From Policy to Practice: Challenges and Effects of the Grade 9 De-streamed Math Curriculum Implementation in Ontario, Canada

• In Event: Reforming the Math Hierarchy: Policy, Practice, and the Politics of Equity in Access and Pathways

Abstract

Exploring the de-streamed policies in the development of an inclusive and equitable mathematics curriculum deepens our insight into how systemic power disparities are generated and addressed when knowledge is inaccessible to all learners. This research focuses on the implementation of Ontario’s Grade 9 destreamed mathematics curriculum. It seeks to catalyze positive change and advance the collective goal of ensuring all students have access to high-quality educational opportunities. Guided by the OECD’s education policy implementation visual framework, the research employs a qualitative multiple-case study methodology to investigate how various stakeholders perceive and respond to the impacts and outcomes of the de-streamed curriculum. Through this lens, the research aims to inform policy design and practice that support meaningful and sustainable educational equity.

Authors

• Zian Zhang, University of Toronto - OISE

• Douglas E. McDougall, University of Toronto - OISE