Teaching Approach
Students learn mathematics by building things. Coding is the tool they use to model, explore and demonstrate mathematical ideas.
Mathematics first, coding as the tool
When a student places a shape on a grid, they use coordinates. When they change a variable and watch a drawing grow, they see how quantities relate. When they work out a budget, they apply number sense and operations.
Students are assessed on their understanding and application of Ontario mathematics curriculum expectations, not on programming skill. Coding is never assessed as a separate subject.
Ontario Curriculum alignment
Every program follows the Ontario Mathematics Curriculum, Grades 1–8: Mathematics, 2020, across these areas:
Social-Emotional Learning and Mathematical Processes
Embedded throughout instruction and observed in mathematical contexts. Not reported as separate achievement expectations.
Number
Number sense, representing and comparing numbers, and solving problems with numbers and operations.
Algebra
Patterns, relationships, variables and equations, and how quantities change.
Data
Collecting, organizing, representing and interpreting data to support reasoning.
Spatial Sense
Geometric and spatial reasoning, measurement, location, movement and transformations.
Financial Literacy
Applying mathematics to spending, saving, budgeting and financial decisions.
How a class works
- Length
- 12 weeks, about 24 instructional hours
- Delivery
- Live, virtual, taught by LETC-trained instructors
- Class size
- 1–6 students per class
- Grouping
- By grade level and mathematical readiness
Each course includes:
- Direct mathematics instruction
- Guided mathematical practice
- Instructor-led demonstrations
- Project-based mathematics activities
- Review and consolidation
- Ongoing assessment and feedback
Assessment and progress reports
- Mathematical problem-solving activities
- Knowledge checks and quizzes
- Project-based mathematical applications
- Instructor observation
- Oral presentations
- Culminating mathematics projects
Students receive progress reports that describe the curriculum expectations achieved, the mathematical knowledge and skills demonstrated, and the areas that need further development.