Mathology.ca Grade 9
The Mathology 9 mathematics classrooms are spaces that honour our teachers’ mission to
- provide responsive learning opportunities for all students
- celebrate diversity, prior learning, experiences, and strengths and the belief that all students can be successful in mathematics
- enable students to see themselves as mathematical thinkers and integrate their math learning with the world beyond the classroom
- place students’ well-being and academic success at the centre of your planning, teaching, and assessment practice
What is Mathology?
Mathology is a flexible set of print and digital Math resources designed specifically to support you and your students with this unique set of challenges.
- Inspires Positive Math Stories: engaging math lessons and activities that give students choice and voice.
- Saves Planning Time: curriculum-focused lessons and modifiable year plans to ensure manageable curriculum coverage.
- Helps You Know Your Students Better: readiness tasks and drag-and-drop assessment tools to help you observe, have meaningful conversations with and evaluate products from your students.
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A Sneak Peek at Key Features in Mathology.ca
Readiness Tasks
- Readiness tasks provide you with a snapshot of your students’ understanding of specific math concepts.
- There are approximately 15–20 tasks per grade that reflect big ideas from the previous grade.
- Each task includes a maximum of 4 questions that takes approximately 30-45 minutes for students to complete.
- Tasks are modifiable so you can choose to assign only some questions or modify them to best suit your students.
- An answer key provides a sample solution for each question
Mathology Next Step Lessons
After you have discovered your students’ readiness for new Math concepts, you are linked to lessons that support your next steps. Your next steps include:
- Lessons that are engaging, visual, shareable and differentiated.
- Interactive Tools at point of use to bring lessons to life.
- Easy-to-Use-Drag and Drop Assessment Tool supports formative assessment (content knowledge and competencies).
- Next Step Lesson Ideas that help you differentiate your instruction and support student growth.
- Pre-built, modifiable and share-able PowerPoint lesson prompts
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Authors
Alicia Burdess is an experienced math educator, dedicated to transforming classrooms into vibrant spaces of problem solving and deep thinking.
She has worked as a teacher, assistant principal, and math coach in Grande Prairie, Alberta, Canada, since 2005. She currently serves as the Numeracy Lead Teacher for her school district and as an Assistant Lecturer with the University of Alberta’s Teacher Education North Program.
Alicia has played key roles in shaping math education at provincial and national levels. She has served as President of the Math Council of the Alberta Teachers’ Association and Chairperson of the National Council of Teachers of Mathematics’ Publishing Committee. She holds a Master of Education from Simon Fraser University.
As an early adopter of Peter Liljedahl’s Building Thinking Classrooms framework, Alicia is committed to helping students and teachers experience the joy, confidence, and flow of solving big, beautiful math problems and making meaningful connections in a Thinking Classroom.
She thrives on collaborating with educators, leading professional development, and presenting at conferences. Alicia’s mission is to inspire a love of math through curiosity, collaboration, and problem solving.
Tannis Reis Calder is a teacher and curriculum developer currently working as the Learning Coordinator for Numeracy in the Nanaimo-Ladysmith School district on Vancouver Island. Her most recent interests have involved looking at how math and other core subject areas can be taught through an imaginative, cross-curricular lens from an Indigenous, place-based perspective.
Tannis has been working alongside the Island Coast Salish hul̓q̓umín̓um̓ speaking people (Snaw Naw As, Snunéymuxw and Stz’uminus) on their traditional and unceded territories since 2020, and prior to that was in a similar role in the Prince Rupert School District on Ts’msyen territory.
When she can find the time, Tannis enjoys working with other schools and districts across BC as an Educational Consultant and has also contributed as an author to various projects including the FNESC Math First Peoples Teacher Resource Guide for Elementary and Secondary.
Currently her passion has involved looking at how numeracy can be explored through Indigenous perspectives and narratives. She developed her love for teaching and learning early in life and particularly enjoys finding imaginative ways to bring engaging learning experiences to learners and educators alike.
Scott Carlson is a high school math teacher in Alberta, with over 30 years of experience in the Golden Hills School Division. He served as a staff developer for two years, helping secondary teachers implement new curriculum. Scott has worked with many teachers in a classroom setting and has presented at a variety of conferences. A highlight for him has been contributing to many student and teacher mathematics resources at the secondary level. However, nothing has been more rewarding for Scott than helping students learn math.
Mark Chubb is a dedicated educator, with over 24 years of experience supporting K–8 educators in the District School Board of Niagara. Specializing in mathematics, he has spent the past 12 years as an instructional coach, promoting effective teaching strategies and fostering students' mathematical development. Mark is deeply involved in professional development, having led curriculum committees and served as a speaker at numerous local and provincial conferences. He continues to collaborate with Brock University, DSBN, and ETFO to facilitate mathematics AQ courses for teachers across the province. As the current vice president of the Ontario Association of Mathematics Educators (OAME), Mark is passionate about using research-informed practices to improve student learning and is committed to helping teachers create dynamic, student-centred classrooms.
