List of pre-approved courses *

*If you are interested in participating in a course not on the current list of choices, please email the Math Bursary Program Coordinator at mathbursary@gov.nl.ca with the course name and number, and the institution at which the course is offered. EDU welcomes the opportunity to add eligible courses to the list of pre-approved courses. If the course is added to the list, you will be notified by email.

*Institution*	*Course*	*Course Title*	*Description*
Acadia University	EDUC 5673	Current Research and Theory in Curriculum:Mathematics	This course is designed to examine recent research and theoretical developments in a specific subject matter area (sections will be assigned to specific specialty) and how they affect the design of instruction and curriculum. Such developments will be examined in terms of their impact on current teaching and curricular initiatives. If using the course to meet concentration requirements, the focus of the study must be in the concentration area.
	Math 1533	Mathematical Concepts	This course is designed for students planning a career in elementary education. Topics will include problem solving, logic and sets, algebra and functions, integers, rational numbers, decimals, percents, and real numbers. In this course, you'll go beyond the concepts of math to explore the reasons why particular methods are used and how they work. You'll develop a greater understanding of how mathematics can be taught.
	Math 1543	Mathematical Concepts II	This course builds upon MATH 1533 to help you become a stronger and more confident math teacher. You'll focus on understanding why we use the mathematical rules and formulas we do, and how mathematics can be looked at from a teacher's or child's perspective.
	Math 1553	Patterns and Algebra	An in-depth study of Patterns and Algebra across grades 4-10, focusing on the development and understanding of the underlying ideas. Additional focus will be placed on where student problems occur, links with other mathematics ideas, and effective teaching strategies. Science students, business students, economics students, and mathematics and statistics majors may not receive credit for this course.
	Math 1563	Number: Whole Numbers, Integers, Rationals and Real Numbers	An in-depth study of number (whole numbers, integers, fractions, and decimals) across grades 4-10, focusing on the development and understanding of the underlying ideas. Additional focus will be placed on where student problems occur, links with other mathematics ideas, and effective teaching strategies.
	Math 1573	Geometry 2D and 3D	An in-depth study of 2- and 3-dimensional Geometry across grades 4-10, focusing on the development and understanding of the underlying ideas. Additional focus will be placed on where student problems occur, links with other mathematics ideas, and effective teaching strategies.

Athabasca University	Math 100	Developmental Mathematics	This course is intended as a review of basic mathematics. It is recommended for students who need to develop a mathematical background before taking university level mathematics courses. The course is not given for university credit. Material covered includes basics of addition, subtraction, multiplication and division; fractions and decimals; ratios, proportions and percentages; basic algebra; solution of simple linear equations; graphing of equations; factoring; progressions and logarithms; basic ideas of sets; inequalities; basics of geometry and trigonometry; basics of probability.
	Math 215	Introduction to Statistics	This course gives students a working knowledge and understanding of descriptive and inferential statistics and how statistics is applied in the sciences, social sciences, and business.

Brandon University	03:760	Trends and Developments in the Teaching of Early/Middle Years Mathematics l	A methods course in teaching mathematics, or mathematics teaching experience, or permission of the Instructor.This course focuses upon recent curriculum developments in early and middle year’s mathematics. A study will be made of learning and teaching in terms of philosophical perspective, methodological and practical issues. Practical experience will be emphasized.

Lakehead University	EDUC 4725	Mathematics Primary and Junior Education Part I	This course provides you with the knowledge and skills to create a dynamic community of mathematicians in your classroom. By completing this course, you will be able to broaden your understanding of mathematical concepts and their development so that you can determine your students’ abilities and then design lessons to meet their needs.

Memorial University of Newfoundland	ED 3941	Diagnosing and Directing Learning in Primary and Elementary Mathematics	A study of the aspects of diagnosis and remediation in primary and elementary Mathematics, and of the basis for constructing and applying diagnostic techniques. The course offers an examination, development, and application of a variety of manipulative aids and assistive technology to be used in the teaching of Mathematics in the primary and elementary grades. PR: ED 3940
	ED 6630	Critical Issues in Mathematics Education	The course will be discussion oriented with invitations to take leadership roles with questions, suggestions, and organization for discussion. The intent of the course is to serve as an opening for serious discussion of mathematics. What is mathematics? Why do we teach mathematics? Why is mathematics so heavily valued in our education system? Problem solving, technology, basic skills, process, how do we address these multiple expectations for what mathematics is to represent? What does good math teaching look like? What does it mean to understand mathematics?
	ED 6634	Teaching and Learning to Solve Mathematics Problems	The course is intended to broaden the perceptions of mathematics held by the teachers and the community at large. Specifically the focus will be placed on the role of problems in mathematical learning.
	ED 6639	Technology and the Teaching and Learning of Mathematics	This course will cover a range of ways in which technology can be used in the teaching of mathematics, and the implications that emerging technologies have for the teaching of mathematics.

