MATH 4100 - Teaching of Mathematics in Secondary School
Selected topics related to teaching of mathematics in grades 7-12
Requisites: MATH 3110 and (4100L concurrent)
Credit Hours: 3
Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts.
Lecture/Lab Hours: 3.0 lecture
Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I
- 1. Describe the significance, content, philosophy, and impact on reform of national and state standards (including achievement testing, the High School Graduation Test, and implications of CORE).
- 2. Describe credible theories of learning mathematics including constructivism and its variants.
- 3. Explain how research in mathematics education is conducted, reported, and applied to teaching and learning practices.
- 4. illustrate how to use technology (including graphing calculators, software, video, and the Internet while also identifying benefits and obstacles of technology to maximizing student learning (PPP1).
- 5. Give examples of questioning strategies for the classroom that promote mathematical thinking and dialogue (discourse).
- 6. Use multiple strategies to support mathematics instruction including differentiation to meet the needs of all learners.
- 7. Recognize the essential parts of a lesson plan and prepare a lesson plan that includes outcomes, materials, structured sequence of experiences for students, a logical closure, a planned extension, and a plan for assessment.
- 8. Describe a variety of strategies that teachers can use to promote positive classroom management and the role that effective lesson planning has on classroom environment.
- 9. Use a variety of assessment strategies to collect data, including electronic means, regarding student academic progress and dispositional development, and to communicate assessment items to student as productive feedback.
- 10. Participate in programs for professional growth in mathematics education including NCTM, OCTM, OUCTM, journals, ORC, and understand the need for continuous professional improvement.
- 11. Describe (and demonstrate in lesson planning) how to make the five mathematical processes -such as problem solving, reasoning and proof, communication, connections, and representation - the focus of an AYA mathematics program.
- 12. Criteria for assessing the appropriateness of various technologies will be a focus of this objective (PPP2).
- 13. Identify, select, and use hardware and software technology resources to meet specific teaching and learning objectives (PPP4).
- 14. Write instructional objectives at the knowledge/skill, conceptual, and application levels.
- 15. Recognize the use of technology-enriched learning activities in the classroom and write lesson plans that make use of technology to address diverse student needs, as appropriate and available (PPP7, 17, 22).
- 16. Recognize that each student has individual needs and illustrate how a variety of teaching approaches, including the use of manipulatives and the use of technology, can be used to appeal to the learning style of each student (PPP1, 3, 6).
- 17. Exhibit facility with resources to gather field-tested ideas for use in one’s own classroom, including electronic resources (PPP10).
- 18. Grow in his/her appreciation of the role of mathematics in the AYA curriculum.
- 19. Continue to develop a positive disposition toward the field of mathematics.
- 20. Understand the role of community, place, and parents in mathematics education.
- Throughout the course, lectures, readings, written assignments, collaborative engagements, and popular cultural resources will help students achieve these outcomes. In particular, students will..
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