David Costello is a principal and former teacher, who has held many roles for the board of education in Prince Edward Island. He has also instructed university courses on curriculum, differentiation, mathematics, and literacy. David facilitates professional learning in mathematics and school development across Canada and the United States of America. As a speaker at regional, national, and international conferences, David shares instructional strategies that have proven effective in helping students make sense of mathematics. Schools and school boards seek David out to provide a framework that supports educators in meeting the diverse learning needs of their students.
Sheila Cunningham has more than 25 years of dedicated experience in education. She is a seasoned educator and curriculum specialist. Even though Sheila completed her Master of Education in Administration from the University of Saskatchewan, her passion lies in curriculum and pedagogy. Throughout her career, she spent 10 years as a curriculum consultant for Saskatchewan Rivers Public School Division, primarily focused on K-12 mathematics and science education. Sheila facilitated workshops and explored innovative pedagogical approaches and assessment techniques. As a consultant, she had the opportunity to collaborate with the Ministry of Education and school divisions in developing province-wide support material for mathematics and science.
Sheila’s drive comes from a deep-seated enthusiasm for discovering novel methods that empower students to succeed in mathematics. She is currently back in the classroom as a high school mathematics teacher, using her gained experience to implement new pedagogies that she has researched and learned along her journey. Sheila's educational philosophy is students first. Her priority is seeking their input when experimenting with new teaching strategies. Every decision she makes is filtered through the mindset of what is good for students. Through her transformative approach to teaching mathematics, she is empowering her students to become confident, capable, and inspired learners who can tackle challenges with enthusiasm and achieve success in all aspects of their lives.
Lisa Ann Floyd received her PhD from Western University, where she also teaches STEM, Mathematics, and Science and Technology courses in the Bachelor of Education and Graduate programs in the Faculty of Education. The focus of her research is coding in Mathematics within teacher education. Lisa Anne has received several provincial and national teaching and research awards and has been published in academic journals, book chapters, and blogs. She has many years of experience teaching Computer Science, Mathematics, Science, and Cooperative Education in secondary schools in the Thames Valley District School Board in London, Ontario. Lisa Anne enjoys sharing her passion for coding with students and educators in school districts and at educational conferences across North America. She is a proud mother of four children.
Marc Garneau is a Numeracy Helping Teacher for the Surrey School District in British Columbia in which capacity he supports the teaching, learning, and assessing of mathematics across grades K-12. Marc has served on the BCAMT (BC Association of Mathematics Teachers) Executive since 2001 in various roles including President, conference chair, and the NCTM/NCSM representative. Marc has also served on the K-12 BC Math Curriculum Committee, as well as nationally for the NCTM and NCSM. Marc has a passion for professional learning, and has done workshops provincially, nationally, and internationally. In recent years, Marc has focused much of his own learning and workshops on supporting curricular competencies and transforming assessment.
Kristin Insull is a proud Métis woman and a citizen of both the Manitoba Métis Federation and the Métis Nation of British Columbia. She is passionate about integrating Indigenous ways of knowing and being in numeracy education and honouring Indigenous voices by weaving story into the teaching and learning of mathematics.
Her journey as an educator began with childhood admiration for her grade two teacher’s access to the laminator, but even then, her play often centered around building community—albeit through organizing a stuffed animal choir rather than math lessons. She went on to earn a Bachelor of Science in Mathematics (2001) and a Bachelor of Education After-Degree (2003) from the University of Manitoba, later completing a Master’s in Curriculum and Instruction with a focus on Secondary Mathematics Education (2013).
Kristin spent 17 years in the Winnipeg School Division, where she taught high school mathematics across the English Academic, French Immersion, and International Baccalaureate Programs before stepping into leadership roles—first as a teachers' union representative advocating for safe and equitable schools, then in management, working to support teachers and students at a systemic level.
After years of feeling drawn to the mountains, she and her husband Chris made the Columbia Valley their home in 2021. Now based in Radium Hot Springs, located on the unceded, shared territory of the Ktunaxa and Secwépemc Peoples, Kristin is thrilled to be working alongside educators again, sharing her love of mathematics and supporting meaningful, land-connected learning for all, both as the District Vice-Principal of Numeracy and Vice-Principal of David Thompson Secondary School in Invermere, BC.
Candace Ketsa
Miranda Kus is currently the Math Coordinator at Havergal College in Toronto, Ontario. She works in the junior school, with teachers and students across kindergarten to grade 6, supporting mathematics teaching and learning. Miranda has over 15 years of experience working in schools across Toronto, as both an elementary teacher and math consultant with the Toronto Catholic District School Board. It was here where she gained experience teaching a variety of grades, as well as facilitating professional learning with teachers. Following her work at the TCDSB, Miranda had the incredible opportunity to join Pearson, facilitating research and interviews, collaborating with authors, working with product development, and creating and delivering professional learning opportunities to educators across Canada.
