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Mathematics Department
The senior mathematics courses build on the Grade 9 and 10 program, relying on the same fundamental principles on which that program was based. Both are founded on the premise that students learn mathematics most effectively when they build a thorough understanding of mathematical concepts and procedures. Such understanding is achieved when mathematical concepts and procedures are introduced through an investigative approach and connected to students' prior knowledge in meaningful ways. This curriculum is designed to help students prepare for university, college, or the workplace by building a solid conceptual foundation in mathematics that will enable them to apply their knowledge and skills in a variety of ways and further their learning successfully.

An important part of every course in the mathematics program is the process of inquiry, in which students develop methods for exploring new problems or unfamiliar situations. Knowing how to learn mathematics is the underlying expectation that every student in every course needs to achieve. An important part of the inquiry process is that of taking the conditions of a real-world situation and representing them in mathematical form. A mathematical representation can take many different forms – for example, it can be a physical model, a diagram, a graph, a table of values, an equation, or a computer simulation. It is important that students recognize various mathematical representations of given relationships and that they become familiar with increasingly sophisticated representations as they progress through secondary school.

The prevalence in today's society and classrooms of sophisticated yet easy-to-use calculators and computer software accounts in part for the inclusion of certain concepts and skills in this curriculum. The curriculum has been designed to integrate appropriate technologies into the learning and doing of mathematics, while equipping students with the manipulation skills necessary to understand other aspects of the mathematics that they are learning, to solve meaningful problems, and to continue to learn mathematics with success in the future. Technology is not used to replace skill acquisition; rather, it is treated as a learning tool that helps students explore concepts. Technology is required when its use represents either the only way or the most effective way to achieve an expectation.

Like the earlier curriculum experienced by students, the senior secondary curriculum adopts a strong focus on the processes that best enable students to understand mathematical concepts and learn related skills. Attention to the mathematical processes is  considered to be essential to a balanced mathematics program. The seven mathematical processes identified in this curriculum are problem solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing, and communicating. Each of the senior mathematics courses includes a set of expectations – referred to in this document as the "mathematical process expectations" – that outline the knowledge and skills involved in these essential processes. The mathematical processes apply to student learning in all areas of a mathematics course.

A balanced mathematics program at the secondary level also includes the development of algebraic skills. This curriculum has been designed to equip students with the algebraic skills needed to solve meaningful problems, to understand the mathematical concepts they are learning, and to successfully continue their study of mathematics in the future. The algebraic skills required in each course have been carefully chosen to support the topics included in the course. Calculators and other appropriate technologies will be used when the primary purpose of a given activity is the development of concepts or the solving of problems, or when situations arise in which computation or symbolic manipulation is of secondary importance.

Teachers VM​ E-mail​
Mr. Gatti
704​ mark.gatti@yrdsb.ca​
Ms. Chang​ 726​ ling-yun.chang@yrdsb.ca​
Ms. Chaudhary​ 635​ ritika.chaudhary@yrdsb.ca​
Mr. Fraschetti​ 636​ david.fraschetti@yrdsb.ca​
Mr. Jansen​ 635​ richard.jansen@yrdsb.ca​