tch513 | Graduate

Teaching Methods: Secondary Mathematics

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This course provides participants with the knowledge of research and standards-based pedagogical instructional practice that facilitates 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.

This graduate-level course is 4 To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 4

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    Student Assessment and Teacher Reflection in Mathematics Instruction

    • Reflect on teaching practices.
    • Create assessments that meet the needs of diverse learners.
    • Identify the key elements of instructional leadership in secondary mathematics.
    • Develop a professional development plan.

    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, Teaching Strategies, and Creating an Effective Learning Environment

    • 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.
    • 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 families to support students.
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