EDU165 Mathematics Primary and Junior Part 1 (0)

CSU Discipline Area: Education Studies (EDSTD)

Duration: One session

Abstract:

The focus of this course is on helping teachers develop theoretical understandings, curriculum applications, and practical pedagogical strategies necessary to design, implement and assess effective mathematics programs for students in the primary and junior divisions. It includes general principles of curriculum design and implementation, effective teaching strategies, the integration of information technology, building a climate conducive to the intellectual, social, emotional, physical, development of the primary and junior child. Teachers will learn to combine their knowledge of active student engagement, program planning and delivery of mathematics for primary and junior learners and their own understanding of mathematics.

+ Subject Availability Modes and Locations

Term 2
Internal	Canada
Distance	Canada
Session 2
Internal	Canada
Distance	Canada
Term 3
Internal	Canada
Distance	Canada

Continuing students should consult the SAL for current offering details: EDU165

Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Enrolment restrictions:

Ontario College of Teachers accredited teachers only.

Objectives:

Upon successful completion of this subject, students should:

be able to understand policy, standards, curriculum
be able to develop a professional learning community
be able to connect theories of child development and teaching practices in mathematics
be able to understand the importance of meta-cognition and constructivism in mathematics learning
be able to understand the Big Ideas/Enduring understandings in mathematics
be able to access resources and technology to support mathematics teaching/learning
be able to develop a safe and inclusive learning environment
be able to explore frameworks for unit/curriculum planning
be able to make mathematical connections (to real world, across the subjects, across the strands)
be able to understand TLCP in mathematics and what it looks like
be able to understand mathematics and the environment
be able to design accommodations and modifications—how and when and who
be able to understand and apply the 3-part lesson plan
be able to understand how to differentiate a mathematics program
be able to understand the role of the Mathematical Processes
be able to deepen the understanding of what it means to represent and communicate mathematical thinking
be able to understand what is fair and equitable assessment and evaluation in mathematics
be able to design equitable assessments
be able to understand the difference between Assessment OF, FOF and AS learning and how each are applied in the mathematics classroom
be able to develop an atmosphere of collaboration with parents, and community members (Foundations of Professional Practice)

Syllabus:

The subject will cover the following topics:

Module 1:

Understanding and embodying care, trust, respect and integrity
Demonstrating commitment to students and student learning
Integrating professional knowledge
Enriching and developing professional practice
Supporting leadership in learning communities
Engaging in ongoing professional learning
Understanding Ontario curriculum and government policies relevant to the teaching and learning of Mathematics Primary and Junior
Exploring the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession as the foundation for teacher professionalism within the Additional Qualification course Mathematics Primary and Junior, Part I
Understanding theories of child and adolescent development
Exploring a variety of conceptual frameworks for Mathematics Primary and Junior
Understanding Ontario curriculum and government policies relevant to the teaching and learning of Mathematics Primary and Junior
Reflecting on teaching practice and engaging in professional dialogue on the relationship of theory and practice in the teaching of Mathematics Primary and Junior
Exploring the role of meta-cognition in mathematics
Exploring the theory of constructivism as it relates to the teaching of mathematics
Understanding the factors that influence changes in the teaching of mathematics
Exploring the interconnection of big ideas, key concepts, and enduring understandings in mathematics education
Exploring current research regarding knowledge of mathematics-for-teaching (for example, knowing the possible range of student responses to problems, error analysis, choosing effective models for specific instructional purposes and developmental levels)
Identify and access community, print, electronic and collegial resources related to Mathematics Primary and Junior
Having an awareness of relevant information and communication technology to support student learning in Mathematics Primary and Junior
Exploring the role that instructional strategies play in math anxiety, avoidance, and phobia
Exploring the creation of positive, equitable, accepting and safe learning communities
Deepening understanding of how the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession can inform a program-planning framework
Identifying factors in a diverse and changing society that impact on students
Deepening understanding of differentiated instruction and universal design in the planning, development and implementation of learning experiences in Mathematics Primary and Junior

Module 2:

Connecting Mathematics Primary and Junior to students’ real life experiences
Deepening understanding of curriculum planning, development, implementation strategies and frameworks related to Mathematics Primary and Junior
Engaging in professional collaborative inquiry and planning processes (for example, “What’s the math behind the problem?”, anticipating student responses, developing probing questions, analyzing student responses, and reflecting upon and making changes to lessons) for teaching mathematics
Exploring the integration of the five strands in the mathematics curriculum
Exploring cross-curricular connections in teaching primary and junior mathematics
Deepen understanding of curriculum planning, development, implementation strategies and frameworks related to Mathematics Primary and Junior
Exploring strategies for fostering a collaborative community of learners
Implementing strategies for the creation of a learning environment that reflects the ethical standards and the standards of practice and affirms the need to respect and conserve resources in the environment
Understand a variety of strategies for adapting, modifying and accommodating instruction to meet the needs of all learners
Using pedagogies that reflect the professional identity of educators as described in the ethical standards, the standards of practice and in the Foundations of Professional Practice
Exploring the role of mathematical process expectations in instruction
Understanding that problems must have multiple entry points and solution strategies are the core of the mathematics program

Module 3:

Understanding the role of representation to communicate thinking through the use of models (for example, concrete, visual, and abstract)
Exploring the role of communication in consolidating mathematical understanding
Understanding and implementing formative and summative assessment (for example, assessment as learning, assessment for learning and assessment of learning) strategies that employ a variety of methodologies for the study of Mathematics Primary and Junior
Understanding and implementing fair and equitable assessment and evaluation methods that honour the dignity, emotional wellness and cognitive development of all students
Understanding the importance of continuous, meaningful, detailed and supportive communication with parents/guardians and the community
Understanding the importance of professional collaboration that supports student learning
Understanding and respecting the importance of shared responsibility and partnership as conveyed in the Foundations of Professional Practice
Understanding and embodying care, trust, respect and integrity
Demonstrating commitment to students and student learning
Integrating professional knowledge
Enriching and developing professional practice
Supporting leadership in learning communities
Engaging in ongoing professional learning

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