Factors affecting the teaching of grade 9 locally developed mathematics

Abstract

This qualitative study explores the factors affecting the teaching of Grade 9 Locally Developed mathematics. This analysis focuses on what factors teachers perceived as having an effect on their teaching, as well as how they value these factors in regards to their ability to effectively teach this particular level of mathematics. I conducted this study by observing two regional Locally Developed Compulsory Credit (LDCC) mathematics classrooms on a weekly basis over the course of two academic semesters within a secondary school context in Ontario. I conducted regular check-ins with each classroom teacher and formally interviewed the two teachers at the end of the term. I analysed these observations and interviews using the framework of axiology to explore what values teachers assigned to various aspects of teaching LDCC mathematics. My analysis indicates that these particular teachers valued non-curricular factors, such as a safe classroom environment and the creation of healthy student relationships, as being equally as important as curriculum factors, and perhaps even more so. Additionally, teachers expressed a strong need for additional resources to better teach LDCC students. These resources include: teaching resources, knowledgeable personnel support, and financial resources to supply students with a more enriching and supportive classroom experience. My analysis suggests that the values that these teachers held had notable effects on the teachers’ respective practices, suggesting implications for Locally Developed mathematics courses being taught by other teachers in other contexts.