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 diverse 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.

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.

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

  • 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 your state’s teacher examinations for secondary mathematics education. 

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. 
  • Determine strategies for creating engaging lessons and unit plans for achieving curricular goals. 

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

  • Evaluate effective and innovative instructional strategies and materials for teaching grades 6–12 mathematics. 
  • 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. 

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.


This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.

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.


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.

Enroll Now - Select a section to enroll in
Mathematics Content and Curricular Knowledge
Instructor Led
T, M
12:00AM to 11:59AM
Aug 06, 2024 to Sep 16, 2024
Online Campus
Online Non-Degree
Schedule and Location
Contact Hours
  • Online Campus
Course Fee(s)
Graduate Tuition Education credit (3 units) $1,620.00 Click here to get more information
Section Fees
Resource Fee $195.00 Mandatory
3 Credit Hours
Required fields are indicated by .