Course Number and Title:
EDC 340 Methods for Mathematics Instruction
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
EDC 300 or concurrent
Course Credits and Hours
4 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course provides teacher candidates the opportunity for intentional practice and mastery in integrating content knowledge, evidence-based strategies and principles of engagement to effectively teach mathematics in elementary school settings. Teacher candidates learn to design and implement lessons to engage students in applicable standards and integrate other subject matter areas with math. It includes a corresponding field placement where teacher candidates implement learned skills in an authentic classroom environment
Disclaimer
This course requires 45 hours of field experience at a school designated by the department. Students must provide their own transportation to and from placement sites.
Core Course Performance Objectives (CCPOs)
- Evaluate past experiences in mathematics to address potential bias in representation of the discipline. (CCC 1, 2; PGC 2, 3,7)
- Examine the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics and the standards for teaching mathematics in grades K-6. (CCC 4; PGC 1,2)
- Develop mathematics lesson plans that are student centered and meet the needs of diverse learners. (CCC 2,4,5,6; PGC 1,4,5)
- Integrate manipulatives and technology to differentiate mathematics instruction for K-6 students. (CCC 1, 2 PGC 1, 2)
- Develop methods for assessing student work in mathematics. (CCC 1, 2, 4, 6; PGC 4,5)
- Create, teach, evaluate and reflect on standards-based mathematics lessons. (CCC 1, 2, 4, 5; PGC 1, 2, 4, 5)
- Collaborate with families, special educators, paraprofessionals, and other stakeholders to ensure learner growth and to advance the profession. (CCC 1, 3, 4; PGC 6)
- Model culturally relevant pedagogy in mathematics. (CCC 1, 2 ; PGC 1,2,7)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Evaluate past experiences in mathematics to address potential bias in representation of the discipline.
- Explain past experiences in mathematics to connect to current thoughts on the teaching and learning of mathematics .
- Analyze how past experiences have shaped your beliefs in teaching and learning math.
- Examine how your personal beliefs and experiences may impact your ability to guide learners to accurate conceptual understanding.
- Examine the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics and the standards for teaching mathematics in grades K-6.
- Explain key concepts associated with mathematics standards.
- Identify where to access the designated math standards.
- Demonstrate how to navigate the standards and identify portions that directly apply to specific grade levels.
- Demonstrate sufficient content knowledge for the standards and their components by planning lessons that adhere to the standards for a chosen grade level and skill focus.
- Develop mathematics lesson plans that are student centered and meet the needs of diverse learners.
- Develop lessons based on mathematical standards.
- Implement lessons based on the designated math standards.
- Reflect upon and evaluate student achievement towards the designated standards within lessons and units.
- Integrate cross-curricular math in lesson planning.
- Integrate manipulatives and technology to differentiate mathematics instruction for K-6 students.
- Utilize a variety of formats for effective instruction including whole group, small group, pairs and individuals.
- Explain various approaches for math instruction supporting conceptual understanding and procedural fluency.
- Choose developmentally appropriate materials to engage learners.
- Develop methods for assessing student work in mathematics.
- Compare and contrast formative and summative assessments.
- Identify various methods to assess student learning in mathematics.
- Review assessments and identify the most appropriate for specific objectives.
- Create an alternative assessment to evaluate student learning in mathematics.
- Create, teach, evaluate and reflect on standards-based mathematics lessons.
- Develop lesson plans for major areas of mathematics content.
- Implement lesson plans.
- Evaluate the progress of students in mathematics.
- Apply a variety of assessment types to evaluate student learning.
- Reflect on student learning, lesson rigor, productive struggle, wait time and reinforcements after teaching lessons.
- Collaborate with families, special educators, paraprofessionals, and other stakeholders to ensure learner growth and to advance the profession.
- Design a family night that supports students and families in the understanding of mathematics in a fun, engaging, and culturally sensitive way.
- Develop partnerships within the community to enhance learning in mathematics.
- Identify a field trip that can be an introduction or culminating activity to a mathematics concept based on standards.
- Model culturally relevant pedagogy in mathematics.
- Implement activities that incorporate appropriate social, emotional, physical, and cognitive skills.
- Identify characteristics of culturally relevant tasks in mathematics.
- Identify ways to empower and motivate students.
- Develop projects K-6 students can complete in their communities that support mathematics, culturally responsive practices, and inclusion.
- Describe ways to be culturally responsive in math pedagogy without compromising the complexity or rigor of the lessons.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Percentage of final grade |
Written Assignments (2-3) (Summative) (Equally Weighted) | 10% |
Lesson Plan (Summative) | 10% |
Lesson Plan Implementation (Summative) | 10% |
Planning Instruction Artifacts (3-4) (Summative) (Equally Weighted) | 20% |
Family and Community Math Night (Summative) | 10% |
Exams (2) (Summative) (Equally Weighted) | 20% |
Formative Assessments The course will contain an equitable number of formative assessments including but not limited to: assignments/exit tickets quizzes discussions journals group activities | 20% |
TOTAL | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
1. Build an inclusive classroom community to nurture the developmental needs of diverse learners.
2. Apply instructional design, content knowledge, and culturally responsive pedagogy to equitably support all learners in achieving high standards.
3. Connect concepts using varied perspectives to engage learners in critical thinking and collaborative problem solving related to local and global issues.
4. Integrate meaningful assessment to measure, monitor, and support learner growth.
5. Use student data and evidence-based strategies to inform instructional practices.
6. Collaborate, as a professional, with colleagues, families, and communities as partners.
7. Be empowered to reflect on, question, and change practices that marginalize groups and do not support ethical practices in education.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.