EDU175 Mathematics Primary and Junior Part 2 (0)
CSU Discipline Area: Education Studies (EDSTD)
Duration: One session
Abstract:
Primary/Junior Mathematics Additional Qualifications Part 2 extends and reinforces the knowledge and skills from Part 1.The focus of this subject is on helping teachers further 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, with the additional goal of leading others in their grade or division. It includes a closer look at the 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 deepen their ability to combine their knowledge of how to actively engage students, how to plan and deliver an inclusive, differentiated and integrated mathematics program for primary and junior learners and to further increase their own understanding of the mathematics they teach.
+ 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: EDU175
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
Assumed Knowledge:
EDU165 Mathematics Primary and Junior, Part 1 Additional Qualification along with at least one year (194 days) of successful teaching experience.
Enrolment restrictions:
Enrolment is restricted to Ontario College of Teachers accredited teachers only who have successfully completed EDU165 Mathematics Primary and Junior, Part 1 Additional Qualification and who possess at least one year (194 days) of successful teaching experience.
Objectives:
Upon successful completion of this subject, students should:
- be able to further understand and implement the Ontario Ministry of Education curriculum, policies and guidelines;
- be able to build on theoretical understanding to design, implement and assess programs and/or practices;
- be able to demonstrate and implement expectations, strategies and assessment practices in response to the individual needs of students, and the promotion of student success;
- be able to apply principles of holistic learning environments (intellectual, social, emotional, physical, environmental, linguistic, cultural, spiritual and moral) applying strategies for collaboration with in-school personnel, parents/guardians and the community;
- be able to integrate a variety of appropriate resources, including technological and communication resources, to enhance professional knowledge in support of student learning;
- be able to refine professional practice through ongoing inquiry, dialogue and reflection;
- be able to model ethical practices and address ethical issues;
- be able to explore strategies to encourage participation in professional learning communities to enhance professional knowledge and support student learning;
- be able to integrate awareness of First Nations, Metis and Inuit (Aboriginal) ways of knowing and perspectives;
- be able to explore innovative approaches for integrating environmentally respectful perspectives and practices; and
- be able to explore innovative strategies to create and sustain safe, equitable and inclusive learning environments that honour and respect diversity.
The objectives of the subject are aligned with the Ontario College of Teachers Guidelines for Mathematics, Primary and Junior, Part II. The Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession have been embedded in the learning expectations.
Syllabus:
The subject will cover the following topics:
- Understanding policy, standards and curriculum
- Connecting theories of child development and teaching practices in mathematics
- Understanding the importance of meta-cognition and constructivism in mathematics learning
- Understanding the Big Ideas/Enduring understandings in mathematics
- Accessing resources and technology to support mathematics teaching/learning
- Making mathematical connections (to real world, across the subjects, across the strands)
- Understanding and applying the 3-part lesson plan
- Learning how to differentiate a mathematics program
- Deepening the understanding of what it means to represent and communicate mathematical thinking
- Understanding the role of the Mathematical Processes
- Understanding the difference between Assessment OF, FOR and AS learning and how each are applied in the mathematics classroom
The information contained in the 2013 CSU Handbook was accurate at the date of publication: 24 April 2013. The University reserves the right to vary the information at any time without notice.