TCH/513 - Teaching Methods: Secondary Mathematics

Course Description

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 course is 4 weeks.

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.

This course is not available for enrollment to residents of Alabama, Arkansas, and Kentucky.

Course Objectives

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.

Student Assessment and Teacher Reflection in Mathematics Instruction

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

Disclaimers

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.