Instructional Practices for Math Teachers – EDUC 301

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

This course provides professional development for preservice and inservice teachers in mathematics instruction. Students will examine the principles of instruction for number systems, computation, and problem solving and apply theories to classroom settings.

Prerequisite

EDUC 205 or EDUC 220

Rationale

Mathematics is a core curricular area integrated into all other content areas and essential for productive citizenship. The processes and procedures for teaching mathematics are thus conceptually essential to the development of competent teachers who will be using their skills and knowledge to positively impact students in PK–12 settings. The structure of this course allows the pre-service teacher to explore effective instructional practices in terms of field experiences, to validate basic competencies, and to reexamine the basic principles of effective instructional practices in terms of the application of those practices within his/her classroom. Supported by recommendations from the National Council for the Teachers of Mathematics and a research base descriptive of best practices, this course provides foundational precepts for the development of competence in reflective, research-based, instructional practices.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will:

  1. Explore mathematical concepts that will be used in future classrooms.
  2. Build skeema that will connect prior knowledge to new knowledge.
  3. Develope a tool kit of problem-solving techniques.
  4. Model mathematical concepts using hands-on activities.
  5. Connect between one’s own study of mathematics and the elementary school curriculum.
  6. Evaluate proposed strategies in terms of their potential for effectiveness when presented with scenarios depicting instructional strategies and processes.
  7. Select the most appropriate tool and process when presented with scenarios for mathematics instruction.
  8. Apply reasoning processes necessary to solve non-computational and word problems.
  9. Integrate biblical concepts within mathematics activities.
  10. Synthesize instructional methods related to classroom differentiation
  11. Conduct research of recent trends in math education

Course Assignment

Textbook readings and presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (4)

Discussion boards are collaborative learning experiences. Therefore, the candidate is required to post 1 thread of 250 words. The candidate will post 2 replies of 150 words. Each thread must be supported with at least 1 citation in current APA format. Each reply must cite at least 1 source in current APA format as well. Acceptable sources include peer-reviewed journals, articles, the course textbook, and the Bible. (MLO:A, B, C, E, I, K )

SmartBook/LearnSmart assignments (7)

Students will complete SmartBook/LearnSmart assignments.  SmartBook is a digital version of the course textbook with key concepts highlighted.  Adaptive practice questions assess each students’ skill levels to determine which topics students have mastered and which require further practice.  SmartBook actively tailors that content to students’ individual needs. (MLO: A, B, C, D, E, F, G, H)

Practice Math Problems (7)

The candidate will complete math exercises/problems during Modules/Weeks 1-7. The problems will have a variety of questions including multiple-choice, multi answers, numeric response, and fill in the blank. (MLO: A, B, C, D, E, F, G, H)

Math Autobiography

The candidate will write a mathematics autobiography. He/she will describe his/her past study of mathematics and success in it, and discuss his/her feelings about mathematics at the elementary level and at the higher levels. Also, the candidate will identify any experiences or mentors he/she has had in learning mathematics. The paper must be 2–3 pages in current APA format. (MLO: A, B, E)

Differented Instruction Essay

The candidate will write a critique of the article “Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement.” The paper must be 2–3 pages in current APA format and must be submitted through the SafeAssign link in Blackboard. (MLO: J)

Lesson Plan and Reflection

The candidate will select a piece of children’s literature. Using a provided template, he/she will then create a math lesson plan utilizing the piece of literature.

After creating the lesson plan, the candidate will teach his/her lesson either in a classroom or with friends/family. The candidate will then complete the Lesson Reflection to give his/her input about the lesson plan. (MLO: A, B, C, D, G, I)