### Course Description

Admission to the course is cost-free for the learner. In addition, materials associated with the lessons have been provided at no cost to the learner. The course is self-paced and each lesson is put together to be completed in approximately 2 hours. The lessons are presented in the form of reading materials, images and short videos.

Learners are not required to sit an exam, but questions are included at the end of each lesson. The questions are meant to help the learner have a better understanding of the material that was discussed and to stimulate further discussion of the issues.

### Course Outline

**Lesson 1: Mathematics in Society -**In this lesson, the subject of mathematics in society is considered as a powerful educational tool. The discussion highlights how mathematics is at the core of most of the sciences in our modern world, and critical for key competencies for the 21st Century. The materials presented aim to provide inspiration for students to learn mathematics.

**Lesson 2: Effective Mathematics Instruction -**In this lesson, the notion of effective mathematics instruction is explored. Practices that may help achieve an effective mathematics instruction are considered. The lesson provides the opportunity to augment the learner’s knowledge of strategies and activities for improving mathematics teaching and learning. The focus is also on providing support for understanding the notion of effective mathematics instruction in the 21st century.

**Lesson 3: Principles Underlying Effective Mathematics Instruction -**Lesson 3 discusses some basic principles of teaching and learning mathematics. The lesson provides guidance for improving instructional decisions in mathematics. It is also an opportunity for the learner to leverage the knowledge provided to make the classroom a rich environment for mathematics.

**Lesson 4: Effective Mathematics Environment -**Lesson 4 gives more insights into what makes mathematics instruction effective considering teaching and learning processes in the classroom. Examples are considered to highlight instances where certain instructional decisions teachers take in the mathematics classroom may be deemed less or more effective.

**Lesson 5: Assessment, evaluation and differentiation in Mathematics -**In this lesson, the learner is provided with information on how to efficiently use assessment in lessons and understand how to differentiate with the help of different assessment techniques. Three purposes of assessment are considered, to enable the learner to better understand students and help them on their learning path.

**Lesson 6: Inquiry and Problem-Based Learning and Teaching in Mathematics -**Lesson 6 discusses Inquiry and Problem-Based Learning and look at the key characteristics of each learning format. The role of the teacher in Inquiry-Based Learning (IBL) and Problem-based Learning (PBL) is explored, and how these strategies encourage student engagement and problem-solving are examined.

**Lesson 7: Integrating Mathematics with Other Subjects -**This lesson covers the importance of teaching mathematics in a cross-curricular manner. Ways to teach mathematics using subjects such as art, science, and language are considered. The information presented is an opportunity for the learner to develop new ways to support students in ways that will enhance their learning and make mathematics fun and more meaningful.

**Lesson 8: Addressing the Fear of Mathematics Among Students, Parents and Teachers -**Lesson 8 examines ways to address student mindsets, identify the root problem of fear, and ways to reframe the problem of fear into an opportunity. The lesson also explores ways to identify and provide support to students outside of the classroom as well as ways to best engage with their support system.

*As part of our research on professional learning for educators, we collect data about the user experience in these courses. Research ethics clearance for the project “Face-to-Face and On-line Professional Development for Educators: Impact on Practice” (file #5003) has been provided by the Research Ethics Board of Wilfrid Laurier University, Waterloo, Canada. By registering for a course, you provide consent to the use of your data for this research project. No aspect of your participation will cause any harm or discomfort. All data will be securely stored and only used with identifying information removed and in aggregate form. You do not need to complete any questionnaire or questions within them to complete courses. Your participation will benefit research on how to most effectively support professional learning for educators globally. If you have any questions, please do not hesitate to contact the primary investigator, Dr. Steve Sider (ssider@wlu.ca).*