Introduction

12. When I teach graphing, I ensure that:the data are collected from situations relevant to all the students;the ethnocultural composition of the student population is represented;the data collected are balanced by topics representing several realities and points of view;the information reflects the students’ diverse backgrounds (e.g., language distribution in theclassroom and in the school).13. When I schedule family math activities, I:ensure that all parents/guardians receive invitations in their own language, as necessary;provide a representative variety of materials;have parent groups participate in a variety of activities to promoteinteraction;have students from a variety of ethnocultural backgrounds explainactivities;invite parents to share their insights into, experiences related to, andconcerns about areas of focus in the mathematics curriculum.14. When I use math games, I:include games of chance, games of skill, and board games from a variety of ancient andmodern cultures (e.g., those of Ancient Egypt, Aboriginal societies of North America andAustralia, China, the Middle East, India).15. When I present examples in geometry, I:show examples of symmetry in textile patterns, folk art, and architectural designs fromvarious cultures around the world.16. When I invite guest speakers to present concepts to the class, I:make the presenters aware of the diverse language needs and abilities of the students;ensure that presentations reflect the diverse experiences of students in the class (e.g., as theyrelate to income level, ethnocultural background, language);ensure that I maintain a gender balance in my choice of presenters;reflect the diversity of the population of Ontario in my choice of presenters.Principles Underlying Effective Mathematics Instruction 39