Mount Saint Vincent University	EDUC 2461/Math 2243	Fundamental Concepts in Mathematics	A study of fundamental mathematics concepts in the areas of numeration systems, rational and irrational numbers, number theory, geometry, probability, statistics and measurement. This course is intended primarily for pre-education students and for teachers and will not be acceptable for the mathematics major or minor.
	EDUC 5461	Curriculum and Instruction in Mathematics for the Elementary School Part I	An introductory course designed to familiarize students with the content of the elementary mathematics program, appropriate teaching strategies, mathematical models and teaching aids.
	EDUC 5462	Curriculum and Instruction in Mathematics for the Elementary School Part II	This course is a continuation of EDUC 5461. It will provide the opportunity to study in greater depth topics addressed in Part I and also to study additional topics relevant to elementary mathematics education.
	EDUC 5463	Diagnostic and Corrective Procedures in Mathematics	A study of the elementary school mathematics program and methods of instruction. Emphasis will be placed on the development of mathematical concepts and on methods of diagnosis and remediation of difficulties encountered in the learning process.
	GEDU 6160	Teaching Mathematics in the Elementary School	Canadian reforms in mathematics education in the last decade have not significantly modified the content of the elementary mathematics curriculum; it is still largely and appropriately devoted to number concepts, arithmetical operations, geometry measurement and problem solving. Rather, it is the way in which these key ideas in mathematics are to be studied at this level that has changed considerably. In particular, research in mathematics education, combined with the rise and availability of technology has shifted the focus from a “teaching for performance” approach to one of “teaching for understanding”. Consequently, the teachers’ main role now is to help children develop mathematical thinking through sense making rather than programming them into human calculators. This course in teaching elementary mathematics is an exploration into what constitutes mathematical thinking and how teachers can go about helping children develop it.
	GEMS 6401/GCRD 6336	Numeracy in the Curriculum I	An examination of the concepts of number and operations from grades primary to twelve. Research on number sense is investigated with the aim to develop classroom instruction strategies that foster students’ quantitative thinking.
	GEMS 6402/GCRD 6337	Numeracy in the Curriculum II	An examination of number concepts as they apply in the areas of measurement, probability, and statistics from grades primary to twelve. Research on these areas of application of number sense is investigated with the aim to develop classroom instruction strategies that foster students’ quantitative thinking.
	GEMS 6403/GCRD 6338	Problem Solving and Problem Posing in School Mathematics	An investigation of the literature pertaining to problem solving and problem posing in the context of mathematics learning. Students will learn about divergent and convergent thinking processes in mathematics, the integration of creativity and problem solving strategies and their place in the mathematics classroom.
	GEMS 6404/GCRD 6339	Educational Perspectives on the Nature of Mathematics	An examination of mathematics, as a form of knowledge and a teachable subject, from multiple perspectives, including philosophy of mathematics education, psychology and cognitive science, and the philosophy, history and sociology of mathematics. Students will consider implications of these perspectives for their teaching practice.
	GEMS 6426/GCRD 6326	Learning Difficulties in School Mathematics	An examination of research on mathematics anxiety, mathematics disabilities, and other learning issues. The course provides an opportunity to use existing tools or to develop specific instruments for determining problematic areas and to plan appropriate teaching strategies.
	GEMS 6427/GCRD 6327	Interdisciplinary Study of School Mathematics	An examination of research on the learning of mathematics in the context of other subject areas, or other fields of applications. This course provides an opportunity to study mathematical experiences that offer meaningful and authentic connections to various topics of educational interest.
	GEMS 6428/GCRD 6328	Pedagogical Approaches in School Mathematics	An examination of pedagogical approaches in mathematics education. Research on techniques beyond direct instruction is investigated with the aim to develop an extensive pedagogical toolbox of strategies for teaching mathematics. While mathematical content is not the major emphasis of the course, it is often the vehicle for discussion of the pedagogical approaches.
	GEMS 6429	Curricular Topics in Elementary and Middle School Mathematics	An examination of current perspectives in mathematics education regarding content knowledge at the elementary and middle school levels. Areas to be reviewed include research on students’ development of quantitative, algebraic, spatial, and statistical reasoning.

