Mathematics 6 (2014)
The curriculum document includes a section regarding Cultural Proficiency, it states:
Valuing Diversity: Teaching with Cultural Proficiency
“Instruction that is embedded in socially meaningful contexts, and tasks that are meaningful and relevant to the lives of students, will engage students in high-level problem-solving and reasoning and enhance students’ engagement (Frankenstein 1995; Gutstein 2003; Ladson-Billings 1997; Tate 1995).” (Herzig 2005)
Teachers appreciate that students have diverse life and cultural experiences and that individual students bring different prior knowledge to their learning. Teachers can build upon their knowledge of their students as individuals, value their prior experiences, and respond by using a variety of culturally proficient instruction and assessment practices in order to make learning more engaging, relevant, and accessible for all students. For additional information, refer to Racial Equity Policy (Nova Scotia Department of Education 2002) and Racial Equity / Cultural Proficiency Framework (Nova Scotia Department of Education 2011). (p.28)
Halifax Regional School Board Strategic Plan
Strategic Goal 3: To achieve equitable learning opportunities for all students.
Strategies:
Key Outcomes: We will know we have been successful when HRSB achieves…
Making Math Meaningful To Canadian Students, K-8
Small (2013) states “Respecting students’ cultural stances on communication and being aware of the different communication styles learner's may possess. Providing learning environment that is safe and respectful of all learner's” (p. 126).
Elementary and Middle School Mathematics: Teaching Developmentally
Van de Walle (2001) suggests numerous considerations for closing the proficiency gap of non-dominant culture learners. He has stipulated two primary areas; Multicultural and Social Equity (p. 456) and From Gender Bias to Gender Equity (p.459). He includes numerous sub-categories for within each of the primary areas framing the key elements to establishing an equitable mathematics learning environment (pp. 456-460).
The curriculum document includes a section regarding Cultural Proficiency, it states:
Valuing Diversity: Teaching with Cultural Proficiency
“Instruction that is embedded in socially meaningful contexts, and tasks that are meaningful and relevant to the lives of students, will engage students in high-level problem-solving and reasoning and enhance students’ engagement (Frankenstein 1995; Gutstein 2003; Ladson-Billings 1997; Tate 1995).” (Herzig 2005)
Teachers appreciate that students have diverse life and cultural experiences and that individual students bring different prior knowledge to their learning. Teachers can build upon their knowledge of their students as individuals, value their prior experiences, and respond by using a variety of culturally proficient instruction and assessment practices in order to make learning more engaging, relevant, and accessible for all students. For additional information, refer to Racial Equity Policy (Nova Scotia Department of Education 2002) and Racial Equity / Cultural Proficiency Framework (Nova Scotia Department of Education 2011). (p.28)
Halifax Regional School Board Strategic Plan
Strategic Goal 3: To achieve equitable learning opportunities for all students.
Strategies:
- Develop a common understanding of the breadth and depth of diversity within our school system and address any policy implications
- Establish systems and processes to analyze and report student achievement data for identified groups
- Continue to recruit and retain staff to reflect the diversity of the student population
- Improve technology and transportation infrastructure to support broader access to programming
- Support and enhance every school’s ability to ensure that all students experience a learning environment that meets their needs for physical, social and emotional safety
Key Outcomes: We will know we have been successful when HRSB achieves…
- Improved student achievement for identified groups within our diverse student population
- An increased percentage of students accessing IB, AP, skilled trades, O2, French Immersion and co-op courses, fine arts, among others
- A more diverse workforce
- An increased percentage of students who feel their school is welcoming and inclusive
- 100% of schools with WIFI and equitable access to technology
- More options for student transportation
Making Math Meaningful To Canadian Students, K-8
Small (2013) states “Respecting students’ cultural stances on communication and being aware of the different communication styles learner's may possess. Providing learning environment that is safe and respectful of all learner's” (p. 126).
Elementary and Middle School Mathematics: Teaching Developmentally
Van de Walle (2001) suggests numerous considerations for closing the proficiency gap of non-dominant culture learners. He has stipulated two primary areas; Multicultural and Social Equity (p. 456) and From Gender Bias to Gender Equity (p.459). He includes numerous sub-categories for within each of the primary areas framing the key elements to establishing an equitable mathematics learning environment (pp. 456-460).