I. Authentic & Experiential Contexts

In SD72, we use authentic and experiential contexts in mathematics to interweave competencies, content, and culture.

This interwoven model of learning speaks to the many interconnected aspects of a learner’s experience in our schools – academic, social, emotional, and cultural. As learners explore new opportunities and learn about themselves, they make mathematical and logical decisions about situations that impact their daily lives and their future.

The experience of becoming numerate includes the satisfaction of being able to use mathematics and statistics to understand the world, the joy in using mathematical and critical thinking to improve the lives of others, and the experience of mathematics as a creative and empowering discipline.

Being numerate involves recognizing individual strengths and a variety of perspectives and worldviews. Weaving together competencies, content, and culture demonstrates that mathematics is a growing body of knowledge that is created and used by all people and communities. (Adapted from Unpacking Numeracy, MENZ, 2024.)

Why? For students to see, use, adapt, and create math in context To increase engagement and build meaning To promote math skills applicable to future needs (evolving for tomorrow) To promote critical thinking skills and success in other subject areas To help students see themselves as capable problem solvers To provide a vehicle for understanding more abstract contexts

When numeracy skills are applied in real-world, authentic contexts, students make connections between their lived experience and the math they are learning. 

Teaching and learning math in SD72 integrates diverse perspectives from multiple communities, engages families and schools, and builds local, national, and global connections.

“namwayut”, Kwakw’ala: ‘We are all one.’ 

 “hišukniš ćawaak”, Ehattesaht (Nuu-chah-nulth): ‘Everything is connected.’

“ʔukʷs qat̓ᶿɛnxʷɛgəs” ,  ʔayʔaǰuθəm: ‘We join together.’