Miranda completed her Bachelor of Education at the University of Windsor, and her Master of Education at Brock University, where she focused on the social and cultural contexts of education. She has a particular interest in diversity, equity, and inclusion as it relates to teaching and learning for all students.
Erik Teather has had the opportunity to work in Ontario elementary mathematics education for 25+ years. His various roles have included classroom teacher, math coach, and consultant. Erik has also served as President of the Ontario Mathematics Coordinators Association (OMCA) and has recently taught additional qualification courses for the Ontario College of Teachers. He continues to be excited about working with students and educators as they look for the mathematics in their world in ways that help them reason and make sense of the mathematics they are learning.
Shelley Yearley
After 8 years as a Provincial Lead of Mathematics on assignment with the Council of Ontario Directors of Education (CODE), Shelley returned to the classroom teaching mathematics in Trillium Lakelands DSB for 3 years before retiring. While on assignment, the key project within her portfolio was the action research led by Dr. Cathy Bruce of Trent University that focused on the teaching and learning of fractions. This work, a partnership between CODE, Trent University, and the Ontario Ministry of Education, involved students and educators from K–12 classrooms in several Ontario district school boards. Shelley also played a role in the development of numerous resources and professional learning supports for K–12 educators, including the Paying Attention to… series and the provincial GAINS Math CAMPPPs. Shelley has served on a number of committees, including NCTM’s Educational Materials Committee (2014–2017), Action Research Network of the Americas Executive Committee (2009–2014), Ontario Ministry of Education Connecting Practice and Research — Mathematics Advisory Panel (2007–2010), and as an executive member of the Ontario Mathematics Coordinators Association (2002–2006). Educators’ passion for learning and desire for quality research-based educational tasks inspire Shelley to continue to support an increased alignment between research and classroom practice.
Tyler Yip is currently pursuing a Master’s degree at the University of Waterloo and has been an active classroom educator since 2021. Early in his career, he had the opportunity to teach a variety of mathematics courses for grades 8-12, while continually refining his pedagogical approach. Tyler holds undergraduate degrees in both Mathematics and Education from the University of British Columbia.
Tyler is deeply committed to his students’ growth and finds great fulfillment in supporting them as they develop as learners and individuals. Tyler takes pride in inspiring, challenging, and making a lasting impact on the lives of his students, and especially cherishes the “aha” moments that arise in the mathematics classroom.
Chris Zarski
Mathology Grade 9 Acknowledgements
| Last Name, First Name | Acknowledgement |
|---|---|
| Armstrong, Jeannie | Peterborough, Victoria, Northumberland and Clarington Catholic School Board, ON |
| Baudet, Marc | Greater Essex County District School Board, ON |
| Calder, Danielle | School District #22, BC |
| Christen, Hayley | Red Deer Public School District, AB |
| Clark, Crystal | Indigenous Artist and Educator, AB |
| Costello, David | Public Schools Branch, PEI |
| Cutajar, Charlotte | Toronto District School Board, ON |
| Featherstone, Craig | Education Consultant, ON |
| Feener, Shawn | Beaufort Delta Education Council, NT |
| Gajdos, Barb | Calgary Catholic School District, AB |
| Graham, Michael | South East Cornerstone Public School Division #209, SK |
| Grant, Billie-Jo | Métis Educator, AB |
| Grant, Robert | Keewatin-Patricia District School Board, ON |
| Houle, Angela | Calgary Catholic School District, AB |
| Hunter, Chris | School District #36, BC |
| Insull, Kristin | Rocky Mountain School District #6, BC |
| Jenkins, Colleen | Grasslands Public Schools, AB |
| Last Name, First Name | Acknowledgement |
|---|---|
| Johnson, Rhiannon | School District #22, BC |
| Johnson, Tracy | Pembina Trails School Division, MB |
| Kus, Miranda | Math Coordinator, ON |
| Loutitt, Shannon | Edmonton Catholic Schools, AB |
| McTavish, Claire | Greater Saskatoon Catholic Schools, SK |
| Minielly, Heather | Education Consultant, ON |
| Morris, Betty | Education Consultant, AB |
| Robinson, Susan | Gulf Islands School District #64, BC |
| Sargent, Alex | Wellington Catholic District School Board, ON |
| Schniering, Mariarosa | York Catholic District School Board, ON |
| Schroeder, David | Yukon Education, YT |
| Sullivan, Dianne | Peel District School Board, ON |
| Suurtamm, Liisa | District School Board of Niagara, ON |
| Tackaberry, Ryan | Peel District School Board, ON |
| Teather, Erik | Mathematics Consultant, ON |
| Wiebe, Jerrold | Numeracy & Mathematics Consultant, MB |
| Wong, Lydia | Calgary Catholic School District, AB |
| Yearley, Shelley | Trillium Lakelands District School Board (retired), ON |
