EDLC 530 Teaching Mathematics

Mastery of mathematical skills is crucial to the education of elementary and middle school students (grades PreK-8). Due to the sequential nature of mathematics and the vertical progression of mathematical standards, the elementary and middle school years are most critical in the development of this proficiency with positive affective elements. Elementary and middle school educators must implement appropriate pedagogical processes; demonstrate a positive attitude toward the field of mathematics; and be proficient with the necessary skills in the mathematical areas of numbers and operations, algebraic thinking, geometry and measurement, logic, data analysis and probability, and problem-solving.

Textbook readings and lecture presentations

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (3)

Discussions are collaborative learning experiences. Therefore, the candidate will post a response to the question in the appropriate Discussion. The thread must be 300 words and include a minimum of 1 citation in current APA format. The candidate will then post a 150-word reply to 2 other classmates’ threads. The candidate must incorporate a minimum of 1 citation in the replies. The student should also use Scripture to support his/her views. This course utilizes the Post-First feature in all Discussions. (CLO: B, G)

Meta-Analysis on Math Interventions Assignment

The candidate will complete an article review on a meta-analysis that is centered on evidence-based mathematics pedagogical interventions for struggling learners and students with disabilities. The candidate’s submission must be at least 3 pages in length, not including the title and references pages, and use current APA format. (CLO: A, C, E)

Online Field Trip Assignment

With a focus on assistive and instructional technologies to promote learning and independence in math, the candidate will explore various mathematics websites and note important facts gleaned from each ‘online field trip.’ The candidate will write a 3-sentence summary of each available technology, explaining how the technology supports learning and independence in students. The candidate will also select his or her favorite 5 websites along with the associated learning supports and write at least 6 paragraphs discussing how he or she plans to use them in his or her future classroom. Each paragraph should contain 5 or more sentences. The paper must be written in current APA style and include a title page and references page. (CLO: D)

Lesson Plan Assignments (2)

The candidate will create 2 mathematics lesson plans based on instructional tools (manipulatives) for the following topics: computational fluency with whole number operations and algebraic/geometric thinking. One tool should be selected or created for each lesson. The candidate will choose one or more mathematics standards that are grade-appropriate for each lesson plan. The lesson plans must include individualized math accommodations to ensure that students with specific learning disabilities in math have access to the general education curriculum. All citations must be in current APA format. (CLO: A, C, D, H)

Error Analysis Case Study Assignment

The candidate will complete error analyses of case studies involving students who demonstrate misconceptions or skill deficits in computational fluency with numerical operations and methods of measurement. The paper must be at least 1200 words, excluding the title and reference pages, and must include proper headings and subheadings. Title and reference pages must be in current APA format. (CLO: A, B, F)

Pre-edTPA ELE Task 4 Assignment

The candidate will analyze evidence of student learning of mathematics from provided student work samples. The candidate will also develop intervention strategies for focus students from his/her analysis and evaluate the quality of instruction conveyed in the assignment’s provided documents. The commentary must be between 5-8 pages. (CLO: A, B, C, E, F, H)

Quiz: Math Attitudes

The candidate will take a 14-question survey that will assist the instructor in assessing the candidate’s attitude toward mathematics. There are no right or wrong answers. There is also no time limit. (CLO: A)

Quizzes (8)

The candidate will complete one quiz each week over the assigned chapters per the course schedule from Guiding Children’s Learning of Mathematics. Quiz question topics will include the following: defining a comprehensive math program, effective mathematics pedagogies and assessments, problem solving, number systems and their operations, fractions, decimals, proportional reasoning, algebraic thinking, geometry, methods of measurement, data analysis, and probability. Each quiz will contain 10 questions and will have a 1-hour time limit. Quizzes will be open-book and open-note. Each quiz may be taken up to 2 times. (CLO: A, E, G)