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
  • problem solving: develop, select, and apply problem-solving strategies
  • reasoning and proving: develop and apply reasoning skills (e.g., classification, recognition of relationships, use of counter-examples) to justify thinking, make and investigate conjectures, and construct and defend arguments
  • reflecting: demonstrate that as they solve problems, they are pausing, looking back, and monitoring their thinking to help clarify their understanding (e.g., by comparing and adjusting strategies used, by explaining why they think their results are reasonable, by recording their thinking in a math journal)
  • connecting: make connections among mathematical concepts, procedures, and representations, and relate mathematical ideas to other contexts (e.g., other curriculum areas, daily life, sports)
  • communicating: express and understand mathematical thinking, and engage in mathematical arguments using everyday language, language resources as necessary, appropriate mathematical terminology, a variety of representations, and mathematical conventions
  • representing: select from and create a variety of representations of mathematical ideas (e.g., representations involving physical models, pictures, numbers, variables, graphs), and apply them to solve problems
  • selecting tools and strategies: select and use a variety of concrete, visual, and electronic learning tools and appropriate strategies to investigate mathematical ideas and to solve problems


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