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Mar 26, 2023
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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
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