- exploring the interconnection of big ideas, key concepts, overall expectations, and enduring understandings in mathematics education
- exploring the role that instructional strategies play in addressing math anxiety, avoidance, and phobia
- knowing the possible range of student responses to problems, error analysis, choosing effective models for specific instructional purposes and developmental levels).
- deepening understanding of curriculum planning, differentiated instruction and universal design in the planning of learning experiences in 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 the central role of mathematical process expectations and embedding them in instruction
- teaching through problem-solving that utilizes multiple entry points that allow for a variety of solutions
- understanding and implementing formative and summative assessment
TBA. The textbook for this course will be updated effective the Winter 2022 semester.
- Hold a “Certificate of Qualification” showing basic qualifications in two divisions, i.e. Primary, Junior, Intermediate, or Senior.
- "Certificate of Qualification" must be in good standing.
- An acceptable university degree
Important Notice: While we endeavour to be as accurate as possible while reviewing your qualifications for courses in our program, the Faculty of Education bears no responsibility for ensuring you have met the qualifications as per the guidelines of the Ontario College of Teachers. It is your responsibility to learn which prerequisites you will need. https://www.oct.ca/members/additional-qualifications/prerequisites