mathematics assignment help canada

mathematics assignment help canada

Exploring the Role of Mathematics in Canadian Education System

1. Introduction to Mathematics Education in Canada

Mathematics continues to be an essential component of the K-12 curriculum in Canada. As such, it is a subject area that is almost universally taught from Kindergarten to Grade 12, in public, separate, private, and First Nations operated schools. In addition to the importance of mathematics as a unique and specialized field, it has an additional role as one of the essential elements of language, science, and the technology of modern society. Of great importance is the idea suggested by Gray (1999) that “mathematics should be seen as the study of order and pattern.” Many reports written in the last several years in Canada emphasize the importance of education in mathematics and the mathematical sciences in particular. The reports range from calls for renewed investments in terms of funding for research, to broad curricular renewal in our province and territories. The launch of the first International Science and Mathematics Study (TIMMS) in 1996 was another significant impetus in refocusing attention on the manner and extent of mathematics education across Canada.

Mathematics is a subject that has been a part of the school curriculum for centuries. In Canadian schools, the focus of the teaching of the subject has been universal education of children for attainment of life skills in a democratic society. This report provides an overview of the importance of mathematics in the Canadian education system. It proceeds with a brief history of Canadian mathematics to present an overall glance at the roles of mathematics in Canadian schools. The other drives for the inclusion of mathematics as a component in Canadian schooling include considerations related to the local emphasis on vocationalism or training, development of the intellect of the individual, and the safety and protection of society as prevention of crime.

2. Curriculum Framework and Standards

The Ontario curriculum for the school system is designed by the Ministry of Education (MOE). As per the MOE, the purposes of the curriculum are to support the development of the knowledge, skills, and attitudes that children need to understand the world in early years, to help them be caring and responsible, and to promote achievement that is up to children’s potential, and aligned with the expectations of the province. To be based on provincial and global perspectives that respect the diversity of learners in Ontario, and to enable children to see themselves in the curriculum. To support children to develop the competencies they will need to be successful in the 21st century through the core competencies of creativity, innovation, and problem solving; critical thinking; digital literacy; citizenship and social responsibilities; reasoning skills; intellectual curiosity, and inquiry. To demonstrate the use of different pedagogical approaches and resource teachings. A basic model for early learning play-based curriculum approach of the MOE can be depicted in figure 2. Mathematics is one of the subjects in the Ontario school curriculum. Recently the MOE proposed four principles to guide revisions to Ontario’s child care and early years policies: “quality, innovation, flexibility, and sustainable child care and early years programs, services and resources” in the Reaching for the Top: A Report by the Hon. Margaret McCain and Fraser Mustard, MD 2210. In terms of learning in mathematics for the Ontario school curriculum, Mathematics curriculum, policy, standards and support document is made available for posting at the beginning of every school year presented by grade in the curriculum (government of Ontario). The curriculum for the child care and early years program at CDSBEO is defined in a child care handbook.

3. Challenges and Innovations in Teaching Mathematics

In this first section of the chapter, we will propose a series of challenges that have been articulated by mathematics educators, and then present the obstacles that teachers in the field currently face. The second section will present some of the most innovative responses, notably in terms of pedagogical content, teaching methods, and technology. In the final section, we will propose that mathematics teacher educators address the issue of professional identity, thereby integrating the subjectivization dimension recognized in teacher training.

Mathematics occupies a special place in the curriculum and in the education system in Canada. However, as we shall argue, its teaching and learning also present serious challenges that call for constant innovative responses. If it is as people that girls and boys learn and are capable of learning, their migration to the abstract realm of mathematics and scientific reasoning takes the form of a conceptual birthright. Yet, in a complex and diverse society that strives to provide equality to all its citizens and give voice to every individual, to teach and learn mathematics and science is to be aware of the range of obstacles to realizing this vision, some of which we will examine in this chapter. In so doing, we hope to shed light on some key advances in teaching mathematics in the school system and in support of teachers working to understand and act on their complex craft.

4. Impact of Mathematics Education on Canadian Society

From the perspectives of economic and social impact, mathematics education is vital to many areas of Canadian society including, but not limited to, Canadian employers, public health, lifelong learning, and national security. Where mathematics education fosters the abilities of Canadians to learn, will, and execute growth, it has profound downstream effects on the economic and social conditions of Canada. A well-educated population supports economic growth and prosperity, an open and democratic society, and a forward-looking approach to education that meets the needs of future generations of learners. Conversely, the consequences of poorly educated mathematics students quantifiably limit the potential of society up to the national scale. Numeracy skills impact participation in government and society, and the potential for contributing to the economy. Like individuals, communities with high levels of education have more opportunities for employment and higher average earnings, and are at less risk for social breakdown. Bushnik et al. also identified that opportunities for education as a social determinant of health as they also found a correlation between the adult population being above high school graduation in the census and good functional health as less than secondary level. Furthermore, “in all age groups, the percentage of individuals who rate their health as excellent rises with each increase in level of education attainment.”

Investment in education is an investment in the workforce. Strategic educational investments have ripple effects throughout the broader population; the quality of education available to Canadian students directly impacts the intellectual and social capital of the entire nation. Developing substantial numeracy skills is said to have several benefits in the workforce, including, but not limited to, the ability to communicate, read, engage, use tools, and continue learning. Appropriate numeracy skills also contribute to, and are correlated with, reduced poverty. This is in part due to higher wages for those who have the skills necessary for greater job demands. In data collected in 2014, in Ontario, the earnings potential of those with greater mathematical skills (above Level 3) were reported as double those with lower skills (below Level 2).

5. Conclusion and Future Directions

We have a variety of recommendations regarding next steps for the Consider active and respectful relationships with First Nation, Métis, and Inuit people as fundamental to Canadian education. We have a variety of recommendations regarding next steps for the holistic interdisciplinary project, Now You’re Thinking. To maintain the momentum and the conversation that we have started, there is the possibility to facilitate further symposiums that focus exclusively on mathematics, rather than on the education of First Nations students in general. We acknowledge that mathematics has relatively more research attention than many other curriculum areas, but there is still much to learn about its development and instruction in terms of cognitive, social, and political context. As is true of the interdisciplinary project as a whole, focusing just on mathematics can bring out details that were muted in the larger project.

The paper explores the importance of mathematics in the education system in Canada and the means to ensure improved outcomes for all children in relation to the knowledge, skills, learning services, and resources available to achieve goals and dreams. Several considerations in this paper are used to conceptualize the interplay of the various factors influencing mathematics education in Canada. At the broadest systemic level, the theory of change outlines the entire system and points towards areas for future development such as multi-dimensional research, considerations of universal design for learning and inclusive school policies, and development and design of possible pilot studies and broad-based educational reform. At the local level, the ecology framework pinpoints key nodal points in the educational development of youth from birth through their K-12 experiences in dealing with culturally and linguistically diverse students and families, incorporating adaptive curriculum, instruction, and assessment, promoting students’ identity formation through their academic success, and connecting at the systems level the local cadre teachers who serve the students and families and community support as well as agencies focusing on school reform.