ELM/538 - Mathematics Content and Curricular Knowledge

Course Description

This course focuses on the pedagogy and assessment strategies that enhance inquiry learning in the mathematics classroom. Content knowledge, interdisciplinary teaching, curriculum, and assessment are emphasized. Teacher candidates will focus on enhancing the meaning of mathematical concepts, developing critical thinking skills to include the use of math concepts in other disciplinary areas, and creating real-life experiences for all learners.

If you reside in California please click here to enroll in the California version of this course.

This graduate course is 6 weeks.

This course is not available for enrollment to residents of Arkansas, Connecticut, Iowa, Kentucky, New York, Wisconsin, Wyoming and individuals who reside outside the United States.

This course has a prerequisite. Please see details in the Prerequisite section below.

PLEASE NOTE:
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.

Course Objectives

Week 1

• Identify the specific state and national content and process standards in K–6 mathematics.
• Describe the mathematical practice standards.
• Examine the major concepts within operations and algebraic thinking, number and operations in base ten, numbers and operations, and geometry.

Week 2

• Evaluate strategies for teaching math concepts to primary students.
• Evaluate strategies for teaching math concepts to intermediate students.
• Compare questioning strategies and learning activities that elicit, engage, and challenge students' thinking for successful problem solving in real-life scenarios.
• Research current technology tools that enhance learning in the mathematics classroom.

Week 3

• Describe effective methods for assessing learners’ understanding in mathematics using formative and summative assessments.
• Evaluate assessment techniques, tools, and strategies that are used to measure learning in mathematics.
• Use assessment data to inform planning and instruction.
• Describe strategies for guiding learners through self-analysis and reflection of their learning

Week 4

• .Examine current trends and issues regarding differentiating mathematics instruction for diverse learners.
• Analyze strategies for adjusting and modifying the learning environment to meet the needs of diverse learners.
• Analyze strategies for differentiating instruction.
• Describe how technology can be used to engage and meet the needs of diverse learners.

Week 5

• Identify key components of problem-based learning in mathematics.
• Analyze a variety of instructional strategies that are designed to help students reason, solve problems, and communicate effectively in mathematics.
• Examine interdisciplinary strategies that develop skills across content areas.

Week 6

• Evaluate professional and community resources that support and enhance mathematics instruction.
• Describe the importance of collaboration, self-reflection, and professional development to improve practice.
• Identify strategies for collaborating with all stakeholders in order to enhance student learning.
• Investigate professional development opportunities available to address your specific needs and interests.

Notes

Disclaimers

The University of Phoenix reserves the right to modify courses.

Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.

Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.

While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.