*Simon Fraser University*	Math 190	Principles of Mathematics for Teachers	Mathematical ideas involved in number systems and geometry in the elementary school curriculum. Overview of the historical development of these ideas, and their place in contemporary mathematics. Language and notation of mathematics; problem solving; whole number, fractional number, and rational number systems. Plane geometry, solid geometry, metric geometry, and the geometry of the motion. Introduction to probability and statistics. Prerequisite: Pre-Calculus 11 or Foundations of Mathematics 11 (or equivalent) with a grade of at least B, or SFU FAN X99 course with a grade of at least C, or achieving a satisfactory grade on the Simon Fraser University Quantitative Placement Test. Intended to be particularly accessible to students who are not specializing in mathematics.

*St. Francis Xavier University*	EDUC 554	Assessment for Teaching Students with Learning Challenges 2	In this course, participants will learn about evidence-based approaches to the assessment of numeracy skills in diverse learners, including culturally-responsive practices. They will critically appraise the advantages, limitations, effectiveness, and fairness of varied assessment methods, including formative, summative, and diagnostic assessments. Participants will learn how to administer, interpret, and utilize a Level B mathematics assessment in educational programming for diverse learners.

Thompson Rivers University	Math 1901	Principles of Mathematics for Teachers	This course is primarily for students who wish to enter an Elementary Teaching program. The course emphasizes conceptual understanding of elementary mathematical methods and ideas. Topics include numbers, operations, proportional reasoning, number theory, algebra, geometry, measurement, data analysis, and probability.

Trent University	EDAQ A4369E	Mathematics Primary and Junior Part 1	This course will empower teachers with essential mathematical pedagogy, content knowledge and the confidence required to help students extend and formalize their understanding of mathematical concepts. In a supportive and collaborative online learning community, course participants will examine curriculum expectations, understand how concepts build upon each other throughout the grades and connect to the cognitive development of young learners. Throughout the course, teachers will explore a wealth of current resources, effective instructional strategies and best practices. This course will foster teacher efficacy and comfort in the math classroom by equipping teachers with a greater understanding of mathematics instruction through inquiry, problem-solving, open-ended investigations, technology and a variety of assessment practices.
	EDAQ A4370E	Mathematics Primary and Junior Part 2	Extend your math skills by taking this Part 2 course. This course offers primary and junior teachers opportunities to explore math practices and resources in today's math classrooms. Taking a closer look at inclusive teaching and learning, teachers will fous on best practices for helping all students learn. This course will be of interest to teachers who are looking to acquire and examine specific strategies and resources that will assist them in pursuing more advanced math learning in the classroom. Participants will have opportunities to reason mathematically, reflect, communicate and apply their learning through practical learning. Throughout the course, teachers will explore a wealth of current resources, effective instructional strategies and best practices.
	EDAQ A4371E	Mathematics Primary and Junior Specialist	This course is designed for a teacher looking to take on a math leadership role. It will empower teachers with essential mathematical pedagogy, content knowledge and the confidence required to help students and education communities extend and formalize their understanding of mathematical concepts. In a supportive and collaborative online learning community, course participants will examine curriculum expectations, understand how concepts build upon each other throughout the grades and connect to the cognitive development of young learners. This course will foster teacher efficacy and comfort in the math classroom by equipping teachers with a greater understanding of mathematics instruction through inquiry, problem-solving, open-ended investigations, technology and a variety of assessment practices.

University of Alberta	EDEL 516	Contemporary Issues in Elementary Mathematics Education	This course explores contemporary issues related to the teaching and learning of mathematics in elementary schools. Aspects of theory, research, policy and practice are examined.
	EDEL 517	Classroom Based Research in Mathematics	Current issues in teaching and learning mathematics will be examined through classroom-based research and practice. Classroom events, mathematical tasks, and student work will be used as sites for critique, inquiry and investigation into theory and practice of teaching mathematics to children.

University of Calgary	EDER 689.82	Learning Mathematics: Current Perspectives	Introductory systematic study of research and issues focused on various areas of the school curriculum.
	EDER 689.83	Teaching Mathematics	Introductory systematic study of research and issues focused on various areas of the school curriculum.
	EDER 689.88	Mathematical Learning: Design and Implementation	With the emergence of new insights into the complexities of individual learning and collective knowledge production, new strategies have been developed for the design of learning opportunities—tasks, lessons, units, projects—and the interpretation of student performances in mathematics. This course will look at some of those strategies (e.g., lesson study), the theories that support them, and the sorts of products and performances they foster. Participants will engage in collaborative and iterative approaches for developing and implementing effective mathematics learning and will plan for gathering and analyzing artifacts of student learning including the implications for assessing such learning (formative and summative assessments) and using assessment to further inform practice.
	EDER 689.98	Mathematical Knowledge for Teachers	Introductory systematic study of research and issues focused on various areas of the school curriculum.

