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Pitfalls of Autonomy: the Overlooked Challenges of Teaching Locally Developed Mathematics in Ontario High Schools

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Abstract

Streaming students in secondary mathematics classrooms is a common practice in the province of Ontario, although there is conflicting evidence of its benefits. In this province, three streams of mathematics are available in grade 9. One of these streams, termed “locally developed,” is based on the idea that school boards and teachers would have some flexibility in the curriculum, based on differing student needs. As such, these courses fall outside the realm of the standardized provincial tests, and hence less is known about these courses, and their students’ and teachers’ needs. Teachers in one school were interviewed in order to provide a baseline case study, in order to examine their perceived challenges, needs, and views about the courses and the students in them. Recommendations for further study are included.

Résumé

La diffusion en streaming aux étudiants dans les cours de mathématiques au secondaire est une pratique courante en Ontario, même si les bénéfices de cette pratique ne sont pas démontrés. Dans la province, trois diffusions de mathématiques en streaming sont disponibles en 9ième année. L’une d’elles, qualifiée de « développée sur les lieux », se fonde sur l’idée que les commissions scolaires et les enseignants bénéficieraient d’une certaine flexibilité en matière de curriculum, selon les différents besoins des étudiants. En tant que tels, ces cours sortent du cadre des tests provinciaux standardisés, c’est pourquoi les cours eux-mêmes, ainsi que les besoins de leurs étudiants et de leurs enseignants, sont moins connus. Les enseignants d’une école ont été interviewés dans le but de fournir une étude de cas de base, pour analyser les défis, les besoins et les opinions au sujet du cours et des étudiants. Nous incluons également des recommandations pour d’éventuelles études ultérieures.

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Acknowledgements

The Mathematics Knowledge Network (MKN) is a KNAER Project hosted by the Fields Institute for Research in Mathematical Sciences. The MKN is funded by the Ontario Ministry of Education, and we are grateful for this support.

Funding

This study was funded by the Ontario Ministry of Education, Mathematics Knowledge Network (no associated grant number).

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Authors and Affiliations

  1. Lakehead University, Thunder Bay, Canada

    Ann Kajander & Kelly Sedor

  2. University of Toronto, Toronto, Canada

    Joseph Flessa

  3. Lakehead Public Schools, Thunder Bay, Canada

    Andrea Lampo

Authors
  1. Ann Kajander
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  2. Joseph Flessa
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  3. Andrea Lampo
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  4. Kelly Sedor
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Corresponding author

Correspondence to Ann Kajander.

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The authors declare that they have no conflict of interest.

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The views expressed in this paper belong to the authors and do not necessarily reflect the opinions of the Ministry of Education nor the Ontario government.

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Kajander, A., Flessa, J., Lampo, A. et al. Pitfalls of Autonomy: the Overlooked Challenges of Teaching Locally Developed Mathematics in Ontario High Schools. Can J Sci Math Techn 18, 164–176 (2018). https://doi.org/10.1007/s42330-018-0013-4

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  • DOI: https://doi.org/10.1007/s42330-018-0013-4

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