This session will explore a multiple-case study on the instructional and assessment approaches incorporated by five teachers teaching the Grade 9 De-streamed Mathematics course (MTH1W) at four different public secondary schools. The study draws upon both semi-structured interviews and researcher notes to identify the strategies each participant has chosen to support the high levels of learner diversity in the classroom. The results from this study indicate that teachers incorporate various instructional approaches and assessment strategies based on the strengths and needs of their students. Challenges to implementing the MTH1W course include the vagueness in the curriculum expectations, lack of resources such as long-range plans, lesson plans, sample assessments, and insufficient time for teachers to plan and design instructional and assessment tasks. This session will walk through the eight major findings from the perspectives of the participants of this case study.

Bio:

Induja Mahathantila is an Education Officer with the Ministry of Education on secondment from the District School Board of Niagara where she is a secondary school vice-principal. She has spent over 10 years as a secondary mathematics department head and secondary Mathematics and Science teacher; and previously served as a seconded Education Officer with the ministry, where she supported the development of the de-streamed Grade 9 Science and Math curricula. Induja holds a PhD from the Ontario Institute for Studies in Education where her doctoral research was on the implementation of the Grade 9 MTH1W course in Ontario.