Instruction for Mathematics and Science in Primary and Lower Secondary Grades
Grade at Which Specialist Teachers for Mathematics and Science are Introduced
Instruction in mathematics and science becomes more specialized in lower secondary school. As a result, students typically are taught by mathematics and/or science subject specialists rather than general classroom teachers in junior high or lower secondary school (i.e., Grade 7 or Grade 9, depending on the jurisdiction). As previously mentioned, the likelihood of students receiving instruction from a specialist increases as students move into higher grade levels in secondary school.
Instructional Materials, Equipment, and Laboratories
In general, the ministry of education in each jurisdiction evaluates, approves, and recommends instructional materials such as textbooks and equipment for teacher and student use. These resources are available in various forms, including digital, print, audio, video, or hands-on materials, such as manipulatives. A mandated or recommended instructional resource (such as a textbook) approved by the ministry will generally support at least 85 percent of the curriculum expectations for the subject area. In the majority of jurisdictions, the final selection of instructional materials takes place at the school level; ministry-recommended instructional materials are further evaluated by school authorities under their local learning and teaching resources policies. Furthermore, authorized resources are generally available in English and French, and are reviewed to ensure they meet the following criteria: curriculum congruency and instructional design; recognizing diversity and promoting respect; Canadian content; and First Nations, Métis, and Inuit perspectives.
Some ministries of education do not prescribe compulsory laboratory materials, equipment, or time allocations for science education. School authorities are responsible for the maintenance of science materials and laboratories and for ensuring that laboratory staff are trained properly in safety practices.
Use of Technology
There is a growing emphasis on integrating technology into teaching and learning processes across the country. Information and Communications Technology (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support student learning in mathematics and in science and technology. In most of Canada, students are expected to experience a variety of technologies in their mathematics program, and school authorities are required to ensure access to technology for all students. These technologies consist of interactive whiteboards, graphing calculators, ministry-licensed computer software, scientific probe-ware, and laptop and netbook computers. Furthermore, some jurisdictions have online learning platforms and interactive Web-based lesson series for topics that are difficult to teach and difficult to learn, such as fractions and integers.
Accommodation Policies for Instruction and Testing
Each jurisdiction has different accommodation policies for instruction and testing of students with special needs. Many of these policies recommend instructional practices and strategies to support student engagement, achievement, and success. These may include meeting students’ learning needs using differentiated instruction, specialized technology, and the selection of specific learning and teaching resources.