This course focuses on evidence-based trends and inquiry related to components of an effective math program. Best practices in math instruction, assessment, and issues in math as well as leadership in these fields will be explored.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Effective leaders in mathematics know how to connect foundational knowledge to evidence-based instruction, assessment, and curriculum. The focus of this course is to analyze issues and trends in mathematics for diverse populations and to create a program to ensure mathematics development for all students. It is imperative for every school to hire educators who are prepared to develop programs and support classroom teachers in planning differentiated instructions for students with special needs. This course also focuses on meeting the specific needs of young children, gifted students, and students with math difficulties. This responsibility for meeting these needs is often assigned to program specialists.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Utilize technology competencies for effective programs in math.
- Conceptualize research theories and models of math programs.
- Evaluate instructional materials based on research for math programs.
- Formulate evidence-based instructional strategies to enhance the success of all learners in programs in math.
- Generalize current professional literature regarding developmental programs in math.
- Integrate Christian and professional principles throughout the course.
Textbook readings and lecture presentations/notes
Course Requirements Checklist
As the first activity in this course, please read the syllabus and Student Expectations. After reading the syllabus and Student Expectations, the student will then complete the related checklist found in Module 1.
In this Discussion, the candidate will introduce himself/herself to the class. The candidate must post a thread in response to the prompt. The candidate must then reply to 2 other candidates.
For these collaborative Discussions, the candidate will post a 400 word thread in response to the prompt provided and 2 replies of at least 150 words each to 2 other candidates’ threads. For each thread, assertions must be supported with at least 1 citation in current APA format. Each reply must cite at least 1 source. Acceptable sources include websites assigned for the Discussions.
Weekly Assignments (7)
There will be weekly assignments based on math trends and issues. In answering the weekly assignments, the candidate must use all assigned readings and presentations from that module highlighting the key components and applying them to math development. The length of each weekly assignment must be 3 to 5 pages in current APA format.
Candidates will demonstrate leadership through their required professional membership in the National Council of Teachers of Mathematics. The candidate will submit proof of membership in addition to providing proof of membership for his/her portfolio. Also, the candidate will submit proof of membership in a second math organization.
Discussion: Final Presentation
The candidate will participate in a final discussion demonstrating the role of a math specialist. The final presentation of their Ideal Math Program will be attached and discussion will be generated about concepts, questions, or concerns in the creation of the presentation. Candidates reply to two other candidates and collaborate with experienced colleagues and peers to develop, reflect, and study their own and others’ teaching practices through the discussion.
Presentation of Ideal Math Program
The candidate will complete a PowerPoint presentation of 18–20 slides with references to the NCTM Standards. The presentation should be created to present to other educators to lead them in understanding important components of an Ideal Math Program. This assignment is to be submitted in LiveText.
Specialist Competency Reflection
The candidate will complete a 300-word essay reflecting upon his/her experience in the course. The reflection must answer the questions posed in the assignment instructions.