Teaching Elementary and Middle School Mathematics – EDUC 323

CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 09/29/2022

Course Description

An analysis of trends and practices of teaching mathematics in the elementary and middle school. Emphasis is on how to transfer theory into practice through the five processes as they relate to the development of instructional planning for the integrated study of major concepts, procedures, and reasoning processes of mathematics that define number systems and their structure, basic operations, elementary number theory, ratio, proportion, geometry, statistics and probability, and algebra and other related areas appropriate for the elementary and middle classroom. Emphasis will also be placed on technology integration and meeting the needs of culturally and academically diverse learners.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

Mathematics is essential to much of the learning that takes place in elementary and middle school classrooms (grades PreK-8). Educators should understand the sequential nature of mathematics and the vertical progression of math standards in order to provide learners with practical applications and multiple representations of mathematical concepts and procedures.

Course Assignment

Course Requirements Checklist

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

Discussions are collaborative learning experiences. Therefore, the teacher candidate is required to provide a thread that answers the questions in each prompt. Each thread must be 200 words, contain at least one scholarly citation, and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 150 words. (CLO: B, E)

After choosing an SOL, the teacher candidate will use the Virginia Department of Education Curriculum Framework to examine what the state expects each PreK-8 student to know after being taught the information. Candidates will complete a chart that unpacks the standard. Candidates will also complete a concept map for that SOL. The assignment should be 250 words, not including the Concept Map or Curriculum Framework. (CLO: A, C, E)

The teacher candidate will complete a case study addressing error analysis of struggling students’ misconceptions or skill deficits in math. Case studies will be chosen from Iris: Mathematics: Identifying and Addressing Student Errors. The paper must be a minimum of 1,000 words, include proper headings and subheadings and be written in current APA format. (CLO: B)

The candidate will complete this assignment in parts over the course of several weeks.

Context for Learning Assignment

The teacher candidate will complete a Context for Learning information and will provide specific and appropriate activities to meet the needs of a provided list of diverse learners in the classroom. The assignment must be at least two pages. (CLO: A, C, E, F)

Learning Segment Assignment

The teacher candidate will create a lesson plan that integrates the five process standards. The assignment must be at least 500 words. (CLO: A, C, E, F)

Assessment Commentary Parts 1 and 2 Assignment

Candidates will analyze K-8 students’ performance and discuss patterns of learning for a whole class. Candidates will further analyze work samples of three students and describe their struggle(s) as they relate to the underlying mathematical understanding and/or concept. The assignment must be at least one page. (CLO: B, C, E)

Assessment Commentary Parts 3 and 4 Assignment

Candidates will analyze K-8 students’ performance and discuss patterns of learning for a whole class. Candidates will write a target learning objective for students related to the area of struggle and develop a re-engagement lesson that addresses the target learning objective. The assignment must be one page. (CLO: B, C, E)

The teacher candidate will develop an integrated mathematics activity using a SOL, the corresponding NCTM Content Standard and Common Core Standard, and a piece of children’s literature. The teacher candidate will address diverse learners while focusing on learners above grade level, on grade level, and below grade level and describe activities at each level that can be used to assess students with diverse learning needs. The assignment must be at least 750 words. (CLO: E, F)

The candidate will complete an article review on a meta-analysis centered on evidence-based math interventions for struggling learners and students with disabilities. The paper must be a minimum of 3 pages, not including the title and reference pages, and be written in current APA format. (CLO: B)

The teacher candidate will use one of the five content strands and include the appropriate use of technology, which will include online calculators and concrete materials to complete six activities following the guidelines and requirements described in the directions and on the rubric. The assignment must be at least 1,000 words. Candidates will also complete a 5-10 minute video of the project and submit it to LiveText. (CLO: A, C, E, G)

Each quiz will cover the Learn material for the assigned module: week. Each quiz will be open-book/open-notes, contain 20 multiple-choice questions, and have a 1 hour and 30 minute time limit. (CLO: A, B, C, E, F)

Teacher candidates will complete a math content assessment that covers math content in the five content standards: number operation, measurement, geometry, algebra, and data analysis and probability. The quiz will be open-book/open-notes, contain 25 questions, and have a 1 hour and 45 minute time limit. The use of a calculator for this assignment is highly discouraged as these are math concepts that the candidate will be responsible to teach. (CLO: D)