Mathematics Education: Ways of Teaching & Learning of Mathematics Immigrant Parents and Mathematics Learning Place-Based Mathematics Pedagogies Teaching and Learning of Mathematics in Rural Contexts Mathematics and Social Justice Mathematics and Race African Ways of Knowing Culturally Responsive Education
Dr. Yaro has PhD in Curriculum studies specializing in Mathematics Education from the University of British Columbia (UBC), Canada. He also has a Master of Arts (MA) in Mathematics Education from UBC and a B.Ed. (Mathematics focus) from the University of Cape Coast, Ghana. Prior to joining University of Alberta, Dr. Yaro taught both elementary and secondary mathematics methodology courses as well as supervised teacher candidates on teaching practice within UBC’s Teacher Education Program. Dr. Yaro’s experience is enriched by an extensive background experience as a mathematics teacher in the Ghanaian public education system, and community engagement through mathematics and science outreach activities with various schools and key stakeholder institutions in the Canadian context. Dr. Yaro is a certified professional teacher in Ghana as well as in British Columbia (BC) and Prince Edward Island (PEI).
Dr. Yaro's work is inspired by principles of cultural sustainability, social justice, and inclusion and grounded in humanitarianism in practice, a core tenet of Afrocentric paradigm that is guided by the Ubuntu philosophy (I am because you are: You are because I am) and manifests in the deployment of the “utu” – that of human which is caring and uplifting of every other being. Dr. Yaro uses this lens to investigate and understand the role continental and diasporic African parents play in their children’s mathematics learning. Through this broad research program, Dr. Yaro hopes to contribute to knowledge and insights that can guide teachers and other educators towards a more culturally responsive mathematics curriculum and pedagogy. His most recent publication “Situated perspectives on creating mathematics tasks for peace and sustainability” in Canadian Journal of Science, Mathematics and Technology Education (CJSMTE), is an exemplar of Dr. Yaro's research interest.
Prerequisites: *9 in the Major subject area, EDPY 304, EDU 100/300, 210, and 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is expected prior to being granted permission to continue into EDFX 350. Note: Not open to first year students.Fall Term 2022
Prerequisite: *9 in the Minor subject area; pre/corequisite: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 338 is not open to first year students or students whose Major is Mathematics.Fall Term 2022
Prerequisites: Introductory Professional Term and *24 in the Major subject area. Corequisite: EDSE 451. Successful completion is expected prior to being granted permission to commence EDFX 450.Winter Term 2023
Prerequisites: Introductory Professional Term and *24 in the Major subject area. Corequisite: Courses in the Advanced Professional Term for the Secondary Education Route including EDFX 450. Students may not receive credit for both EDFX 451 and EDSE 451.Winter Term 2023
This course develops concepts of numeracy in content areas across the PreK-12 curriculum. Mathematics, pedagogy and learning are explored through the research and professional literature, experiential learning, and reflection. Course includes cross-curricular mathematical topics. 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.Summer Term 2022