Classroom Materials

 

Math Programs

School boards should provide a foundational math program to support consistent, evidence-based instruction.

Effective math instruction follows a well-established sequence:

  1. Explicit, structured teaching of new concepts using a coherent scope and sequence

  2. Guided practice with feedback

  3. Independent practice to build fluency and confidence

  4. Application and inquiry to deepen understanding and extend learning

This progression is widely supported by research and reflected in best practices for mathematics instruction. Crucially, step one requires a foundational math program—a structured, professionally developed resource that ensures concepts are introduced clearly, sequentially, and consistently across classrooms.

While school boards may provide valuable supplemental and enrichment resources, these tools are not a substitute for a core instructional program. They are most effective after students have been explicitly taught the underlying concepts.

Without a board-provided base math program, teachers are being placed in the position of having to:

  • search the internet for lessons and activities

  • assemble instruction piecemeal from unrelated sources

  • independently interpret and sequence curriculum expectations

This means that math instruction is effectively being designed classroom by classroom, rather than delivered through a coherent, evidence-based program created by teams of curriculum specialists, mathematicians, educators, and researchers.

This approach creates several challenges:

  • Inconsistent instruction across schools and classrooms

  • Gaps or overlaps in concept development

  • Increased workload and stress for teachers

  • Unequal learning experiences for students, particularly those who need explicit, structured instruction

Inquiry-based learning, rich tasks, digital tools, and problem-solving activities absolutely have a place in mathematics education. However, these should be secondary and complementary, not the primary means of introducing new mathematical concepts. Inquiry is most meaningful when students already have a secure foundation on which to build.

Ask your school board to consider:

  • How the absence of a core math program impacts instructional consistency and equity

  • Whether teachers are being adequately supported with foundational instructional materials, not just supplementary ones

  • How the board can ensure that Ontario curriculum expectations are delivered through a coherent, research-aligned instructional framework, rather than ad-hoc resource gathering

This is not a critique of teachers, who are doing their best under challenging circumstances. Rather, it is a concern about the systemic supports needed to allow teachers to teach effectively and students to learn successfully.

 
 
 
 

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