List of preapproved courses (K6)*
The eligible courses have been grouped on two lists as K6 and 712 for ease of navigation only. A bursary applicant may choose a course from either list, regardless of teaching assignment. Some courses appear on both lists.
*If you are interested in participating in a course not on the current list of choices, please email the STELLAR Program Coordinator at STELLAR@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 preapproved 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 indepth study of Patterns and Algebra across grades 410, 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 indepth study of number (whole numbers, integers, fractions, and decimals) across grades 410, 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 indepth study of 2 and 3dimensional Geometry across grades 410, 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.  
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 preeducation 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 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.  
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: PreCalculus 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. 
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, problemsolving, openended 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, problemsolving, openended 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 classroombased 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. 

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  AQMathematics (PJ)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.  
AQMathematics (PJ)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.  
AQMathematics (PJ)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 partiespécialiste 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.  
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 everincreasing 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 coinquirers, 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 inquirybased and interdisciplinary teaching and learning. Teachers are encouraged to cover to teach both breadth and depth for each subject, and to include realworld 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 AtRisk 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 nonacademic 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 responsetointervention 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. 