CONT931: Teaching Mathematics in BC Secondary Schools

Course Schedule

Registration will remain open until 4pm EST on the posted registration deadline date.

Course Description

Is mathematics made up more of nouns (e.g., fractions, polynomials, and trigonometric functions) or verbs (e.g., wondering, visualizing, and justifying)? Your answer to this question and your beliefs about teaching and learning shape your practice.

There has never been a more exciting time to be a math teacher! Sharing resources and insights—via books, blogs, videos, podcasts, and social media--is commonplace. Isolation is no longer the norm.

 In this course, you will read or listen to and discuss or apply ideas from current leaders in mathematics education, including those from BC. Through journal reflections, discussion posts, collaborative tasks, culminating assignments, and highly engaging math problems, you will be an active participant in experiences that will be meaningful to you in your classroom.

 You will build your capacity to engage all your students in reasoning, problem-solving, and discourse. You will put effective mathematics teaching practices into action, such as selecting and implementing tasks, using representations, making connections, encouraging and orchestrating discussions, building procedural fluency from conceptual understanding, and assessing what students know and can do.

 In this course, you will have the opportunity to

• recognize that learning effective mathematics teaching actively engages all students in solving and discussing accessible and challenging tasks to help them make sense of and develop positive dispositions toward mathematics
• understand quality assessment gathers and makes use of evidence from multiple sources to get feedback about where students are and where they are going in relation to content and competency learning standards
• explore how the knowledge, experiences, and backgrounds of your students help them make math-to-math, math-to-world, and math-to-self connections
• discover that procedural fluency is multifaceted and is built on a foundation of conceptual understanding
• implement teaching practices that optimize learning when students are solving problems collaboratively
• orchestrate meaningful and coherent class discussions that position students as “authors” of mathematics
• gather, interpret, and use evidence of student learning from conversations, observations, and products to inform and improve teaching and learning

Application Requirements

Courses and Post-Graduate Certificates are approved by TQS for Category Upgrade. If you would like these courses to be used towards Category Upgrading, you must have a valid BC Teacher Certificate.

ECEs, EAs, and other education professionals are welcome to take the courses without Certification.

Course Materials

All resources available online.

Accommodations

Applicants who require accommodations for a specific learning need (e.g., learning disability) within their AQ/ABQ course, should click here for further information and support.

Have a question? Contact us!

Refund Schedule

If you drop a course:

1. by the midpoint of the course, you will receive 100% of your course fee.
2. after the midpoint, before the end of the course, you will receive 50% of your course fee.

For more about our refund policies, visit our Fees & Refunds page.