EDU4220 Methods of Teaching Middle Grades and Secondary Mathematics

A study of the objectives and organization of the mathematics curriculum and the instructional methods, tools, and assessment used in the teaching of mathematics in middle and high school grades. The guiding question in this course is: What (1) knowledge (math content for teaching, pedagogy & curriculum), (2) inquiry and professional skills and (3) dispositions are most needed for math teacher candidates to be able to learn from their own practice and teach effectively? Teacher candidates will develop intellectual habits of mind such as asking good questions, learning to use math manipulatives in algebra, geometry, and measurement effectively as instructional tools, and planning units and lessons focused on best practices with student learning in mind.

Credits

4 sh

Prerequisite

EDU 3550; PSY 3820; admission to Teacher Education and completed application for student teaching

Corequisite

EDU 4150

Course Types

Internship

Offered

Fall

Course Outcomes

1. Demonstrate an understanding of how middle grades and secondary learners grow and develop by planning and implementing developmentally appropriate and challenging learning experiences that reflect individual differences and diverse cultures and communities.
2. Demonstrate an understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching 6-12 students.
3. Plan and implement developmentally appropriate learning experiences– including challenging tasks, applications, and/or technology that are aligned with the NC Standard Course of Study and the NCTM Principles and Standards for School Mathematics.
4. Plan multiple lessons using a variety of approaches that demonstrate knowledge and understanding of how all students learn mathematics.
5. Design instruction and assessment strategies that address conceptual understanding, procedural fluency, mathematical reasoning, and problem-solving skills.
6. Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met.
7. Create a learning environment that fosters respect/rapport between teacher and student and among students
8. Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of growth in conceptual understanding, procedural fluency, mathematical reasoning, and problem-solving skills.
9. Engage in professional development opportunities in both the content field and math education (conferences, talks, symposiums, research opportunities, or projects within their community).
10. Collaborate with families, colleagues, school professional and community members to ensure learner growth