A1. Social-Emotional Learning (SEL) Skills and the Mathematical Processes
Overall Expectation
apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands of the mathematics curriculum
To the best of their ability, students will learn to: |
… as they apply the mathematical processes: |
… so they can: |
1. identify and manage emotions |
|
1. express and manage their feelings, and show understanding of the feelings of others, as they engage positively in mathematics activities |
2. recognize sources of stress and cope with challenges | 2. work through challenging math problems, understanding that their resourcefulness in using various strategies to respond to stress is helping them build personal resilience | |
3. maintain positive motivation and perseverance | 3. recognize that testing out different approaches to problems and learning from mistakes is an important part of the learning process, and is aided by a sense of optimism and hope | |
4. build relationships and communicate effectively | 4. work collaboratively on math problems – expressing their thinking, listening to the thinking of others, and practising inclusivity – and in that way foster healthy relationships | |
5. develop self-awareness and sense of identity | 5. see themselves as capable math learners, and strengthen their sense of ownership of their learning, as part of their emerging sense of identity and belonging | |
6. think critically and creatively | 6. make connections between math and everyday contexts to help them make informed judgements and decisions |
Examples
The examples illustrate ways to support students in developing social-emotional learning skills while engaging with the mathematical processes (shown in each example in italics) to deepen their learning of mathematical knowledge, concepts, and skills. Culturally responsive and relevant pedagogy is key. Different social-emotional learning skills may be applied with learning from a variety of expectations in connection with a range of mathematical processes to achieve the learning goals. It is important to note that the student responses are provided only to indicate the content and scope of the intended learning. They are not written in language that represents the typical parlance or vocabulary of students.