MTH/575 - Mathematics Instruction for Special Education

Course Description

This course focuses on the vertical alignment of national, state, and local mathematical standards used to deliver content instruction in the area of mathematics to diverse learners. In addition, this course will provide teacher candidates 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 6 weeks.

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.

This course is not available for enrollment to residents of Alaska, Arkansas, California, Connecticut, Indiana, Iowa, Kentucky, Michigan, New Jersey, New York, Pennsylvania, Texas, Utah, West Virginia, Wisconsin, Wyoming, and individuals who reside outside the United States

Course Objectives

Week 1

• Identify state and national mathematics standards and progressions. 
• Examine current research and trends in teaching mathematics to exceptional learners. 
• Explore the ranges of abilities, skill acquisition, and needs of exceptional learners in the mathematics setting. 
• Explain the importance of using academic language to express mathematical thinking.

Week 2

• Investigate strategies for primary exceptional learners that promote independent learning and personalized learning to address their diverse needs and interests.
• Examine the use of inquiry to develop meaningful learning progressions for primary exceptional learners.
• Identify appropriate strategies and resources for accommodating and modifying mathematics instruction and testing for primary exceptional learners while maintaining student engagement.

Week 3

• Investigate strategies for intermediate exceptional learners that promote independent learning and personalized learning to address their diverse needs and interests.
• Examine the use of inquiry to develop meaningful learning progressions for intermediate exceptional learners.
• Identify appropriate strategies and resources for accommodating and modifying mathematics instruction and testing for intermediate exceptional learners while maintaining student engagement.

Week 4

• Investigate strategies for secondary exceptional learners that promote independent learning and personalized learning to address their diverse needs and interests.
• Examine the use of inquiry to develop meaningful learning progressions for secondary exceptional learners.
• Identify appropriate strategies and resources for accommodating and modifying mathematics instruction and testing for secondary exceptional learners while maintaining student engagement.

Week 5

• Examine the use of digital tools and resources to promote student learning locally and globally. 
• Critique digital and interactive technologies that increase student engagement and learning development.
• Evaluate interdisciplinary strategies that develop math and literacy skills.
• Evaluate learning environments that foster opportunities for cross-disciplinary teaching and learning.

Week 6

• Evaluate assessment strategies and performance data, including observation and documentation, to guide instructional planning and enhance exceptional learners’ understanding of mathematics.
• Analyze formative and summative mathematics assessments and rubrics to support, verify, and document learning.
• Describe how the assessment process can stimulate learner reflection and promote acceptance of self-responsibility for learning.
• Evaluate ways to report exceptional learner progress outside the context of state standards.
• Investigate strategies for providing meaningful, effective feedback to exceptional learners.

Notes

During the checkout process you will be prompted to provide proof of the requirement(s). If you completed the prerequisite at another institution be prepared to upload an official/unofficial transcript. If you have questions about meeting the prerequisite requirements for this course please contact an enrollment representative.

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.