Introduction

7. I make sure that the math materials I purchase or borrow for use in class:include a wide variety of hands-on materials;include materials at a variety of academic levels;accurately represent the diversity of the student population in Ontario;make realistic assumptions about the background experiences of learners.8. When I teach mathematics, I make use of:instructional strategies that accommodate diverse learning styles;communication strategies that reflect various levels of critical thinking;open-ended questions that allow for a wide range of responses;a wide range of vocabulary and of language structures;the aid of peers in translating, if necessary;collaborative and cooperative learning opportunities.9. When I review number words and numeration, I do the following, where appropriatefor the class:identify numbers using the words for them from different languages;show the students finger-counting techniques from different cultures;identify symbols that are used to represent numbers in other countries;describe recording devices and number systems from several ancient civilizations.(This could be the topic of a student-generated research project.)10. When I teach calendar activities, I:discuss calendars used by ancient and modern civilizations;make students aware of the diverse origins of the calendar;show students examples of the calendars of other cultures;mention days of significance to diverse groups.11. When I group students for mathematics activities, I ensure that the groups:are mixed according to abilities;are mixed according to gender;are mixed according to ethnocultural background;include an equitable balance of roles (e.g., presenter, recorder).38 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 – Volume One