This course will explore, develop, and use instructional strategies, technologies, and activities to promote development of attitudes and concepts in mathematics. Emphasis is on mathematical teaching and learning practices anchored in mathematical concepts, diagnostic and assessment methods, and leadership skills.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
This course is intended for mathematics specialists and middle level teachers interested in problems of learning and assessment across K-8 settings in mathematics education.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Develop effective standards-based lesson plans on the characteristics and needs of diverse learner.
- Utilize technology competencies for effective mathematics teaching and learning.
- Understand and use strategies to teach mathematics to diverse learners.
- Analyze research-based practices for improving mathematics instruction.
- Articulate and demonstrate the meaning of student-centered mathematics.
- Integrate Christian and professional principles throughout the course.
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
There will be 4 Discussions throughout the duration of this course. The candidate is required to provide a thread in response to the provided prompt for each Discussion. Each thread must be 200–300 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Course readings should be cited/referenced in the initial post and in at least 1 reply. Each reply must be 100–150 words. (MLO: A, B, F)
The candidate will read the chapter excerpt provided and will write a 1,000-word APA style paper which includes discussion of what it means to facilitate learning for students and must include how facilitation may impact the candidate's current/future teaching assignment. (MLO: A, C, D, E)
Article Critiques (2)
The candidate must research and select 2 scholarly journal articles related to teaching mathematics for grades K–8. The candidate will write a 300-word critique for each of the 2 articles (2 critiques total). The candidate will choose from the articles found on the specific Assignment page. (MLO: A, B, D, E)
Mathematics Game or Activity
The candidate will develop an “original” mathematics game or activity for a typical middle-school classroom that he/she teaches or plans to teach. (MLO: A, B, C, E, F)
Lesson Plan (2)
The candidate will prepare two mathematics lesson plans for a typical middle-school classroom, using the lesson plan template provided in Canvas. The lesson plan is designed to prevent mathematical errors found in the case study from the previous week. (MLO: A, B, C, D, E, F)
Case Studies (2)
Using case studies from the Iris Center Case Study Unit: Mathematics Identifying and Addressing Student Errors candidates will read through the Case Study Unit and will write a current APA style paper analyzing identified student errors. This information will also be used when developing lesson plans. (MLO: A, B, D, E, F)
Explanatory Essays (2)
The candidate will submit a current APA style, double-spaced paper of at least 1,000 words responding to the provided prompt.