This course will provide candidates the opportunity to explore research-based strategies for teaching elementary mathematics (grades kindergarten through six) in alignment with national and state content standards, findings from the National Mathematics Advisory Panel, and standards established by the Association for Childhood Education International (ACEI). Best practices in assessing K-6 student learning will also be explored. By using the national, state and ACEI standards as a key resource, there is a strong focus on the essential topics of elementary mathematics, including numbers and operations, algebra, geometry, measurement, and data analysis. This course combines elementary mathematics content with elementary mathematics methods in a coordinated way through the completion of a Teacher Work Sample.
In the course project, Mathematics Teacher Work Sample: Supporting Student Learning, candidates will develop and implement a Teacher Work Sample. Candidates choose an important math skill or concept, implement a valid and reliable pre-test, analyze the results, design and implement a mathematics lesson, evaluate K-6 student learning, implement a post test, analyze the results, and reflect on the experience with his/her mentor, thereby being individually accountable for improving his/her instructional skills.
This course includes a field-based experience, that is, required activities that take place in a K-6 classroom. There will be 50 hours of field based experience required. Candidates must secure a mentor (e.g., a licensed K-6 teacher, school principal, other licensed K-12 educator, etc.) and complete activities with K-6 students onsite in a school-based classroom.
Course Learning Objectives
- Design and implement a mathematics teacher work sample that includes standards alignment, assessment, and lesson development.
- Collaborate with a sponsor to complete the school-based teacher work sample.
- Demonstrate knowledge of national and state mathematics standards and incorporate standards into classroom instruction.
- Select, create and use formal and informal assessments, administer assessments, and use results to design learning objectives and identify teaching strategies and instructional materials.
- Demonstrate an understanding of formal and informal assessment types identify the advantages, disadvantages, limitations, and developmental appropriateness of each type.
- Use technology to efficiently collect, report, and use assessment data.
- Use formal and informal assessment data to monitor learning and strengthen instruction.
- Collaborate with colleagues and conduct research about instructional materials, teaching strategies, and technological resources to develop students’ critical thinking, problem solving, and performance skills.
- Demonstrate knowledge of the principals, techniques, limitations, advantages of strategies to improve the cognitive processes associated with various kinds of learning.
- Facilitate student use of a variety of strategies to solve problems and monitor and reflect on problem-solving methods.
- Facilitate student ability to recognize the importance of reasoning and investigation related to mathematical conjectures and proofs.
- Facilitate student ability to use mathematical language to communicate concepts orally and in writing.
- Facilitate student ability to make connections among mathematical ideas and to real-life contexts outside of mathematics.
- Create a lesson that includes student use of mental mathematics, manipulative materials, and technology tools.
- Facilitate the development of student understanding, use, and communication of number systems and number sense, geometry, measurement, statistics and probability, and functions and use of variables.
(EDU575 or EDU595 must be complete before enrolling in this course)