An in depth study of the theory and processes of teaching mathematics to students in preschool through eighth grade, the course includes the instructional process in the area of numeration, operations and computations, geometry and logic. Candidates will participate in hands-on, modeled instruction, will construct and demonstrate models and teaching tools, and will complete a research project.

Mastery of mathematical skills is crucial to the education of elementary and middle school students (grades PreK-8). Due to the sequential nature of mathematics and the vertical progression of mathematical standards, the elementary and middle school years are most critical in the development of this proficiency with positive affective elements. Elementary and middle school educators must implement appropriate pedagogical processes; demonstrate a positive attitude toward the field of mathematics; and be proficient with the necessary skills in the mathematical areas of numbers and operations, algebraic thinking, geometry and measurement, logic, data analysis and probability, and problem-solving.

Textbook readings and presentations

Required course readings involve the following topics: effective mathematics pedagogies and assessments, problem-solving, number systems and their operations, computational fluency, algebraic thinking, geometry, methods of measurement, data analysis, probability, and teaching mathematics from a biblical worldview.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (5)

Discussions are collaborative learning experiences. Therefore, the candidate will post a response to the question in the appropriate Discussion. The thread must be 300 words. The student will then post a 150-word reply to 2 other classmates’ threads. Weekly readings must be cited in the initial post and in at least 1 reply. This Course utilizes the Post-First feature in all Discussions. (CLO: B, G)

Meta-Analysis on Math Interventions Assignment

The candidate will complete an article review on a meta-analysis that is centered on evidence-based mathematics pedagogical interventions for struggling learners and students with disabilities. The candidate’s submission must be at least three pages in length, not including the title and references pages. (CLO: A, C, E)

Online Field Trip Assignment

With a focus on assistive and instructional technologies to promote learning and independence in math, the candidate will explore various mathematics websites and note important facts gleaned from each ‘online field trip.’ The candidate will write a three-sentence summary of each available technology, explaining how the technology supports learning and independence in students. The candidate will also select their favorite five websites along with the associated learning supports and write at least six paragraphs discussing how they plan to use them in their future classroom. (CLO: D)

Lesson Plan Assignments (2)

The candidate will create 2 mathematics lesson plans based on instructional tools (manipulatives) for the following topics: computational fluency with whole number operations and algebraic/geometric thinking. One tool should be selected or created for each lesson. The candidate will choose one or more mathematics standards that are grade-appropriate for each lesson plan. The lesson plans must include individualized math accommodations to ensure that students with specific learning disabilities in math have access to the general education curriculum. (CLO: A, C, D, H)

Error Analysis Case Study Assignment

The candidate will complete error analyses of case studies involving students who demonstrate misconceptions or skill deficits in computational fluency with numerical operations and methods of measurement. (CLO: A, B, F)

Final Project Assignment

The student will complete one of two assignments for the Final Project Assignment. Licensure candidates will complete the Final Project: edTPA ELE Task 4 Assignment and submit it in both Canvas and LiveText. Non-Licensure candidates will complete the Final Project: Response to Intervention Assignment in Canvas. See Canvas for instructions. (CLO: A, B, C, E, F, H)

Quiz: Math Attitudes

The candidate will take a 14-question survey that will assist the instructor in assessing the candidate’s attitude toward mathematics. There are no right or wrong answers. There is also no time limit. (CLO: A)

Quizzes (8)

The candidate will complete one quiz each week over the assigned chapters per the course schedule from Guiding Children’s Learning of Mathematics. Quiz question topics will include the following: defining a comprehensive math program, effective mathematics pedagogies and assessments, problem solving, number systems and their operations, fractions, decimals, proportional reasoning, algebraic thinking, geometry, methods of measurement, data analysis, and probability. Each quiz will contain 10 questions and will have a 60-minute time limit. Quizzes will be open-book and open-note. Each quiz may be taken up to two times. (CLO: A, E, G)