Relationship-Building in Destreamed Grade 9 Mathematics Classrooms: Exploring Best Practices and Challenges

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: Teacher Education and Teaching Practice: Relationship Building, Anti-Racism, and Social Emotional Competence (Table 9)

Abstract

Across Ontario grade nine math has been destreamed. The purpose of this study is to explore best practices and challenges that teachers are facing in this destreamed course, using the lens of relationship and community building. A relationship-based approach to teaching, divided into eight conditions, will be used as the theoretical framework. Using a qualitative case study approach, it will explore the ways that seven secondary school teachers incorporate these conditions into their practices. This study will highlight how these conditions are implemented by individual teachers and how it impacts their overall view of the grade nine destreamed course. In addition, the findings will identify challenges and possible supports that can be provided to teachers.

Author

• Chelsie Leger, University of Toronto - OISE