One of the things we worked very hard with is in making math relevant for our students here. We use the data from EQAO, initially when it comes to us, as a numeracy team. We look at what we’re presented with, the information. We also take it back as a whole school team and look at it again, that EQAO data, and make an evaluation and thereby make goals set for collaborative inquiries. So looking at our EQAO data, we saw that there was a distinct difference between students seeing the relevance of math between males and females. The females were distinctively lower than the males—they did not see the relevance of math. And so we made that a focus for ourselves. Our collaborative inquiry was a cross-curricular inquiry that focused on learning skills. We discussed the idea that females perhaps learn better orally, and so we made that the focus—looking at organizational skills and giving timely descriptive feedback to our females. And so we did it with both the males and the females and in a cross-curricular fashion with all of our applied-level courses that year. In making math relevant, we have continued on that pathway as a school. We have held Career Day that focused on different—how math is interwoven into career choices that students may take for the future. And also looking at females, understanding the importance of looking at different pathways that they have the opportunities to explore, whether it be going into the trades, and we ensure that the girls have the opportunity to understand that math will be used certainly in their future.
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