Grade 9 mathematics in Manitoba: reforming the way we teach

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dc.contributor.authorAmaladas, Sacha
dc.contributor.examiningcommitteePozzer, Lilian (Curriculum, Teaching & Learning)en_US
dc.contributor.examiningcommitteeDonnelly, Ian (Manitoba Education & Training)en_US
dc.contributor.supervisorMason, Ralph (Curriculum, Teaching & Learning)en_US
dc.date.accessioned2019-09-20T13:56:21Z
dc.date.available2019-09-20T13:56:21Z
dc.date.issued2019-08en_US
dc.date.submitted2019-09-20T00:56:46Zen
dc.degree.disciplineCurriculum, Teaching and Learningen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractThe purpose of this study is to gain an understanding of the experiences of Grade 9 Mathematics teachers to better understand their role in enabling success for all students. This is the phenomenon under investigation. The central question that frames this research is: What are the underlying features of the experiences of Grade 9 Mathematics teachers in Manitoba who are reforming Grade 9 Mathematics education? From information gained through interviews with a purposeful sample of six teachers, classroom observations, and member-checks, this study provides insights into various teaching methodologies and strategies used in Grade 9 Mathematics classrooms to better create conditions for student success. The findings of this study affirm that enabling student success extends beyond changing the technical modes of teaching. It also includes (a) shifting from teacher-centered instruction to building a classroom community, (b) changing teachers’ role as knowledge experts to becoming learning facilitators, (c) building student competence and confidence cumulatively, (d) receiving support from multiple stakeholders from within the larger educational system, and (e) effectively promoting student accountability and co-ownership of learning. Teachers in this study are reforming their practices because they are committed to achieving a higher purpose in their classrooms. They are all committed to balancing (a) enabling conditions where students become autonomous, responsible, and critical participants in their own learning, and (b) building a classroom community where students are encouraged to collaborate, communicate, and take co-ownership for the learning of their peers and therefore are engaged in a sense of social responsibility.en_US
dc.description.noteOctober 2019en_US
dc.identifier.urihttp://hdl.handle.net/1993/34294
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectEducationen_US
dc.subjectMathematicsen_US
dc.titleGrade 9 mathematics in Manitoba: reforming the way we teachen_US
dc.typemaster thesisen_US
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