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.
Evaluate resources used in the mathematics classroom.
Compare traditional and constructivist models of instruction.
Student Assessment and Teacher Reflection in Mathematics Instruction
Develop a professional development plan.
Identify the key elements of instructional leadership in secondary mathematics.
Create assessments that meet the needs of diverse learners.
Reflect on teaching practices.
Meeting the Needs of Diverse Students, Families, and Schools
Propose ways in which teachers and the school can work with parents to support students.
Explain how classroom instruction can be differentiated to meet the needs of all learners.
Define equity in mathematics education.
Instructional Strategies and an Effective Learning Environment
Create a plan for developing a positive and effective learning environment.
Analyze constructivist teaching strategies.
Planning Mathematics Instruction
Explain how technology can be used in mathematics instruction.
Modify lessons to improve student performance.
Explain the value of using manipulatives in secondary mathematics instruction.
Write effective goals and objectives for lesson plans using the Common Core Standards for Mathematical Practice.
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.