EDUC 320 - Math Methods

5 Credits

This course examines the research, theory and methods of teaching and learning mathematics spanning preschool through grade 8. We will pay special attention to children’s mathematical thinking, learning progressions, representations and resources used in learning rich and rigorous mathematics. The instructional focus will begin this quarter through introduction of a variety of instruction principles and methods that lead students to form robust understandings of mathematical concepts, develop procedural fluency, engage in problem solving and mathematical modeling, and increase mathematical confidence. Promoting a just and equitable mathematics education will be an overarching theme throughout this course.

Pre-requisite(s) ENGL&101 with a 2.0 min
Program Admission Required Yes Admitted Program BAS - EDUC
Fees

Quarters Typically Offered
Fall Evening, Online
Winter Evening, Online
Spring Evening, Online

Designed to Serve Students in the BAS Teacher Certification program
Active Date 20201105T14:50:40

Grading System Decimal Grade
Class Limit 30
Contact Hours: Lecture 55
Total Contact Hours 55
Degree Distributions:
Course Outline

Topics to be covered:

Math identity, dispositions, and learning
Early numeracy concepts: counting, number
Operations/base ten
Fractions/rational number
Geometry
Ratio/proportion
Algebra/Algebraic thinking
Mathematical modeling/problem solving
Home/Community Connections
Culturally responsive and inclusive pedagogies
Pedagogy: Routine instructional strategies: number talks & mathematizing the world
Pedagogy: Basics of collaborative learning/complex instruction
Pedagogy: Eliciting and building on student thinking and cultural funds of knowledge
Pedagogy: Learning mathematics through play and perseverance

Student Learning Outcomes
Understand and recognize that all children have important mathematical ideas

Understand mathematics, learning and instruction in relation to power, race, culture, language, social class, gender and disabilities

Develop knowledge of student learning progressions and multiple learning contexts (i.e. conceptual milestones/stumbling blocks; school/non-school contexts) in different content domains of mathematics

Develop knowledge about the relationship among student dispositions, identities and math learning environments

Critically read and synthesize research on mathematics teaching and learning to inform instruction

Design learning opportunities for children based on knowledge of student learning, content, common core content and practice standards; academic language; cultural/linguistic resources; curriculum; and assessment goals

Develop strategies that engage family and community into mathematics learning and teaching

Demonstrate competence in culturally responsive, gender-sensitive, and learning-inclusive mathematics teaching strategies that minimizes power and status issues, nurtures a positive mathematics disposition, and utilizes students’ cultural/linguistic funds of knowledge and experiences as resources for lessons

Select, use, and determine suitability of the available mathematics curricula, teaching materials, and other resources including manipulatives and technology for the learning of mathematics for all students