Page 70 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

and appreciate the perspectives of others’ identities, knowledge, and experiences (B1.1,
C1.1, E1.1);
o considering other ideas and perspectives from peers, parents, and the wider community;
for example, when students are sharing their rationales for budget modifications (F1.4).
• Developing a Healthy Mathematical Identity Through Building Self-Awareness Through instruction, teachers can support students in:
o identifying their personal strengths and exercising their own creativity as they engage in a variety of tasks; for example, when students are creating and analysing geometric designs that are relevant to them (E1.2);
o nurturing a sense of belonging and community; for example, when students are making connections between mathematics, various knowledge systems, and real-life applications of mathematics, by recognizing a range of experiences (A2).
• Developing Critical and Creative Mathematical Thinking Through instruction, teachers can support students in:
o making connections between different forms of representation; for example, when students are comparing characteristics of graphs, tables of values, and equations of linear and non-linear relations (C4.1);
o making decisions; for example, when students are considering how to represent and analyse data (D1.2).
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