Project Overview

The project seeks to understand how mathematics in Grade 9 can be taught in an inclusive way, providing all students with equitable chances to succeed. The research study will focus on teachers, and their perspectives on their role in classrooms, instruction and assessment in mathematics, and their self-efficacy as teachers of the Grade 9 mathematics course.

Several provinces have adopted a detracked model in which students of all abilities take the same mathematics course in Grade 9. In some provinces, they are just beginning the implementation of a detracked model. We want to learn more from long-term adopters of this model as well as those undertaking this model for the first time. This project adopts two main objectives: 1) to investigate best practices of pedagogical strategies and assessment strategies, and challenges in teaching the Grade 9 mathematics curriculum, and 2) to develop case studies of teachers who are teaching mathematics courses in Grade 9.