Teaching Mathematics – EDUC 530

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

Course Description

An in depth study of the theory and processes of teaching mathematics to students in preschool through eighth grade, the course includes the instructional process in the area of numeration, operations and computations, geometry and logic. Candidates will participate in hands-on, modeled instruction, will construct and demonstrate models and teaching tools, and will complete a research project.

Prerequisite

EDUC 500 and (Background Check Clearance with a score of 5 or Background Clear International with a score of 5 or Background Clear Out of State with a score of 5 or Background Clear Virginia with a score of 5)

Rationale

Mastery of the skills of mathematics is crucial to the education of school-age children. Because of the developmental nature of mathematics, the elementary and middle school years are most critical in the development of this proficiency with positive affective elements. Professional educators who serve at this level must be proficient in the necessary skills, implement appropriate instructional processes, and present a positive attitude toward the field of mathematics.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Given a diagnostic instrument for mathematics proficiency, compute and solve arithmetic problems appropriate for elementary and middle school.
  2. Given mathematics tools, apply metacognitive principles to the process of teaching mathematics to an elementary student or middle school student.
  3. Given current research data, analyze current practices in the teaching of mathematics and prescribe the alterations needed to correct the gaps and duplications contained therein.
  4. In an essay format, compare and contrast the methods of instruction observed in the classroom setting with the metacognitive approach to mathematics instruction.
  5. In an essay format, evaluate the approach to mathematics proposed by a self-selected text series.
  6. Using mathematics teaching tools, describe the application of the tool in the instructional setting.
  7. In terms of mathematics instruction, compare the metacognitive processes necessary for learning by a primary student, an intermediate student, and a middle school student.
  8. Analyze assessment data to identify misconceptions or skill deficits and design instruction to address individual needs.
  9. Discuss how mathematics relates to the biblical worldview perspective.

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 (5)

Discussion boards are collaborative learning experiences. Therefore, the candidate will post a response to the discussion question in the appropriate Discussion Board Forum. The thread must be 300 words. The student will then post a 150-word reply to 2 other classmates’ threads. Weekly readings must be cited in the initial post and in at least 1 reply. This Course utilizes the Post-First feature in all Discussion Board Forums. (MLO: B, C, F, I)

Math Attitudes Survey

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.

Quizzes (8)

The candidate will complete one quiz each week over the chapters that are assigned per the course schedule from Guiding children’s learning of mathematics. Each quiz will contain 10 questions and will have a 60-minute time limit. Quizzes will be open-book and open-note. Each quiz may be taken up to 2 times. (MLO: A, B, C, F)

Error Analysis Case Study

The candidate will complete a case study addressing error analysis of struggling students’ misconceptions or skill deficits in math: Mathematics: Identifying and Addressing Student Errors. (MLO: H)

Meta-Analysis on Math Interventions

The candidate will complete an article review on a meta-analysis centered on evidence-based math interventions for struggling learners and students with disabilities. (MLO: C)

Lesson Plan and Reflection (2)

The candidate will create 2 mathematics lesson plans for 2 instructional tools (manipulatives). One tool should be selected or created for each lesson. The candidate will choose one or more mathematics standards that are grade appropriate. The lesson plans must include individualized math accommodations to ensure a student with a specific learning disability in math has access to the general education curriculum. These assignments will be submitted via Blackboard and LiveText. (MLO: A, B, C, D, E, F, H)

edTPA ELE Task 4

See LiveText for instructions and submit final products in LiveText. (MLO: C, D, E, F, H).

Online Field Trip

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, C, E, F, G).