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As a math instructional coach, the article analyzes why this gap matters across a complex kindergarten-to-grade-12 system and proposes solutions, including responsive professional development plans, continuous coaching support, and guidance rooted in mandated change.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mathematics-education-problems-and-solutions-in-supporting-a-complex-system-special-interest-article/595067/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mathematics-education-problems-and-solutions-in-supporting-a-complex-system-special-interest-article/595067.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core issue does the article address in mathematics education?","Question",{"text":112,"@type":113},"The article addresses that, despite legislation requiring mastery learning and an Indigenous worldview, some teachers and principals are apprehensive or lack the skills and knowledge to support these approaches in math.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What solutions does the author propose for implementing mastery learning and an Indigenous worldview?",{"text":117,"@type":113},"Solutions include relying on legislation, creating responsive professional development plans, and providing continuous support through feedback to help educators sustain change.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article emphasize mastery learning together with an Indigenous worldview for students?",{"text":121,"@type":113},"It argues students are entitled to education that helps them understand their world, and in Manitoba this requires incorporating and honoring an Indigenous worldview; together these practices support progression through the K–12 system and improve outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595067,1792189596,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","SPECIAL INTEREST ARTICLE  \nMathematics Education:  \nProblems and Solutions in Supporting a Complex System  \nJulie Seeley  \nAbstract  \nStudents are guaranteed, by legislation, a math education that focuses on the process of mastery learning, and that incorporates an Indigenous worldview. The issue is that some teachers and principals are apprehensive or do not have the skill or knowledge to support mastery learning and Indigenous worldview in math. This article is not a reprimand, rather, it is an invitation for growth for all members of the complex system. My viable solutions to the issue of incorporating mastery learning and an Indigenous worldview are about relying on legislation, and continuous support through creating responsive professional development plans.  \nAs a math instructional coach, providing professional development and support to students, teachers, and principals in mathematics is my job. Having educators incorporate mastery learning and an Indigenous worldview into mathematics in order to support student success is currently the most pressing issue I face. Research into this issue has helped me to understand better why incorporating mastery learning and Indigenous worldview in math is important, and is an issue to students, teachers, and principals. The research also leads me to several solutions to support students, teachers, and principals to foster changes needed. Mandating and legislating change, providing tailored professional development plans and continuous support, orchestrating opportunities to develop pedagogical leadership, and changing my thinking and approach as the coach are viable solutions. Being a math instructional coach in the kindergarten to grade 12 system requires my application of support and professional development plans across the complex system, in order to vary and be responsive to the issues and people in that system. Incorporating mastery learning and an Indigenous worldview into mathematics is the issue my current system faces, and tailoring my coaching to support each member of the system is the solution.  \nSupporting Students  \nTeaching for mastery learning and incorporating an Indigenous worldview in math education are important practices because students are entitled to a math education that helps them to understand the world around them. In Manitoba, understanding the world and land around us means incorporating and honouring an Indigenous worldview and mastery learning (Appropriate Educational Programming Regulations, 2005; Frontier School Division, n.d. ; Truth and Reconciliation Commission of Canada, 2015) . When students work toward mastery learning, and when they have an education that reflectsan Indigenous worldview, they are better able to move through the kindergarten to grade 12 math education system (Manitoba Education, 2014) . Students also more likely to graduate, seek higher education, and have a better quality of life (Hattie et al. , 2017) . For students, the solution to the issue of not being taught the mastery learning process and Indigenous worldview in mathematics is twofold. One solution relates to educators knowing how to support students in a way that orchestrates mastery learning, and honors and incorporates an Indigenous worldview in mathematics. The second solution is in relying on legislation and professional obligations to ensure that change is mandated.  \nIncorporating an Indigenous worldview and mastery learning is especially important in mathematics in Frontier School Division. It is important because it is unlikely that mastery learning will develop without incorporating an Indigenous worldview. I reached out to multiple sources to determine the student population in Frontier School Division that self-declares as Indigenous. The generalized  \nanswer I kept hearing was that between 80% and 85% of students in Frontier School Division selfidentified as Indigenous (J. McCracken, Student Data Manager Administrative Assistant, personal communication","cbCaieXsBMX5fY4c","https://ap.wps.com/l/cbCaieXsBMX5fY4c","pdf",220046,"English","# Abstract\n## Supporting Students\n## Supporting Teachers and Principals as Educators","[{\"question\":\"What core issue does the article address in mathematics education?\",\"answer\":\"The article addresses that, despite legislation requiring mastery learning and an Indigenous worldview, some teachers and principals are apprehensive or lack the skills and knowledge to support these approaches in math.\"},{\"question\":\"What solutions does the author propose for implementing mastery learning and an Indigenous worldview?\",\"answer\":\"Solutions include relying on legislation, creating responsive professional development plans, and providing continuous support through feedback to help educators sustain change.\"},{\"question\":\"Why does the article emphasize mastery learning together with an Indigenous worldview for students?\",\"answer\":\"It argues students are entitled to education that helps them understand their world, and in Manitoba this requires incorporating and honoring an Indigenous worldview; together these practices support progression through the K–12 system and improve outcomes.\"}]","Mathematics Education: Problems and Solutions in Supporting a Complex System - Special Interest Article | PDF",1792080372,13]