Trends and Inquiry for the Math Specialist – EDMS 652
CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 02/01/2024
Course Description
This course focuses on evidence-based trends and inquiry related to components of an effective literacy/math program. Best practices in literacy/math instruction, assessment, and issues in literacy/math as well as leadership in these fields will be explored.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Rationale
An effective leader in mathematics knows how to connect foundational knowledge to evidence-based instruction, assessment, and curriculum. The focus of this course is to analyze issues and trends in mathematics for diverse populations and to create a program to ensure mathematics development for all students. It is imperative for every school to hire educators who are prepared to develop programs and support classroom teachers in planning differentiated instructions for students with special needs. This course also focuses on meeting the specific needs of young children, gifted students, and students with math difficulties. This responsibility for meeting these needs is often assigned to an program specialist.
Course Assignment
Textbook readings and lecture presentations/notes
Course Requirements Checklist
As the first activity in this course, please read the syllabus and Student Expectations. After reading the syllabus and Student Expectations, the student will then complete the related checklist found in Course Overview.
Discussions (3)
Discussions are collaborative learning experiences. Therefore, the candidate will post a 400 word thread in response to the prompt provided and 2 replies of at least 150 words each to 2 other candidates’ threads. For each thread, assertions must be supported with at least 1 citation in current APA format. Each reply must also cite at least 1 source in current APA format. Acceptable sources include websites assigned for the Discussions. (CLO: A, B, C, D, E, F)
Discussion: Final Presentation
The candidate will participate in a final discussion demonstrating the role of a math specialist. The final presentation of his/her Ideal Math Program will be attached and discussion will be generated about concepts, questions, or concerns in the creation of the presentation. The candidate must reply to two of his/her peers' discussions and collaborate with experienced colleagues and peers to develop, reflect, and study his/her and others’ teaching practices through the discussion. (CLO: A, B, C, D, E, F)
Weekly Assignments (7)
There will be weekly assignments based on math trends and issues. In answering the weekly assignments, the candidate must use all assigned readings and presentations from that module highlighting the key components and applying them to math development. The length of each weekly assignment must be 3–5 pages in current APA format. (CLO: A, B, C, D, E, F)
Presentation of Ideal Math Program Assignment
The candidate will complete a PowerPoint presentation of 18–20 slides with references to the NCTM Standards. The presentation should be created to present to other educators to lead them in understanding important components of an Ideal Math Program. (CLO: A, B, C, D, E, F)
Specialist Competency Reflection Assignment
The candidate will complete a 300-word essay reflecting upon his/her experience in the course. The reflection must answer the questions posed in the assignment instructions. (CLO: A, B, D)
Quiz: Professional Membership
The candidate will demonstrate leadership through his/her required professional membership in the National Council of Teachers of Mathematics. The candidate will submit proof of membership in addition to providing proof of membership for his/her portfolio. Also, the candidate will submit proof of membership in a second math organization. (CLO: A, B, E)
