This course addresses best practices for effective mathematics instruction. Students examine the principles of instruction for number systems, computation, and problem solving and apply theories to classroom settings.

Please note, this course is not part of a program leading to eligibility of a Virginia state teaching license (or license in any other state). Individuals seeking to obtain a state teaching license should contact soelicensure@liberty.edu for recommended course options.

Mathematics is a core curricular area integrated into all other content areas and essential for productive citizenship. The processes and procedures for teaching mathematics are thus conceptually essential to the development of competent teachers who will be using their skills and knowledge to positively impact students in PK–12 settings. The structure of this course allows the pre-service teacher to explore effective instructional practices in terms of field experiences, to validate basic competencies, and to reexamine the basic principles of effective instructional practices in terms of the application of those practices within his/her classroom. Supported by recommendations from the National Council for the Teachers of Mathematics and a research base descriptive of best practices, this course provides foundational precepts for the development of competence in reflective, research-based, instructional practices.

Textbook readings and presentations

No details available.

Course Requirements Checklist

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

Discussions (4)

Discussions are collaborative learning experiences. Therefore, the candidate is required to post one thread of 250 words. The candidate will post two replies of 150 words. Each thread must be supported with at least one citation in current APA format. Each reply must cite at least one source in current APA format as well. Acceptable sources include peer-reviewed journals, articles, the course textbook, and the Bible. (CLO:A, B, C, E, I, K )

Read & Interact Textbook Assignments (7)

Within this course, students will be required to read and interact with the textbook within the third party platform, SmartBook. Students must complete each reading and item in the textbook in order to earn the points associated with the assigned reading and prior to completing any Homework Assignment. 

(CLO: A, B, C, D, E, F, G, H)

Homework Assignments (7)

The candidate will complete math exercises and problems during Module 1: Week 1– Module 7: Week 7. The problems will have a variety of questions including multiple-choice, multi answers, numeric response, and fill in the blank. (CLO: A, B, C, D, E, F, G, H)

Math Autobiography Assignment

The candidate will write a mathematics autobiography. They will describe their past study of mathematics and success in it, and discuss their feelings about mathematics at the elementary level and at the higher levels. Also, the candidate will identify any experiences or mentors they have had in learning mathematics. The paper must be 2–3 pages in current APA format. (CLO: A, B, E)

Differentiated Instruction Strategies Essay Assignment

The candidate will write a critique of the article “Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement.” The paper must be 2–3 pages in current APA format. (CLO: J)

Lesson Plan and Reflection Assignment

The candidate will select a piece of children’s literature. Using a provided template, they will then create a math lesson plan utilizing the piece of literature.

After creating the lesson plan, the candidate will teach their lesson either in a classroom or with friends/family. The candidate will then complete the Lesson Reflection to give their input about the lesson plan. (CLO: A, B, C, D, G, I)