting mathematical ideas to real-world situations through learning activities can enhance students’ appreciation of the role of mathematics in human affairs, in areas including health, science, and the environment. Students can be made aware of the use of mathematics in contexts such as sampling and surveying and the use of statistics to analyse trends. Recognizing the importance of mathematics in such areas helps motivate students to learn and also provides a foundation for informed, responsible citizenship.
SOME CONSIDERATIONS FOR PROGRAM PLANNING IN MATHEMATICS
35