Université de Moncton	EDDP 3842	Didactique des mathématiques au primaire I	Étude du processus d'enseignement-apprentissage en mathématiques au primaire. Buts poursuivis en relation avec les orientations contemporaines de l'enseignement et de l'apprentissage des mathématiques au primaire. Analyse de programmes et de ressources didactiques. Élaboration et réalisation d'un scénario d'apprentissage en mathématiques au primaire en tenant compte des besoins diversifiés des élèves.
	EDDP 4842	Didactique des mathématiques au primaire II	Approfondissement de différents éléments didactiques théoriques. Étude des obstacles et des difficultés liés à l'apprentissage des mathématiques au primaire et interventions adaptées aux besoins des élèves. Évaluation formative et sommative des apprentissages en mathématiques.

Université de Montréal	DID 1342	Didactique des mathématiques	Résolution de problèmes. Exploration, raisonnement et preuve. Modélisation et simulation Probabilités et statistique. Situations didactiques.

University of Nebraska	Math 800T	Mathematics as a Second Language	This course will help strengthen student achievement by focusing on the development of “habits of mind of a mathematical thinker”. The approach is to understand arithmetic (number) and (introductory) algebra as a means of communicating mathematical ideas, and will stress a deep understanding of the basic operations of arithmetic, as well as the interconnected nature of arithmetic, algebra and geometry relating to the grades 3-7 curriculum. Not open to high school teachers.
	Math 802T	Functions, Algebra and Geometry for Middle-Level Teachers	This course is designed to help middle-level math teachers gain a deep understanding of the concept of function and the algebra and geometry concepts taught in the middle-level (through early high school) curriculum. Participants also will study measurement with an emphasis on length, area and volume.

University of New Brunswick	ED 5424	Teaching Mathematics in Elementary School	Focus on appropriate methodology for teaching mathematics at the elementary school level. Students must demonstrate an adequate mastery of the mathematics content underlying the curriculum prior to completion of this course.
	ED 5840	Teaching Mathematics in the Early School Years	The study of number relationships and approaches to developing number sense in children and adults.

University of Ottawa		AQ-Mathematics (P-J)-Part 1	Overview of theory and practice in mathematics education in the primary and junior divisions; analysing current Ontario curriculum, policies and guidelines; overview of program design, implementation and assessment; study of basic concepts in mathematics; learning how to provide inclusive and equitable learning environments; integrating information and communication technology.
		AQ-Mathematics (P-J)-Part 2	Examination of theory and practice in mathematics education in the primary and junior divisions; study of current Ontario curriculum, policies and guidelines; examining fundamental concepts in mathematics; studying learner development; accessing and evaluating resources; reflecting on current research and its implications for classroom practice; integrating information and communication technology.
		AQ-Mathematics (P-J)-Specialist	Focus on leadership skills in mathematics education in the primary and junior divisions; facilitating implementation of current Ontario curriculum, policies and guidelines; designing, implementing and assessing programs; designing inclusive and equitable learning environments; facilitating establishment of collaborative educational networks; identifying, accessing and evaluating resources; developing strategies for facilitating integration of technology.
Université d’Ottawa		QA - Mathématiques cycle primaire et moyen, partie I	L’objectif du cours est d’explorer de façon critique et d’améliorer les pratiques professionnelles, les pédagogies critiques, les connaissances et les compétences, tel qu’énoncé dans le cours Mathématiques (cycles primaire et moyen). Cette 1re partie de la formation menant à la qualification additionnelle Mathématiques (cycles primaire et moyen), utilise une approche critique et pédagogique pour explorer, de façon holistique et intégrée, les fondements théoriques, les théories de l’apprentissage, la planification, l’élaboration et la mise en œuvre des programmes, la conception et les pratiques pédagogiques, la mesure et l’évaluation, le milieu d’apprentissage, la recherche et les aspects éthiques dont il faut tenir compte dans l’enseignement et l’apprentissage à tous les cycles. Les participants renforcent ainsi leur efficacité professionnelle en approfondissant leurs connaissances, en améliorant leur jugement professionnel et en acquérant de nouvelles connaissances pour perfectionner leur pratique.
		QA - Mathématiques cycle primaire et moyen, partie II	Le cours a pour objectif d’améliorer de façon critique et collaborative l’efficacité professionnelle et les pratiques de leadership émancipateur ainsi que d’œuvrer à l’avancement des connaissances en favorisant des cultures de réflexion et de questionnement critiques dans le cadre du cours de mathématiques aux cycles primaire et moyen. La 3e partie-spécialiste utilise une approche critique et pédagogique pour explorer, de façon holistique et intégrée, les fondements théoriques, les théories de l’apprentissage, la planification, l’élaboration et la mise en œuvre des programmes, la conception et les pratiques pédagogiques, la mesure et l’évaluation, le milieu d’apprentissage, la recherche et les aspects éthiques dont il faut tenir compte dans l’enseignement et l’apprentissage à tous les cycles. Les participants renforcent ainsi leur efficacité professionnelle en approfondissant leurs connaissances, en améliorant leur jugement professionnel et en acquérant de nouvelles connaissances pour perfectionner leur pratique.

