Page 27 - Math 9-10 (2009)

26 THE ONTARIO CURRICULUM, GRADES 9 AND 10: MATHEMATICS
bring a rich array of background knowledge and experience to the classroom, and all teachers must share in the responsibility for their English-language development.
Teachers of mathematics must incorporate appropriate strategies for instruction and assessment to facilitate the success of the ESL and ELD students in their classrooms. These strategies include:
• modificationofsomeorallofthecourseexpectations,basedonthestudent’slevelof English proficiency;
• useofavarietyofinstructionalstrategies(e.g.,extensiveuseofvisualcues,manipulatives, pictures, diagrams, graphic organizers; attention to clarity of instructions; modelling of preferred ways of working in mathematics; previewing of textbooks; pre-teaching of key specialized vocabulary; encouragement of peer tutoring and class discussion; strategic use of students’ first languages);
• useofavarietyoflearningresources(e.g.,visualmaterial,simplifiedtext,bilingualdictio- naries, culturally diverse materials);
• useofassessmentaccommodations(e.g.,grantingofextratime;useofalternativeformsof assessment, such as oral interviews, learning logs, or portfolios; simplification of language used in problems and instructions).
Students who are no longer taking ESL or ELD courses may still need program adaptations to be successful. If a student requires modified expectations or accommodations in a mathematics course, a checkmark must be placed in the ESL/ELD box on the student’s report card (see Guide to the Provincial Report Card, Grades 9–12, 1999).
For further information on supporting ESL/ELD students, refer to The Ontario Curriculum, Grades 9 to 12: English As a Second Language and English Literacy Development, 1999.
Antidiscrimination Education in Mathematics
To ensure that all students in the province have an equal opportunity to achieve their full potential, the curriculum must be free from bias and all students must be provided with a safe and secure environment, characterized by respect for others, that allows them to participate fully and responsibly in the educational experience.
Learning activities and resources used to implement the curriculum should be inclusive in nature, reflecting the range of experiences of students with varying backgrounds, abilities, interests, and learning styles. They should enable students to become more sensitive to the diverse cultures and perceptions of others, including Aboriginal peoples. For example, activities can be designed to relate concepts in geometry or patterning to the arches and tile work often found in Asian architecture or to the patterns used in Aboriginal basketry design. By discussing aspects of the history of mathematics, teachers can help make students aware of the various cul- tural groups that have contributed to the evolution of mathematics over the centuries. Finally, students need to recognize that ordinary people use mathematics in a variety of everyday con- texts, both at work and in their daily lives.
Connecting mathematical ideas to real-world situations through learning activities can enhance students’ appreciation of the role of mathematics in human affairs, in areas including health, science, and the environment. Students can be made aware of the use of mathematics