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EDU165 Mathematics Primary and Junior Part 1 (0)

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 Location

Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EDU165
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionSY/USOntario School of Education

Enrolment restrictions

Ontario College of Teachers accredited teachers only.

Learning Outcomes

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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The information contained in the 2017 CSU Handbook was accurate at the date of publication: 25 August 2017. The University reserves the right to vary the information at any time without notice.