Our research explores the importance of relationships between teachers and students, ways to support student resilience, and the development of appropriate classroom resources including those based on Indigenized and decolonized mathematics content. Our focus is on Grade 9 locally developed mathematics (LDM) courses, given that they, by definition, fall outside of the provincial testing program. As well, we explore other alternative courses, such as a pilot-tested GLS (general learning strategies) course, which was designed to support the transition from Grade 8 to high school, with respect to both learning skills and also mathematics.

Our research questions include:

1. How can teachers be better supported to deliver such courses to these high needs students?

2. How do student needs align or differ with those in other mathematics courses?

3. Does the introduction of Indigenized and decolonized mathematics content increase student engagement in these courses, and if so, how?

Bio: Ann Kajander, Kelly Sedor, and Taylor Murie are exploring supporting mathematics teaching and learning in grade 9 Locally Developed, and Transitions classrooms, as part of the Mathematics Knowledge Network, in the Critical Transitions Community of Practice. Ann Kajander is an Associate Professor of mathematics education at Lakehead University. She has previously taught mathematics at the high school, university, college, and elementary enrichment levels. Ann’s latest book, together with Jennifer Holm and Egan Chernoff, is Teaching and Learning Secondary School Mathematics: Canadian Perspectives in an International Context. Kelly is studying teacher needs and perspectives, while Taylor is creating and testing Indigenized and decolonized classroom resources.