Page 45 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

• The teacher plays a critical role in student success in mathematics.
• It is important for teachers to develop an understanding of the general principles of how students
learn mathematics.
• The learning expectations outline interconnected, developmentally appropriate key concepts and
skills of mathematics across all of the strands.
• It is important to support students in making connections between procedural knowledge and
conceptual understanding of mathematics.
• The use of concrete, visual, and virtual representations and tools is fundamental to learning
mathematics and provides a way of representing both concepts and student understanding.
• The teaching and learning process involves ongoing assessment. Students with special education
needs should be provided with various opportunities to demonstrate their learning and thinking in multiple ways.
An effective mathematics learning environment and program that addresses the mathematical learning needs of students with special education needs is purposefully planned with the principles of Universal Design for Learning in mind and integrates the following elements:
• knowing the student’s cultural and linguistic background, strengths, interests, motivations, and needs in mathematics learning in order to differentiate learning and make accommodations and modifications as outlined in the student’s Individual Education Plan;
• building the student’s confidence and positive identity as a mathematics learner;
• valuing the student’s prior knowledge and connecting what the student knows with what the
student needs to learn;
• identifying and focusing on the connections between broad concepts in mathematics;
• connecting mathematics with familiar, relevant, everyday situations and providing rich and
meaningful learning contexts;
• fostering a positive attitude towards mathematics and an appreciation of mathematics through
multimodal means, including through the use of assistive technology and the performance of
authentic tasks;
• implementing research-informed instructional approaches (e.g., Concrete – Semi-Concrete –
Representational – Abstract) when introducing new concepts to promote conceptual
understanding, procedural accuracy, and fluency;
• creating a balance of explicit instruction, problem solving within a student’s zone of proximal
development, learning in flexible groupings, and independent learning. Each instructional strategy should take place in a safe, supportive, and stimulating environment while taking into consideration that some students may require more systematic and intensive support, and more explicit and direct instruction, before engaging in independent learning;
• assessing student learning through observations, conversations with the students, and frequent use of low-stakes assessment check-ins and tools;
• providing immediate feedback in order to facilitate purposeful, correct practice that supports understanding of concepts and procedures, as well as efficient strategies;
• providing environmental, assessment, and instructional accommodations in order to maximize the student’s learning (e.g., making available learning tools such as virtual manipulatives,
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