The new Mathematics, Grade 9 course (MTH1W) fulfills the same prerequisite requirements as the two previously offered courses: Principles of Mathematics, Grade 9, Academic (MPM1D) and Foundations of Mathematics, Grade 9, Applied (MFM1P).
This course enables students to consolidate, and continue to develop, an understanding of mathematical concepts related to number sense and operations, algebra, measurement, geometry, data, probability, and financial literacy. Students will use mathematical processes, mathematical modelling, and coding to make sense of the mathematics they are learning and to apply their understanding to culturally responsive and relevant real-world situations. Students will continue to enhance their mathematical reasoning skills, including proportional reasoning, spatial reasoning, and algebraic reasoning, as they solve problems and communicate their thinking.
Learn more about the Mathematics, Grade 9 course (MTH1W).
Human rights, equity, and inclusive education in mathematics
By acknowledging and actively working to eliminate the systemic barriers that some students face, educators create the conditions for authentic experiences that empower student voices and enhance their sense of belonging, so that each student can develop a healthy identity as a mathematics learner and can succeed in mathematics and in all other subjects. Mathematics learning that is student-centred allows students to find relevance and meaning in what they are learning and to make connections between the curriculum and the world outside the classroom.
“Systemic barriers, such as racism, implicit bias, and other forms of discrimination, can result in inequitable academic and life outcomes, such as low confidence in one’s ability to learn mathematics, reduced rates of credit completion, and leaving the secondary school system prior to earning a diploma.
Educators must not only know about these barriers, they must work actively and with urgency to address and remove them.”
To create anti-racist, anti-discriminatory learning environments, all educators must be committed to equity and inclusion and to upholding and promoting the human rights of every learner. Students of all identities have the right to mathematics learning opportunities that allow them to succeed, personally and academically. In any classroom, it is crucial to acknowledge students’ intersecting social identities and their connected lived realities.
Educators have an obligation to develop and nurture learning environments that are reflective of and responsive to students’ strengths, needs, cultures, and diverse lived experiences. To make them identity-affirming learning environments free from discrimination and environments in which educators set appropriate and high academic expectations for all.
An important piece of this work is ensuring that students see themselves, their culture, and their context reflected in what they are learning. This represents a fundamental shift in approaches to teaching, and aims to connect the subject, in this case mathematics, to things, people and cultural references that our students experience in their everyday lives. Additionally, this approach allows students to learn about the historical context of a subject like mathematics, and recognize the different ways of understanding mathematics, as well as the mathematicians from cultures that have not been traditionally focused on.
Learn more about Human rights, equity, and inclusive education in mathematics.