SEC/538 - Mathematics Content and Curricular Knowledge

Course Description

This course focuses on the pedagogy and assessment strategies of teaching mathematics in middle and high school settings. Teacher candidates identify the educational needs of secondary students by exploring national, state, and professional standards from the National Council of Teachers of Mathematics, as well as current theories, models, and strategies of instruction to meet the needs of all learners. 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.

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

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 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.

Additionally, this course has a prescriptive guided clinical experience which requires students to meet with a classroom teacher at their placement site, implement assessments, and teach a lesson to a small or whole group of students. 

Course Objectives

Week 1

• Examine historical and current theories and trends in mathematics instruction and education. 
• Research professional organizations that shape and guide mathematics practices. 
• Analyze research in the teaching and learning of mathematics and its implication for instruction. 
• Examine the emotional needs of students with mathematics instruction, which can include motivation, anxiety, and building a positive disposition toward math.

Week 2

• Analyze the scaffolding and progression of state, local, and national standards in mathematics for grades 6–12. 
• Investigate content and pedagogy components of the NCTM standards. 
• Investigate resources for secondary mathematics curriculum. 
• Examine strategies for integrating technology into secondary mathematics curriculum. 
• Engage students in the Standards for Mathematical Practice. 

Week 3

• Determine strategies for creating engaging lessons and unit plans for achieving curricular goals.
• Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning. Use assessment data to inform planning and instruction.
• Describe effective methods for assessing learners’ understanding in mathematics using formative and summative assessments.
• Evaluate assessment techniques, tools, and strategies used to measure learning in mathematics.

Week 4

• Analyze ways to differentiate instruction to meet the needs of culturally, academically, and linguistically diverse students.
• Describe how technology can be used to engage and meet the needs of diverse learners.  
• Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.
• Create learning environments that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

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. 
• Appraise questioning techniques that develop students’ critical thinking skills. 

Week 6

• Evaluate professional and community resources and organizations that support and enhance mathematics instruction. 
• Describe the importance of collaboration, self-reflection, and professional development to improve practice. 
• Examine 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.