EMM450 Mathematics (8)

CSU Discipline Area: Curriculum Studies (CURIC)

Duration: One session

Abstract:

This subject seeks to develop students' knowledge and skills in the area of primary/junior mathematics education. Mathematics concepts and understandings are developed through a problem-solving context that explores the way children construct mathematical ideas. The first phase of the subject describes how children construct mathematical ideas and challenges students to examine the way in which they personally make mathematical meaning. The second phase considers the mathematical knowledge and understandings children are generally expected to acquire in primary/junior school curriculum. Students are encouraged to think about the way children construct mathematical ideas and understandings.

+ Subject Availability Modes and Locations

Term 3
Internal	Canada

Continuing students should consult the SAL for current offering details: EMM450

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

Enrolment restrictions:

Students enrolled in stream 3 of the Bachelor of Primary Education Studies for Ontario.

Objectives:

Upon successful completion of this subject, students should:

* be familiar with the Ontario expectations for mathematics in the primary/junior division as articulated in The Kindergarten Program and The Ontario Mathematics Curriculum, Gr. 1-8;
* have developed understandings of the way in which children acquire mathematical concepts, particularly the way in which children construct their own mathematical knowledge;
* have developed a theoretical model of mathematics education and the processes of mathematics learning;
* be able to understand the learning processes through which young children develop mathematical concepts;
* be able to create learning environments that are relevant, realistic, richly situated and authentic;
* be able to plan and implement instructional strategies appropriate to the teaching of mathematics content areas;
* be able to develop appropriate assessment strategies which meet the needs of all learners;
* be able to appraise children's skills in basic mathematics and remediate as appropriate; and
* be able to appreciate the relevance of a range of information and communications technologies in relation to mathematics education.

Syllabus:

The subject will cover the following topics:

1 The Curriculum a. The Ontario expectations for mathematics in the primary and junior division as articulated in The Kindergarten Program and the Ontario Mathematics Curriculum, Gr. 1-8 2 How do children develop mathematical knowledge? a. Understandings of the way in which children acquire mathematical concepts, particularly the way in which children construct their own mathematical knowledge b. Appropriate learning processess through which children develop mathematical concepts 3 A theoretical model of mathematics education and working mathematically a. Constructivism b. Working mathematically: the processes of mathematics 4 Teaching and learning mathematics a. Creating learning environments that are inclusive, relevant, realistic, and authentically situated b. The teaching and learning cycle c. Planning mathematics lessons d. Instructional strategies appropriate to the teaching of mathematics content areas e. Assessment strategies which meet the needs of all learners f. Special needs in mathematics and how to create an inclusive environment 5 Mathematical content strands a. Number Sense and Numeration b. Geometry and Spatial Sense c. Measurement d. Data Management and Probability e. Patterning and Algebra 6 The relevance of a range of information and communications technologies in relation to mathematics education.

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