The Grade 9 Mathematics Research Project (2021- 2024) is a partnership between 16 secondary schools and OISE, University of Toronto. The project is to understand how best to implement the 2021 Ontario Grade 9 mathematics curriculum. This project adopted two goals: 1) to investigate current practices, pedagogical strategies, and challenges in implementing the new mathematics curriculum, and 2) to develop case studies of teachers who are teaching mathematics courses in Grade 9. The participants for this study included 27 grade 9 mathematics teachers. The data collected for this project came from semi-structured interviews, which were then transcribed and coded for emerging themes. This presentation will outline the motivation, the methodology and findings of the research.

Dr. Douglas McDougall, Professor, Department of Curriculum, Teaching and Learning, University of Toronto

Doug McDougall is Professor and chair of the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education at the University of Toronto. He is a member of the Governing Council of the University of Toronto and serves as chair of the Academic Board. Dr. McDougall was the Associate Dean, Programs from 2015-2019 and Chair of the department from 2010-2015. Dr. McDougall has supervised to completion over 60 doctoral students and 21 MA students over the past 20 years. He is the Editor-in-Chief of the Canadian Journal of Science, Mathematics and Technology Education and the Director of the Centre for Science, Mathematics and Technology Education. Dr. McDougall has been involved with conducting research in schools for over 25 years focusing on school improvement, professional learning groups, student and teacher needs around students at risk, and peer coaching at both the elementary and secondary level.

Sofia Ferreryo Mazieres (Assistant Professor, Wilfrid Laurier University)

Sofia Ferreyro Mazieres is an Assistant Professor of Mathematics Education at the Faculty of Education in Wilfrid Laurier University. She is a 2022 graduate of the Ph.D. program at the Ontario Institute for Studies in Education, University of Toronto (OISE/UT) with a focus on equity in mathematics. Sofia has nine years of research experience and most recently has been working as the Project Manager for Dr. McDougall’s 2021 SSHRC-funded project on Creating Equitable Structures in Early Secondary School Mathematics. She has also been the research assistant for several other projects including the Collaborative Inquiry Project: Grade 7, 8 and 9 Mathematics, Grade 3-6 Mathematics Project, and the Mathematics Concepts for Elementary Teacher Candidates Research Project. Sofia also has a decade of experience as an elementary and secondary school teacher mainly with the Simcoe Muskoka Catholic District School Board.

Jason To, Coordinator, Mathematics and Academic Pathways, Toronto District School Board

Jason To currently serves as a coordinator of mathematics and Academic Pathways at the Toronto District School Board. In his role, he works with K-12 educators to address structures and practices related to academic streaming, as well as provide ongoing professional learning and set conditions to support more equitable, inclusive and culturally responsive teaching, particularly in mathematics. In 2015, Jason was a department head in a northwest Toronto high school where he eliminated Applied math classes and instead offered inclusive Grade 9 Academic math, which led to significant achievement gains, particularly for students with special education needs.

Jason has served as a guest instructor at York University and the University of Toronto, presented at various provincial and international mathematics education conferences, and consulted with over 20 Ontario school boards on destreaming, anti-racism and inclusion in mathematics education.

Jason was part of the Ontario Ministry of Education's writing team for the 2021 destreamed Grade 9 mathematics curriculum. Jason believes that anti-racist, anti-oppressive and inclusive approach to mathematics education is needed to fulfill the promise of a critically numerate citizenry.