Undergraduate Certificate Programs

Certificate in Teaching Elementary School Mathematics

Designed for those involved in the mathematics education of K-8 students, this program provides experiences to deepen one’s understanding of mathematics concepts, with courses in number sense, spatial reasoning, and modeling and representation, as well as courses in culturally responsive pedagogy, inclusive education, and research in the field of mathematics education.

Certificate in Teaching Elementary School Mathematics (TESM)
(30 credit hours)

EMTH 200: Implementation and Assessment of Problem Solving in Mathematics

EMTH 325: Number Sense for the Elementary School Mathematics Teacher

EMTH 335: Mathematics in the Inclusive Classroom: Assessment and Intervention

EMTH 326: Spatial Reasoning for the Elementary School Mathematics Teacher

EMTH 327: Modeling & Representation for the Elementary School Mathematics Teacher

EMTH 425: Culturally Responsive Pedagogy in the Mathematics Classroom

EMTH 426: Research in Mathematics Curriculum, Instruction and Assessment

Elective 1 [select one from: MATH 102; STAT 100 OR STAT 160; MATH 108; MATH 103 OR MATH 110; MATH 127; MATH 231; MATH 200-400 level]

Elective 2 [select one from: EMTH 217; EMTH 300; EDTC 300/ECMP 355 ((or EDTC 400/ECMP 4551); ECE 425; ECS 410; EPSY 300-400 level]

Elective 3 [select one from any course listed under elective 1 or elective 2]

Note: If a student already has credit for EDTC 300/ECMP 355, then EDTC 400/ECMP 455 may be taken. Taking both EDTC 300/ECMP 355 and EDTC 400/ECMP 455 as electives in this certificate program is not permitted[1]

Admission Requirements

Applicants to the TESM certificate program must have an approved Bachelor of Education (B.Ed.) degree with a minimum 65.00% UGPA, or have successfully completed the pre-internship semester of their B.Ed. program.

How to Apply

Online application available at https://urconnected.uregina.ca/

When Can I Start?

You can start with an intensive summer institute (2 courses) in July 2017, or begin with your studies in Fall 2017 or Winter 2018.

Academic Advising

Phone: 306-585-4537

E-mail: Contact Us

Proposed Schedule for Required Courses

Most courses will be available in evening, weekend or online format.

Spring/Summer 2017

Fall 2017

Winter 2018

EMTH 327 (July)
EMTH 425 (July)

EMTH 426

EMTH 200

Spring/Summer 2018

Fall 2018

Winter 2019

EMTH 326

EMTH 335

EMTH 325

Spring/Summer 2019

Fall 2019

Winter 2020

EMTH 327
EMTH 425

EMTH 426 (tentative)
(if new student intake
in Winter 2018)

 

Note: Elective courses may be taken in any term

Required Course Descriptions

EMTH 200: Implementation and Assessment of Problem Solving in Mathematics

An exploration into teaching mathematics from a problem solving perspective. Classification, representation and retrieval strategies, and their implications for students' mathematical thinking and classroom teaching are examined. *** Prerequisite: *** MATH 101 or MATH 110, or permission of the mathematics education subject area

EMTH 325: Number Sense for the Elementary School Mathematics Teacher

This course develops mathematical content knowledge related to number sense through multiple approaches to learning, including using manipulatives and technologies for mathematical sense-making and communications. Topics include whole number operations/computations, counting principles, multiplicative comparisons and reasoning, measurement, rounding, estimation, fractions, ratios, rates, proportions, percents, integers, rational and irrational numbers, and number theory. ** Prerequisite: EMTH 215, EMTH 310 or EMTH 317 or equivalent, or permission of the mathematics education subject area. ** Note: Normally offered in winter semester only. *

EMTH 326: Spatial Reasoning for the Elementary School Mathematics Teacher

This course develops mathematical content knowledge related to spatial reasoning through multiple approaches to learning, including the use of manipulatives and technologies for mathematical sense making and communications. Topics include 2-D and 3-D geometric thinking and representations, transformational geometry, congruence, similarity, proportional reasoning, symmetries, Non-Euclidean geometry, topology and fractals.

EMTH 327: Modeling & Representation for the Elementary School Mathematics Teacher

This course develops mathematical content knowledge related to modeling and representation through multiple approaches to learning, including using manipulatives and technologies for mathematical sense-making and communications. Topics include modeling and representing quantitative relationships (algebraically and graphically), patterns, linear/non-linear functions, proportional relationships, and real-world situations using statistics and probability.

EMTH 335: Mathematics in the Inclusive Classroom: Assessment and Intervention.

This course will explore approaches to teaching and planning mathematics by using methods that accommodate diverse learning needs. Attention will be paid to authentic and informal assessment, such as progress-based monitoring, curriculum-based measurement, and error analysis. In additional, inclusive instructional approaches, such as cognitive strategy instruction and schema-based instruction will be emphasized, as well as techniques to individualize programs.  *** Prerequisite. Enrollment in the Inclusive Education Certificate OR enrollment in the (Inclusive)/Special Education Minor OR enrollment in the Teaching Elementary School Mathematics Certificate or 6 credit hours in mathematics and mathematics education courses OR permission of the instructor.

EMTH 425: Culturally Responsive Pedagogy in the Mathematics Classroom

In this course, students think critically about, and plan for, culturally responsive pedagogy (CRP) in school mathematics. Focusing on the theory and practice of CRP-related issues, including social justice, equity, Indigenous education, ethnomathematics, and linguistically-diverse learners, the course is grounded in critical, anti-oppressive, and inquiry-based philosophies.

EMTH 426: Research in Mathematics Curriculum, Instruction and Assessment

Students engage in critical analysis and review of current research in mathematics curriculum, instruction and assessment. Drawing on critical and inquiry-based perspectives, the theory and practice of research in the field of mathematics education are explored in the contexts of SK mathematics curriculum development and individual classroom-based research.

Elective Course Descriptions

ECE 425:Contemporary Perspectives in Early Childhood Education
ECS 410:Assessment and Evaluation
EDTC 300 (formerly ECMP 355):Introduction to Educational Technology and Media
EDTC 400 (formerly ECMP 455):Advanced Studies in Educational Technology and Media
EMTH 217:Curricular Topics in Mathematics
EMTH 300:Curriculum Content in Secondary Mathematics I
MATH 102:Mathematical Modelling and Precalculus
MATH 103:Applied Calculus I
MATH 108:Mathematical Problems, Ideas and Personalities
MATH 110:Calculus I
MATH 127:Introductory Finite Mathematics II
MATH 231:Euclidean Geometry
STAT 100:Elementary Statistics for Applications
STAT 160:Introductory Statistics

Certificate of Extended Studies

The Certificate of Extended Studies 30 credit hour program offers educators the opportunity to design and pursue studies specific to their needs.  It is intended for teachers who wish to fulfill or change career goals, seek mid-career advancement through upgrading and expanding their knowledge of a particular field, and for professionals who wish to develop their general educational background. 

Please contact the Student Program Centre for additional information.

Certificate in Extended Studies in Inclusive Education

For information about the Certificate in Extended Studies in Inclusive Education please visit the Centre for Continuing Education.