Page 13 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

Roles and Responsibilities
Students
It is essential that all students continue to develop a sense of responsibility for and ownership of their own learning as they begin their journey through secondary school. Mastering the skills and concepts connected with learning in the mathematics curriculum requires a commitment to:
• continual and consistent personal reflection and goal setting;
• a belief that they are capable of succeeding in mathematics;
• developing the skills to persevere when taking on new challenges;
• connecting prior experiences, knowledge, skills, and habits of mind to new learning;
• a willingness to work both independently and collaboratively in an inclusive environment;
• dedication to ongoing practice;
• a willingness and an ability to receive and respond to meaningful feedback and ask questions to
clarify understanding;
• a willingness to explore new learning in mathematics and share insights and experiences.
Through ongoing practice and reflection, all students can develop a strong and healthy mathematical identity whereby they value and appreciate mathematics as a discipline, feel themselves to be confident and competent mathematics learners, and understand what successful mathematics learning and being an effective mathematician look like.
Students’ experiences influence their attitudes towards mathematics education and can have a significant impact on their engagement with mathematics learning and their subsequent success in achieving the expectations. Students who are engaged in their learning and who have opportunities to solve interesting, relevant, and meaningful problems within a supportive and inclusive learning environment are more likely to adopt practices and behaviours that support mathematical thinking. More importantly, they are more likely to be successful in their learning, which contributes to their enjoyment of mathematics and increases their desire to pursue further mathematics learning.
With teacher support and encouragement, students learn that they can apply the skills they acquire in mathematics to other contexts and subjects. For example, they can apply the problem-solving skills they develop in mathematics to their study of the science and Canadian and world studies curricula. They can also make connections between their learning and life beyond the classroom. For example, when presented with an issue or a contextually relevant STEM-based (science, technology, engineering, and mathematics–based) problem, they can look for potential applications of mathematical modelling. They can also begin to identify how mathematical modelling can be used to answer important questions related to global health, the environment, and sustainable, innovative development, or to address various issues that are relevant to their lives and communities.
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