Page 29 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

• computers, tablets, and mobile devices to access mathematical information available on the websites of organizations around the world in the language of instruction and/or other languages and to develop information literacy.
Developing the ability to perform mental computations is an important aspect of student learning in mathematics. Students must, therefore, use technology with discretion, when it makes sense to do so. When students use technology in their mathematics learning, they should apply mental computation, reasoning, and estimation skills to predict and check the reasonableness of answers.
Strategies. Problem solving often requires students to select an appropriate strategy. Students learn to use more efficient ways to reach a conclusion. For example, students can solve problems involving a linear relationship by extending a pattern using pictures, creating a table of values, or developing a general case and solving an equation. The selection of an appropriate strategy may also be based on feasibility. For example, students may choose to collect their own samples of data or access data collected in large amounts via computer programs.
Social-Emotional Learning (SEL) Skills in Grade 9 Mathematics
Building social-emotional learning (SEL) skills in a secondary classroom involves continuing the development of students’ self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.2 In this course, the focus is on the mathematical context and giving students the tools they need for success in their future mathematical learning, as they learn the skills for:
• recognizing and identifying emotions that support mathematical learning;
• recognizing sources of stress that present challenges to mathematical learning;
• identifying resources and supports that aid perseverance in mathematical learning;
• building healthy relationships and communicating effectively in mathematics;
• developing a healthy mathematical identity through building self-awareness;
• developing critical and creative mathematical thinking.
In an anti-racist and anti-discriminatory learning environment, explicit instruction, practice, modelling, self-reflection, and reinforcement both inside and outside the classroom make a difference in development of these skills. As with all instruction, continual consideration must be given to how educational systems and institutions can communicate and understand more inclusive perspectives on experiencing and displaying emotions, respect, and professionalism. SEL skills cannot be taught without
2 CASEL (Collaborative for Academic, Social, and Emotional Learning), Evidence-Based Social and Emotional Learning Programs: CASEL Criteria Updates and Rationale (Chicago, IL: Author, 2020).
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