Course Description
“Unprecedented changes that are taking place in today’s world will profoundly affect the futures of today’s students. To meet the demands of the world in which they will live, students need to adapt to changing conditions and to learn independently. They will require the ability to use technology effectively and the skills for processing large amounts of quantitative information. Today’s mathematics curriculum must prepare students for their tomorrows. It must equip them with essential mathematical knowledge and skills: with skills of reasoning, problem solving and communication; and most importantly, with the ability and the incentive to continue learning on their own” (The Ontario Curriculum Grades 9-10 Mathematics, page 3).

In this course, we will examine our beliefs, knowledge and experiences in learning mathematics and examine those of educators with experience successfully teaching mathematics to diverse learners. We will do this in order to identify, analyze, and adapt our mathematics teaching practices so they support students in achieving the vision of mathematics described above. We will build on this understanding through professional readings, problem solving (both on your own and with colleagues), collaborative discussions, ongoing analysis, teacher reflection, combined with a classroom-based practicum experience. These learning experiences will provide the basis for your learning of current mathematical pedagogy, Ministry of Education policy and program, and Intermediate/Senior mathematics curriculum and program. This course supports all foundations of professional practice for the teaching profession: Teaching Practice, Ongoing Professional Development, Professional Knowledge, Leadership and the Community, and Commitment to Students.

Learning Goals
This course will provide you with the skills and knowledge to help you facilitate the learning of mathematics by intermediate / senior school students. The course seminar supplements the practicum by integrating the models of learning and instructional strategies as well as assessment strategies with the candidate’s experience in the classroom. The components of the course seminar will help you develop the confidence, resources and background knowledge that will enable you to have positive experiences within a classroom setting and provide a foundation for future professional development and research. To meet these expectations successful teacher candidates will have numerous opportunities to:
· examine and understand Ministry of Education curriculum expectations (7-12) and district school board policies and guidelines
· build theoretical understanding and foundations necessary to design, implement and assess programs for all learners
· learn to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs of all students
· create learning environments conducive to the intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral development of all learners
· access a variety of resources, including technological resources, within and beyond the educational system to enhance and support student learning
· practise integrating information and communication technology into teaching practice
· develop an openness to innovation and change
· inquire into practice through reflection, active engagement and collaboration
· examine a variety of transparent assessment and evaluation techniques to determine how well students are learning and how to provide feedback that promotes deeper learning
· identify and practise implementing co-operative learning strategies in the mathematics classroom
· familiarize self with current resources (print, electronic, and hands-on materials and technology)
· examine diversity and equity in the teaching/learning of mathematics (e.g., gender, ethno-cultural, socio-economic, age, etc.)
· identify and practise strategies for engaging students and promoting positive attitudes towards mathematics
· appreciate the role of communication and metacognition in understanding mathematics
· appreciate the changing role of the teacher of mathematics
· make connections within mathematics to other subject areas and to the world outside the classroom
· learn what research says about mathematics teaching and learning and current issues in mathematics education
· apply the Foundations of Practice (Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession) in analysing lesson plans, case studies and articles related to teaching mathematics at the intermediate / senior level

Guiding Principles for the Course
The Foundations of Professional Practice, of the Ontario College of Teachers, serve as the guiding principles for the mathematics education course. From that document, the Standards of Practice for the Teaching Profession are listed in the table below:

Standards of Practice for the Teaching Profession
Key Elements

Commitment to Students and Student Learning
· Teachers demonstrate care and commitment to students.
· Teachers are dedicated to engaging and supporting learning.
· Teachers treat students equitably and with respect.
· Teachers encourage students to grow as individuals and as contributing members of society.
· Teachers assist students to become life-long learners.

Professional Knowledge
· Professional learning is the foundation of teaching practice.
· Teachers know the curriculum, the subject matter, the student, and teaching practice.
· Teachers know education-related legislation, methods of communication, and ways of teaching in a changing world.

Teaching Practice
· Teachers apply professional knowledge and understanding of the student, curriculum, teaching and the changing context of the learning environment to promote student learning.
· Teachers conduct ongoing assessment and evaluation of student progress.
· Teachers modify and refine teaching practice through continuing reflection.

