Page 63 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

AA. Social-Emotional Learning (SEL) Skills in Mathematics
Overall Expectation
Throughout this course, in the context of learning related to the other strands, students will:
AA1. Social-Emotional Learning Skills: develop and explore a variety of social-emotional learning skills in a context that supports and reflects this learning in connection with the expectations across all other strands
Overall expectation
AA1. Social-Emotional Learning Skills
develop and explore a variety of social-emotional learning skills in a context that supports and reflects this learning in connection with the expectations across all other strands
Teacher supports
Examples
The following examples illustrate various ways teachers may provide instruction to support students in developing social-emotional learning skills in connection to learning mathematics.
Recognizing and Identifying Emotions That Support Mathematical Learning
Scenario [checking observations with student]: A student has been given the task of multiplying powers with variable bases (e.g., a2 ∙ a8).
Teacher Observation: The teacher perceives that the student appears to be frustrated with the task. Note: Each teacher’s perspectives are subject to and informed by their own experiences. What the
teacher observes and perceives may or may not align with what the student is actually feeling and 62
This overall expectation is to be included in classroom instruction, but not in assessment, evaluation, or reporting. See further information about approaches to instruction that support all students as they work to apply mathematical thinking, make connections, and develop a healthy identity as mathematics learners to foster well-being and the ability to learn mathematics.