This course will provide an opportunity for participants to engage in discussion and critical analysis of contemporary issues in mathematics and science education. Topics may vary according to interests of the group, but will address such concerns as assessment, gender issues, learning theories and the use of technology.
Topics will vary according to the specific interests of the group, but will include consideration of issues related to: Assessment, gender, learning theories (e.g. radical constructivism, embodied cognition, learner-generated examples, cognitive conflict/misconceptions) and technology.
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.
Means of Assessment
Specific course evaluation procedures will be provided to participants in the first week of classes. Such procedures will be consistent with the Douglas College Evaluation Policy and will be formative in nature, consisting of some or all of the following:
|Weekly online postings/responses
|Assignments (e.g. journal, lesson plans, article analysis, web research, projects)
At the end of this course, successful participants will be able to:
- Describe current issues in mathematics and science education
- Use library databases and the internet to identify appropriate sources of information
- Critically analyze and discuss these issues with peers
- Present reasoned arguments in writing to support well-informed views on these issues
- Reflect on the relationship of these issues to their own practice of teaching.
- Identify particular issues in mathematics and/or science education of personal relevance and formulate a plan to address these issues through a project or project(s) that will be implemented for the MSTE 5230 course.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.