PME-NA

Implementing Spiraling as a Planning Approach for Detracked Mathematics

• In Event: Culture in Curriculum

Description

In Ontario, spiraling approaches to curriculum planning have been newly introduced and recommended in many courses. The spiraling curriculum approach consists of revisiting topics with greater difficulty within a course. From this project, teachers expressed a wide range of perspectives on their experience of spiraling the new Grade 9 mathematics detracked course, including difficulties grasping ideas, greater autonomy and choice in student mathematics learning, and collaboration with colleagues in the course planning stages. Teachers indicated that they have a need for additional preparation time, prefer co-planning as a department, and wish to share resources on spiraling to ensure greater success in course planning with the spiraling method.

Authors

• Olivia Lu, University of Toronto

• Chelsie Leger, University of Toronto - OISE

• Sofia Ferreyro-Mazieres, University of Toronto

• Douglas McDougall, OISE, University of Toronto