This course provides participants with the knowledge of research and standards-based pedagogical instructional practice that facilitate learning in the secondary mathematics classroom. Participants explore diversity and equity, mathematics standards and curriculum, and technology integration, as critical components of planning for and implementing mathematics instruction and assessment. In addition, participants examine the importance of teacher reflection, instructional leadership, and professional development to continuously improve one’s teaching of mathematics.
Foundations of Mathematics Curriculum and Instruction
Explain the differences between doing mathematics, learning mathematics, and teaching mathematics.
Compare traditional and constructivist models of instruction.
Evaluate resources used in the mathematics classroom.
Planning Mathematics Instruction
Write effective goals and objectives for lesson plans using the Common Core Standards for Mathematical Practice.
Explain the value of using manipulatives in secondary mathematics instruction.
Modify lessons to improve student performance.
Explain how technology can be used in mathematics instruction.
Instructional Strategies and an Effective Learning Environment
Analyze constructivist teaching strategies.
Create a plan for developing a positive and effective learning environment.
Meeting the Needs of Diverse Students, Families, and Schools
Define equity in mathematics education.
Explain how classroom instruction can be differentiated to meet the needs of all learners.
Propose ways in which teachers and the school can work with parents to support students.
Student Assessment and Teacher Reflection in Mathematics Instruction
Create assessments that meet the needs of diverse learners.
Identify the key elements of instructional leadership in secondary mathematics.
Develop a professional development plan.
Reflect on teaching practices.
All objectives apply.
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Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.