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Note

Strand A
Learning related to Strand A: Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes occurs in the context of learning related to the other strands. As educators develop lessons and plan learning activities, they should consider:
  • where there are opportunities to teach and reinforce social-emotional learning skills in order to help every student develop confidence, cope with challenges, think critically, and develop a positive identity as a math learner
  • how the mathematical processes can be highlighted so that students are actively engaged in applying these processes throughout the program
  • how instruction and the learning environment are designed to be culturally responsive and relevant


Examples

The examplelaid out in the curriculum are intended to guide teachers in thinking about how the learning for each expectation might be positioned and demonstrated. In planning students’ learning experiences, it is important for teachers to ensure that learning experiences are culturally reflective of students’ lived realities in the community and in the world around them. It is also important to acknowledge and affirm the multiple ways of knowing and doing that students may bring to the classroom. 

Sample Tasks
The sample tasks laid out in the curriculum are intended to be illustrations only, and should be replaced or supplemented with tasks and learning contexts that are affirming of, relevant to, and reflective of students’ lives and backgrounds, and that provide students with the opportunity to learn about diverse cultures and communities in a respectful and informed way. Such opportunities may include the examination of social and economic justice concerns (e.g., racism, classism, sexism), health issues, environmental aspects, and so on, as appropriate.