*Université Saint Anne*	PEDA 3853	Didactique des mathématiques à l'élémentaire	Dans une perspective constructiviste et dans des situations de vécu, l'étudiant développe ses habiletés de communicateur; il apprend à planifier, à présenter, à évaluer des activités d'apprentissage portant sur le programme de mathématiques adapté aux élèves de l'élémentaire; il enrichit ses connaissances dans la matière; il réfléchit sur les éléments pertinents de la pédagogie des mathématiques de l'élémentaire.
	PEDA 3863	Didactique des mathématiques à l'élémentaire II	Suite au cours PEDA 3853 (théorie constructiviste, matériel didactique manipulatoire, méthodes de préparation, textualisation, transposition didactique, protocoles didactiques, etc.), PEDA 3863 traite des obstacles (d'ordre épistémologique, historique et didactique) reliés à l'apprentissage de concepts particuliers comme la fraction, le nombre décimal, les algorithmes, la résolution de problèmes, etc.

Upper Iowa University	EDU 253	Mathematics for Elementary and Middle School Teachers	This course incorporates the use of a problem-solving approach in the development of mathematical topics relevant to the K-8 elementary school teacher. Topics will be selected from the following: sets, functions and logic, numeration systems and whole numbers, integers, rational numbers, number theory, decimals, probability and statistics, geometry and concepts of measurement. This course is recommended for anyone who will be teaching mathematics in grades K-8.
	EDU 533	Math Daily 3	This is aimed at providing students with a foundational understanding of Math Daily 3. It is the only Math Daily 3 course approved by The 2 Sisters, Gail Boushey and Joan Moser. Emphasis will be placed on Math Daily 3 research-based instructional practices along with materials, methods, and skills used to teach students math in grades K-6. Components examined include: classroom design, brain research, motivation in teaching and learning, developing student independence, organizing student data, brief and detailed focused lessons, and differentiation in the mathematics classroom. Upon completion, practitioners will have the knowledge to successfully implement the Math Daily 3 framework in their own classrooms.