Leadership and Community
· Teachers are educational leaders who create and sustain learning communities in their classrooms, in their schools, and in their professions.
· Teachers collaborate with their colleagues, and other professionals, with parents, and with other members of the community to enhance school programs and student learning.
Ongoing Professional Learning
· Teachers are learners who acknowledge the interdependence of teacher learning and student learning.
· Teachers engage in a continuum of professional growth to improve their practice.

Course Expectations
By the end of this course, teacher candidates should demonstrate appropriate achievement in the each of the following pedagogical skills:
q knowledge of the program in mathematics as outlined in the Ontario Curriculum Grades 1-8 (2005) (Grades 7 & 8 only); Grades 9 and 10 (2005); Grades 11 and 12 (2007)
q knowledge of the curriculum expectations (overall vs. specific) and strands in relation to program planning in mathematics
q knowledge of the achievement chart categories: Knowledge and Understanding, Application, Thinking and Communication
q knowledge and ability of how to appropriately and effectively use scientific/graphing calculators and a variety of concrete/manipulative materials
q the ability to use technology and software that is appropriate in the teaching and learning of mathematics
q knowledge of and familiarity with documents that have been written to support mathematics programs at the intermediate and senior divisions
q a variety of teaching and learning strategies
q a variety of assessment and evaluation strategies
q knowledge of and ability to implement planning, teaching and assessment strategies appropriate to the needs and interests of a diverse population of students at the intermediate and senior levels
q the ability to locate, select and/or modify and/or develop appropriate teaching materials and assessment tools
q personal philosophy for the teaching and learning of mathematics based on theoretical knowledge and research

Candidate Expectations: Professionalism and Active Participation
Teacher education is a professional program. Full attendance, punctuality, participation and standards of professional behaviour are mandatory. Candidates are expected to work cooperatively by sharing experiences, knowledge, ideas and resources and by providing support to each other during small and large group settings.

1. Attendance and Punctuality
Full attendance is an expected component of the program and poor attendance may jeopardize your success. You should contact your instructor before class if you cannot attend class or must be late. It is recommended to do so by e-mail . It is also recommended that you contact a colleague in such a case to be able to pick up any handouts or missed assignments. In all aspects of this program, you will be expected to be on time; lateness disrupts the flow of the class.

2. Completion of assignments on time
It is expected that all assignments will be completed on time meeting all criteria outlined. Inability to comply with assigned work deadlines must be conveyed to your instructor in advance of the due date. Unexcused late assignments will be penalized. If required, ask for help far in advance of due dates. Your instructor will attempt to help and guide you through any assignment if you seek advice well before the scheduled deadline.

3. Consideration of others
Talking at tables during presentations and class discussions is distracting to the speaker and to those around you. Please listen attentively, ask relevant questions, and participate respectfully. As a courtesy to the class, please turn off any type of audio device, beepers, pagers, and cellular phones during class.

4. Use of our WIKI
On a regular basis, I will provide information about course work through the WIKI conferencing pages. As well, special folders (conferences) will be set up for mathematics students in the Intermediate/Senior program. Therefore, all students are expected to use the WIKI for all communications among instructors and students and to upload assignments if required to do so in this manner.

Inclement Weather
In the event of severe weather conditions resulting in a cancellation of a session, a notice will be posted on the WIKI and sent to participants through e-mail by 7:30 a.m. on a Wednesday and by 11:30 a.m. any other day (that we have an afternoon class scheduled) in the event of a cancelled class.

There is no required textbook for the course. Instead, several resource documents and other paper handouts will be provided. It is also highly recommended that candidates make arrangements with a local secondary school, library or bookstore to obtain one copy of each current mathematics textbooks used in Grades 9 through 12 that was written after 1999 and most recently revised textbooks would be dated 2006. Other resources that can be used for this course are available in the OISE/UT library. Lists of relevant resources are provided in the attached appendix at the end of this document.

Framework for Seminar Sessions

All classes focus on these learning goals:
· Developing knowledge of mathematics for teaching (Ball, 2005) – by doing mathematics and analysing and interpreting mathematical solutions and ideas, to prepare oneself to implement problem-solving-based mathematics teaching practices
· Practising implementing problem-solving based, mathematics teaching strategies
· Integrating information and communication technology into mathematics teaching practice
· Inquiring into mathematics teaching practice by relating learning theory principles to the analysis of lesson design, lesson implementation, student responses to problems and questions.

A tentative schedule for sessions are outlined on the next pages. The content of the sessions is subject to adjustment, depending on participant’s learning needs.)