Pitfalls of Autonomy: the Overlooked Challenges of Teaching Locally Developed Mathematics in Ontario High Schools

Abstract

Streaming students in secondary mathematics classrooms is a common practice in the province of Ontario, although there is conflicting evidence of its benefits. In this province, three streams of mathematics are available in grade 9. One of these streams, termed “locally developed,” is based on the idea that school boards and teachers would have some flexibility in the curriculum, based on differing student needs. As such, these courses fall outside the realm of the standardized provincial tests, and hence less is known about these courses, and their students’ and teachers’ needs. Teachers in one school were interviewed in order to provide a baseline case study, in order to examine their perceived challenges, needs, and views about the courses and the students in them. Recommendations for further study are included.