Credit units: 3
Offered: Either Term 1 or Term 2
Weekly hours: 3 Lecture hours
Department: Curriculum Studies
In this course, teacher candidates will be introduced to approaches and experiences for observing and scaffolding Prekindergarten through Grade 3 children’s understanding in mathematics knowledge, concepts, and processes. Attending to the contexts of family, community, and school, teacher candidates will develop an understanding of classroom environments that support young children’s exploration of mathematics through invitations and provocations using intelligent materials and loose parts to promote creative and logical thinking. Using a constructivist approach, teacher candidates will gain facility with a variety of strategies to help students engage in the exploration of mathematics with deeper understanding. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students may receive credit for only one of ECUR 312, 314, and the combination of 311 and 316.
Upcoming class offerings
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