The mathematics teacher cooperates with library staff to integrate non-print, human, and print resources with classroom assignments. The teacher plans in advance with library staff and respects the library resource centre as a place for active learning and an extension of the classroom. The teacher contributes to collection development by suggesting items for purchase. The teacher-librarian, if available, assists with planning assignments, integrating appropriate resources, and teaching students the processes needed to find, use, and present information.
The library resource centre staff may support the mathematics curriculum by:
In order to meet the goal of gender equity in the K to 12 system, Saskatchewan Education is committed to efforts to bring about the reduction of gender bias which restricts the participation and choices of students. It is important that the Saskatchewan curriculum reflects the variety of roles and the wide range of behaviours and attitudes available to all members of our society. This curriculum strives to provide gender balanced content, activities and teaching strategies described in inclusionary language. These actions will assist teachers to create an environment free of bias and enable all students to share in experiences and opportunities which develop their abilities and talents to the fullest.
The role of the elementary mathematics teacher is critical in addressing the principle of gender equity in the new curriculum. Research shows that few, if any, gender differences exist in mathematical ability, but because of different earlier experiences with mathematics, the eventual achievement of girls may not reach that of boys. Elementary mathematics teachers can influence the level of success achieved by all students by becoming aware of their own attitudes. Teachers must understand that both girls and boys can perform well in mathematics at all grade levels. Teachers should also become aware of the attitudes displayed by their students and help them to view themselves as being capable in mathematics. It is important in showing students the relevance of mathematics to their lives, that we choose examples which come from the experiences of all students. From an early age students need to be made aware that daily living and most careers require a knowledge and understanding of mathematics. Teachers need to be sensitive to their interactions with students and ensure that everyone takes an active part in classroom activities. Being aware of interactions between students that may reinforce negative behaviour or attitudes, and taking opportunities to discuss them, will help students develop a broader understanding of their distinct abilities and their potential. All of these actions will support and reinforce the principle of gender equity in a mathematical context and move toward improved teaching practice.
Saskatchewan Education recognizes that the Indian and Métis peoples of the province are historically unique peoples and occupy a unique and rightful place in society today. Saskatchewan Education recognizes that education programs must meet the needs of Indian and Métis peoples, and that changes to existing programs are also necessary to benefit all students. (p.6)It is recognized that, in a pluralistic society, affirmation of culture benefits everyone. Its representation in all aspects of the school environment enables children to acquire a positive group identity. Instructional resources which reflect Indian and Métis cultures similarly provide meaningful and relevant experiences for children of Indian and Métis ancestry and promote the development of positive attitudes in all students towards Indian and Métis peoples. Awareness of one's own culture, and the cultures of others, forms the basis for positive self-concept. Understanding other cultures enhances learning and enriches individual growth. It also promotes an appreciation of the pluralistic nature of Canadian society.
Indian and Métis students in Saskatchewan have varied cultural backgrounds and come from geographic areas encompassing northern, rural, and urban environments. Teachers must be given support that enables them to create instructional plans relevant to meeting diverse needs. Varied social, cultural, and linguistic backgrounds of Indian and Métis students imply a range of strengths and learning opportunities for teachers to draw upon. Explicit guidance, however, is needed to assist teachers in meeting the challenge by enabling them to make appropriate choices in broad areas of curriculum support. Theoretical concepts in anti-bias curricula, cross-cultural education, applied socio-linguistic, first and second language acquisition, and standard and non-standard usage of language are becoming increasingly important to classroom instruction. Care must be taken to ensure teachers utilize a variety of teaching methods that build upon the knowledge, cultures, and learning styles students possess. All curricula including mathematics require adaptations to the content, instructional practices, and learning environment that reflect the needs of the students.
The final responsibility for accurate and appropriate inclusion of Indian and Métis content in instruction rests on teachers. They have the responsibility of evaluating resources for bias, and teaching students to recognize bias. The focus of the new Elementary Mathematics Curriculum provides teachers with opportunities to begin these integration and evaluation processes. The document Diverse Voices: Selecting Equitable Resources for Indian and Métis Education (Saskatchewan Education, 1992) provides support for teachers in evaluating resources for bias.
The Elementary Mathematics Curriculum supports the expectations of Indian and Métis content and perspectives by: