This course explores how teachers' implicit assumptions about learning influence their decisions about the tasks chosen, questions asked, tools available, classroom setup, and assessments posed. In this course, teachers will be asked to examine their assumptions about mathematics learning alongside historical and contemporary research and perspectives on learning. Students cannot receive credit for both EDU 547 and EDST 547. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.