This course focuses on the vertical alignment of national, state, and local mathematics standards used to deliver content instruction in the area of mathematics to learners with exceptional learning needs. In addition, this course will provide participants with the opportunity to examine and analyze strategies that support learner development, learner differences, content knowledge, application of content, assessment, planning instruction, and professional practices.
This graduate course is 4 weeks.
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.
This course is not available for enrollment to residents of Alabama, Arkansas, and Kentucky.
Content Knowledge, Planning, and Instruction
- Identify how state and national mathematics standards affect exceptional learners.
- Plan instruction that supports the acquisition of mathematics concepts, content curriculum,
- and pedagogy, and that makes mathematics accessible and meaningful for exceptional learners.
- Integrate cross-disciplinary skills, such as critical thinking and problem-solving, and connect concepts using different perspectives into mathematics lessons for exceptional learners.
- Identify age-appropriate accommodations and modifications for the exceptional learner in a mathematics classroom.
- Identify a variety of research-based mathematics instructional strategies for exceptional learners.
Methods of Assessment and Progress Monitoring
- Evaluate a variety of assessment strategies to enhance exceptional learners’ understanding of mathematics.
- Describe how assessment data, including observation and documentation, can be used to guide instructional decisions related to exceptional learners in the mathematics classroom.
- Analyze formative and summative mathematics assessments for exceptional learners.
- Describe how the assessment process can promote exceptional learners’ acceptance of responsibility for their own learning in the mathematics classroom.
Integrating Literature and Technology
- Explore how exceptional learners use language to express mathematical thinking.
- Analyze how literature integration in the mathematics classroom affects the exceptional learner.
- Investigate effective uses of technology and media for exceptional learners in the mathematics classroom.
- Describe ways to create a safe and productive learning environment for exceptional learners in the mathematics classroom.
Communication and Collaboration with Families and the Community
- Examine how family and personal experiences shape teaching and learning perceptions in the mathematics classroom for exceptional learners.
- Analyze the importance of communication and collaboration with families and the community.
- Explore strategies to utilize community resources for exceptional learners in the mathematics classroom.
The University of Phoenix reserves the right to modify courses.
Although our continuing teacher education 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 teacher education courses are 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 or not 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. Please check with an Enrollment Representative.
If you have a question contact us at 866-354-1800.