Primary and Junior Part 1

Mathematics Primary and Junior Part 1 will provide participants with a strong foundation and understanding of how children acquire mathematical skills and understanding. Mathematics is a complex, meaning-making process that is fundamental for ongoing learning and student success. Teachers will develop skills to recognize the varying experiences and strategies that students use in exploring mathematical situations, in order to modify their instructional and assessment practices.

This course will focus on mathematics instruction that is based on sound research and effective classroom practice. Teachers will develop an understanding of student development and learning, and consider how this that relates to appropriate mathematics instruction. Teachers will examine how mathematically based opportunities should occur across the curriculum with different types of texts and strategies. Teachers will learn how to provide the opportunities for students to interact with a variety of problem-solving opportunities in a rich learning environment.

The course is open to all elementary and secondary school teachers who have one of the following basic qualifications: primary, junior, intermediate or senior division.

Module 1: Setting the Math Context
Module 2: High-Impact Instructional Practices in Mathematics
Module 3: Working with Curriculum Expectations in the Number Strand
Module 4: Algebra, Data, Spatial Sense and Financial Literacy

Primary and Junior Part 2

Mathematics Primary and Junior Part 2 explores the theoretical foundations, the development of learners, program planning and implementation, assessment, the learning environment, and ethical considerations related to teaching and learning across divisions.

The course also leads participants in:

• Applying the theory of constructivism as it relates to the teaching of mathematics
• Deepening an understanding of the factors that influence changes in the teaching of mathematics
• Applying the interconnection of big ideas, key concepts, overall expectations, and enduring understandings in mathematics education
• Applying instructional strategies to respond to math anxiety, avoidance, and phobia
• Applying current research (for example, knowledge of mathematics for teaching, knowing the possible range of student response to problems, error analysis, choosing effective models for specific instructional purposes and developmental levels)

The course is open to all elementary and secondary school teachers who have one of the following basic qualifications: primary, junior, intermediate, or senior.

Module 1: Setting the Context for our Mathematics Journey
Module 2: Components of Math Class: Big Ideas, Math Anxiety, Tools and Technology
Module 3: Engaging All Learners
Module 4: Mathematics in Action

Primary and Junior Specialist Mathematics

Primary/Junior Specialist explores the theoretical foundations, the development of learners, program planning and implementation, assessment, the learning environment, and ethical considerations related to teaching and learning across the divisions.

The course also leads participants in:

• Providing leadership in the understanding and application of conceptual frameworks for Mathematics, Primary and Junior
• Demonstrating leadership in implementing current Ontario curriculum and government policies relevant to the teaching and learning of Mathematics, Primary and Junior
• Assisting colleagues to reflect on teaching practice and to engage in professional dialogue on the relationship of theory and practice in the teaching of Mathematics, Primary and Junior
• Facilitating understanding and application of the role of metacognition in mathematics
• Providing leadership in the application of the theory of constructivism as it relates to the teaching of mathematics
• Facilitating the exploration of factors that influence changes in the teaching of mathematics
• Facilitating the exploration of the interconnection of big ideas, key concepts, overall expectations, and enduring understandings in mathematics education
• Providing leadership in the application of instructional strategies to respond to math anxiety, avoidance, and phobia
• Sharing with others the knowledge and application of current research (for example, knowledge of mathematics-for-teaching, knowing the possible range of student responses to problems, error analysis, choosing effective models for specific instructional purposes and developmental levels)

The course is open to all elementary and secondary school teachers who have one of the following basic qualifications: primary, junior, intermediate, or senior division.

Module 1: Setting the Context for Mathematics Leadership
Module 2: Supporting All Learners in Mathematics
Module 3: Setting the Context for Mathematics Learning
Module 4: Tools and Representations; Sharing our Leadership Learning