Page 64 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

experiencing. A culturally responsive and relevant approach starts with the teacher engaging in self- reflection, then considering elements of an inclusive learning environment and the educational context in which they are observing the student.
Teacher Action and Student Response: The teacher asks the student if they would like to talk through the task together. The student accepts. During the conversation, the teacher supports the student in identifying the emotions they are feeling and helps build the student’s understanding that thoughts, feelings, and actions are all connected and affect one another. In this case, the student identifies that they are feeling confused and frustrated. The teacher works with the student to identify strategies that will help in this situation (e.g., identify what they do understand, develop related mathematical literacy, make connections by relating the task to what they know about powers with numeric bases, seek further information by reviewing class notes about exponent laws, explore different ways of looking at the problem, take a break and come back to the task later). In this case, the teacher asks the student to think about a similar situation and strategies they may have used when they multiplied powers with bases that were integers. For example, the student could be encouraged to write out the expanded form of the expression, without exponents, use that expression to recall what to do and why the method makes sense, then generalize this understanding and apply the method to the problem with the variable bases. In this way, the student makes the connection to their prior learning and applies it to complete the task. The student could then reflect on how the approach they took to work through this task might help them the next time they feel frustrated with a task.
Teacher Reflection [continue reflection on an ongoing basis]: The teacher reflects on how their actions may have affected the student’s level of confidence in using strategies for continuing to problem solve when the student feels frustrated. The teacher thinks about potential alternatives for future interactions with this student. This interaction also supports teacher decisions on future tasks that may improve this particular student’s perseverance skills and confidence.
Note: Ongoing teacher reflection is important throughout instruction, not just at the beginning and end. It includes developing an understanding of individual student identities, strengths, and needs, including language learning and educational experience. This is a critical first step in building trust and relationships with students.
Recognizing Sources of Stress That Present Challenges to Mathematical Learning
Scenario [using culturally responsive pedagogy to build a plan of action in response to individual student strengths and needs]: A student has been given a task that involves fractions.
Student’s Initial Reaction: The student shares with the teacher that they get stressed every time they encounter a fraction.
Teacher and Student Conversation: The teacher thanks the student for sharing information about how they are feeling and asks if they would like to share more about why fractions create a stressful response for them. The student shares with the teacher that they do not see the relevance of fractions
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