S ?
    .
    COURSE NUMBER: EDUC. 475-04
    COURSE NAME:
    ?
    Designs for Learning: Mathematics
    (Elementary)
    SEMESTER: ?
    Summer/1974 (Intersession)
    CALENDAR DESCRIPTION
    - Planning for learning; creating learning environments; developing
    teaching strategies and materials.
    COURSE INFORMATION
    Instructor
    ?
    Dates ?
    Day(s) ?
    Time(s)
    Prof. J. Trivett
    ?
    May 6 - June
    114
    ?
    T, R ?
    1:00 - 5:00 p.m.
    This course is for Professional Development Program students who
    expect to teach mathematics from K through 7th grade!.
    Main concerns will include a study of topics essential to any
    elementary mathematics programme and how to communicate these
    best to children with relevancy and joy.
    Since the curriculum changes in 1972 we can with pleasure quote
    the B.C. guide:
    It
    Before any formal mathematics can be under-
    stood there must be a wealth of manipulative
    experiences through which concepts and relations
    are understood at an intuitive level. Mathematics as
    a discipline, as a formal structure, must be built
    upon asound foundation of concrete experiences."
    We shall approach the task through the 'subordination of teaching
    to learning' using the powers and gifts which all participants
    bring to every lesson. That guarantees much growth and the
    acquisition of changed attitudes which many of us may not have
    previously experienced!
    /kg
    . ?
    .
    DESIGNS FOR LEARNING - MATHEMATICS
    ?
    Ed. 475-04
    ?
    J.V. Trivett
    With the recent authorisation of four texts by the B.C.
    Department of Education, together with the fresh breeze
    that seems to be blowing across the educational scene
    in this province, great progress is expected in the teach-
    ing and learning of mathematics during the next few years.
    It is in this setting that this course will aim at help-
    ing elementary school teachers as well as university
    students interested in the teaching of mathematics to
    translate into secure knowledge and classroom practice
    some of the trends which have been hesitatingly tried
    by a few in recent years.
    • ?
    The creative use of manipulative aids
    • ?
    Computation made easy and delightful
    • ?
    Scope and sequences
    • ?
    Blends of group work with the needs of each individual
    • ?
    Mathematics as a personal experience
    Concerns such as "those who 'don't get it" and the relevance
    of mathematics will be studied. Participants who are teachers
    will be expected to use weekly in their schools what is met
    in the course, feeding back to thegroup their successes and
    difficulties. Those who are still university students will
    be encouraged to work with children as far as they can. The
    format of meetings will be informal, participatory and pract-
    ical, yet thorough.
    No one guide book is prescribed although a list of recommended
    readings is available. Acquaintance with some of the newly
    approved text books is urged.
    Texts:
    Association of Teachers of Mathematics (England)
    Notes on Mathematics in Primary Schools,
    Macmillan of Canada, 1967.
    (Note: 'Primary' in England = 'Elementary' in Canada)

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