Curriculum Guideline

Further Topics in Mathematics Teaching

Effective Date:
Course
Discontinued
No
Course Code
MSTE 5330
Descriptive
Further Topics in Mathematics Teaching
Department
Mathematics & Science Teaching
Faculty
Science & Technology
Credits
5.00
Start Date
End Term
Not Specified
PLAR
No
Semester Length
15 weeks
Max Class Size
28
Contact Hours
Seminar: 3 hours per week Online: 3 hours per week
Method Of Instruction
Seminar
Hybrid
Methods Of Instruction

This course will be run in a seminar format.  Participants will be required to pre-read materials in order to prepare for in-class discussion of the issues.  Discussion will take place both face-to-face during scheduled class times and online via discussion groups.

Course Description
Building on the examination of the BC mathematics curricula in MSTE 5130, students will further explore emerging trends and topics in mathematics teaching. Students will develop techniques for implementing new curricula and gain confidence with technology. They will explore and build strategies for modeling computational thinking in mathematics and across the K-8 curricula.
Course Content

Topics will be chosen by the instructor in consultation with students from the following:

  • Coding and programming
  • Computational thinking
  • Geometry (and applications) via technology
  • Data analysis
  • Student assessment
  • Aboriginal mathematics
  • Problem solving
  • History of mathematics
  • Infographics
  • Other topics chosen by the instructor
Learning Outcomes

Throughout this course, students will:

  • Continue to apply mathematical knowledge and critical thinking skills to facilitate evaluation of varieties of approaches to teaching mathematics, in order to better facilitate children’s development of both conceptual knowledge and procedural skills as begun in MSTE 5130.
  • Design activities for elementary and middle school students that foster mathematical "habits of mind".
  • Develop techniques for encouraging mathematical thinking and modeling across the curriculum.
  • Demonstrate familiarity with Science, Technology, Engineering, and Mathematics (STEM) promotion in an elementary or middle school classroom.
  • Apply technology effectively in a mathematics classroom.
  • Develop presentation techniques using traditional and technological media.
Means of Assessment

Evaluation will be carried out in accordance with Douglas College policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation will be based on the following:

Seminar participation 0-20%
Weekly online postings/responses 0-20%
Presentations 0-20%
Assignments (e.g. journal, lesson plans, projects, web research, problem-solving, book review) 40-70%
Textbook Materials

Consult the Douglas College Bookstore for the latest required textbooks and materials. Example textbooks and materials may include:

  • Van De Walle, John A (2007). Elementary and Middle School Mathematics, Teaching Developmentally.  New York: Pearson Education, Inc.
  • Easterday, K.E, Henry, L.L. and Simpson, F.M. (1999). Activities for Junior High School and Middle School Mathematics.  Reston, Virginia: NCTM, Inc.

 

Prerequisites
Corequisites

None

Equivalencies

None