Queen's University	CONT542	Mathematics Primary and Junior, Part I	The goal of this course is to broaden your understanding of what it means to be mathematically literate and to learn how to develop this type of literacy in all your students.
	CONT543	Mathematics Primary and Junior, Part 2	This course is a journey to empowerment. You will deepen your knowledge and understanding of mathematics, acquire a greater understanding of how children learn mathematics, and learn to employ new strategies and techniques that support a constructivist approach.
	CONT544	Mathematics Primary and Junior Specialist	The primary focus of Mathematics in Primary/Junior Specialist is to learn to view elementary mathematics from a leadership perspective while strengthening your mathematical knowledge and understanding. Hopefully you will sense a balance between the two topics and conclude that both leadership in mathematics and a solid background in mathematics are equally important.
	CONT930	Teaching Mathematics in BC Elementary Schools	Are you ready to critique current practices for teaching Math in BC Elementary schools without engaging in math wars? While BC’s New Curriculum for instruction and assessment has left some lingering questions, math’s ever-increasing importance for the 21st century student remains undisputed. In this course you will learn how to work with the New Curriculum, strengthen student successes, discover approaches to assessment, revive your school’s math culture, provide math resources to parents, and make math class fun.
	CONT932	Leadership in Mathematics	This course will critically explore the professional identity and practices associated with teachers as co-inquirers, scholars, researchers, and leaders in mathematics instruction. You will work with course colleagues to create a network of support to develop initiatives in mathematics based on best practices. You will use data to identify a need in the mathematics program in your school community, develop plans for an initiative or a professional learning opportunity to address the need, marshal resources, and communicate the need and the plan to the broader community. You will gain a more complete understanding of the principals of leadership and how you can apply them to deepen your students’ learning in math as you work with school administration and the community.
	CONT933	Using Technology to Teach Mathematics	With recent changes to the BC curriculum, there is a shift towards more inquiry-based and interdisciplinary teaching and learning. Teachers are encouraged to cover to teach both breadth and depth for each subject, and to include real-world connections and 21st century skills. In this course, you will learn ways that technology in mathematics can be used to make your own teaching stronger and more effective (and efficient!). You will learn how to evaluate and justify technological applications and the difference between meaningful learning through technology and simple enhancements. You will create and share resources that can be adapted and used for multiple grades and units. You will learn how to teach students about technology through technology. Most importantly, you will become more comfortable and proficient in these areas yourself. Whether you are a novice or an expert, you will learn and become a stronger and more relevant math teacher.
	CONT934	Mathematic Strategies for At-Risk Students	All teachers have that moment when a student says “I hate math,” and what they really mean is “I don’t understand this and it’s hard. I’m behind before I start!” This course is designed to extend your knowledge of mathematics instruction to apply to students at risk of being unsuccessful in mathematics programs. The course explores learning theories and current perspectives on teaching mathematics as well as non-academic issues related to student success in mathematics. We will look at the practice of backward planning with Universal Design for Learning as well as the implementation of a response-to-intervention model. This course provides the foundational understanding to assess and implement differentiated programs for students at risk in mathematics. The course focuses on structuring programs to meet the unique needs of students, addressing factors like exceptionalities, behaviours, and motivation. Through coursework and discussions with peers, the candidate will build a repertoire of tools and strategies to change the pathway for the students at risk of being unsuccessful.

York University		Mathematics Primary and Junior, Part 1	The Primary/Junior Mathematics Part 1 Additional Qualification Course will engage you in a process of inquiry to explore and develop a life-long-learner mindset for teaching and, specifically, for instruction in mathematics. Using a multiple lens of mathematical processes, lesson study, flexible thinking, and multiple representations, you will examine the pedagogical content knowledge of the curriculum strands Number Sense in Counting as well as Quantity and Whole Number Operations. The summative task for this course is the creation of a mini-unit focused on embedding mathematical processes, observations, and conversations as pre/post/and ongoing assessment, after which, you will assess successes and next steps from the results of teaching the unit.
		Mathematics Primary and Junior, Part 2	The Primary/Junior Mathematics Part 2 Additional Qualification Course will engage you in a process of inquiry to explore and develop a life-long-learner mindset for teaching and, specifically, to take you from what you learned in Part 1 to the next level of expertise for instruction in mathematics. The course embeds proportional/ relative thinking and spatial reasoning in all strands. Using the multiple lenses of big ideas, cultural diversity, and lesson study, you will examine the pedagogical content knowledge of the curriculum strands in Number Sense (proportional reasoning, fractions, decimals), Geometry and Measurement. Further, you will collaboratively create a guide to the most challenging part of mathematics instruction: the debrief. The summative activity for the course is to further develop the entire process of design-down planning by pre-assessing through sample conferencing and other methods the planning, delivery, post-assessment and analysis of the results of a study unit.
		Mathematics Primary and Junior, Part 3 Specialist	The Primary/Junior Math Specialist Additional Qualification Course will engage you in the overall goal of using a process of inquiry to take your lifelong learner mindset in teaching to the next level of expertise by assuming a leadership role in mathematics’ instruction. Using the lenses of big and bigger ideas; threshold concepts and troublesome knowledge; and, the lens of algebraic reasoning added to the lens of spatial and proportional reason, you will examine the pedagogical content knowledge of the curriculum strands of Patterning and Algebra and Data Management and Probability. You will also choose areas of interest, controversy, or future directions in mathematics’ instruction for conducting research through academic and classroom experience. With the candidate group, you will facilitate and participate in discussion on the chosen area/topic through online and/or onsite dialogue. The summative activity for the course is the creation of at least one professional-development activity/experience in mathematics for use with peers. This endeavour will include research on colleagues’ needs and ideas as well as examination of academic research and consultation with the Instructional Leader (IL).