Teaching Elementary and Middle School Mathematics – EDUC 323
CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 07/28/2020
An analysis of trends and practices of teaching mathematics in the elementary school. Emphasis will be made on how to transfer theory into practice through the development of instructional planning for the integrated study of major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra and other related areas appropriate for the elementary classroom.
EDUC 318 and EDUC 319 and EDUC 322 (may be taken concurrently) and EDUC 324 (may be taken concurrently) and (EDUC 288 (may be taken concurrently) or EDUC 289 (may be taken concurrently))
Note: Admission to Educator Preparation Program
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 profession of math standards in order to provide learners with practical applications and multiple representations of mathematical concepts and procedures.
Measurable Learning Outcomes
Upon successful completion of this course, the candidate will be able to:
- Demonstrate an understanding of the mathematics content in the Virginia Standards of Learning through the incorporation of self-generated teaching tools in a written lesson plan for a chosen grade level.
- Compares the metacognitive processes necessary for learning by a primary student, an intermediate student, and a middle school student in terms of mathematics instruction.
- Develop an understanding of the sequential nature of mathematics and vertical progression of mathematical standards.
- Computes and solves problems related to algebra, geometry, probability, statistics, and other components of elementary number theory.
- Demonstrates an understanding of and the ability to use the five processes - reasoning mathematically, solving problems, communicating mathematics effectively, making mathematical connections, and using mathematical models and representations - at different levels of complexity.
- Use a variety of strategies and technologies to teach mathematics to diverse learners.
- Demonstrate an understanding of the multiple representations of mathematical concepts and procedures and describe how math has impacted his or her life.
- Analyze current practices in the teaching of mathematics and prescribe the alterations needed to correct the gaps and duplications contained therein when given current research data.
- Analyze assessment data to identity misconceptions or skill deficits and design instruction to address individual needs.
- Reflect on mathematics learning and the learner from a Biblical worldview.
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the teacher candidate will complete the related checklist found in Module/Week 1.
Discussion boards are collaborative learning experiences. Therefore, the teacher candidate is required to provide a thread that answers the questions in each prompt. In addition, the candidate will focus on one of the following types of learner: ELL; struggling math student; student performing on grade level, or above grade level, or below grade level; a student with a learning disability. Each thread must be 400 words (200 words per question) 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. (MLO: B, E)
Each quiz will cover the Reading & Study material for the assigned module(s)/week(s). Each quiz will be open-book/open-notes, contains 10-25 multiple-choice and true/false, questions, and have a 60 minute time limit. Point values range from 25-30 points. (MLO: A, B, C, E, F)
The teacher candidate will create a poster and write an essay that describes the impact of math on his or her life. The teacher candidate will also explain how he or she feels about the idea of becoming a mathematics educator. In addition answer the question; in your everyday experiences, how do you see math integrated into your Christian life? (MLO: G, J)
Using a SOL, the teacher candidate will use the Virginia Department of Education Curriculum Framework and 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. (MLO: A, C, E)
The teacher candidate will develop an integrated mathematics activity using a SOL, the corresponding NCTM Content Standard and Common Core Sl-tandard, 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. (MLO: 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 APA format.(MLO: H)
The teacher candidate will complete a case study addressing error analysis of struggling students’ misconceptions or skill deficits in math: 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 APA format. (MLO: I)
With a focus on assistive and instructional technologies to promote learning and independence in math, the candidate will explore various websites and note important facts gleaned from each “online field trip.” He or she will write a 2-3 sentence summary of each available technology, explaining how the technology supports learning and independence in students. The candidate will also choose his or her favorite 5 websites and the associated learning supports and write at least 1 page on how he or she plans to use them in his or her future career. (MLO: B, F, G)
The teacher candidate will create a lesson plan that integrates the five process standards. The teacher candidate will also 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 teacher candidate will then complete a commentary after writing the lesson. (MLO: A, C, E, F)
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. Candidatess 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. (MLO: B, C, E)
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 6 activities following the guidelines and requirements described in the directions and on the rubric. Candidates will complete a video of the project and submit the compressed video in Livetext. (MLO: A, C, E, G)
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 test will be open-book/open-notes, contains 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. (MLO: D)