EDUC 6630 Mathematics Methods in Education

Candidates will analyze the knowledge, skills and dispositions necessary to teach all students mathematics. Current issues, procedures, philosophies and techniques will be evaluated. Emphasis is placed on national and state mathematics standards, using manipulatives, and the content and processes involved in teaching mathematics. (Pre-service certificate required.. There will be 10 hours of directed field experiences embedded into this course.)

Credits

Typically Offered

fall, summer

Student Learning Outcomes

SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

COURSE OUTCOMES:

The Georgia Department of Education has adopted the Common Core Standards for Mathematics which has as its base processes and proficiencies provided by the National Council of Teachers of Mathematics and the National Research Council’s report Adding It Up.” The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.” (CCSS, 2011) The outcomes for this course are adapted from these sources with a particular focus on the broader scope of the NCTM processes. Within the contexts of learning and teaching, these outcomes address CCLOs 1- 10.

While teaching mathematics content standards and in other classroom contexts candidates will:

Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

Upon completion of the course, students should be able to:

Demonstrate an understanding of students’ development of mathematical concepts and computation. CCLO: 1,3,4,5,8
Analyze and synthesize the basic principles of: whole numbers, fractions, decimals, percents, ratio and proportion, geometry, measurement, statistics and probability, integers, pre-algebra, problem solving. CCLO 2,3,5,6
Identify purposes for studying and learning various mathematical computations, concepts, skills, and translate these into real life activities. CCLO 1-8
Identify and model a variety of commercial and teacher made math manipulatives such as Cuisenaire Rods, Base 10 Blocks, attribute blocks, fraction circles and squares, Unifix cubes, tangrams, Pentominoes, geoboards, Algeblocks and others as required. CCLO: 2-8
Explore and evaluate various methodologies to teach mathematical concepts and skills. CCLO: 2-8
Develop and use knowledge of current philosophies and trends as they relate to the teaching of math. CCLO: 1-6
Explore a variety of problem solving skills and use them in teaching. CCLO: 1-7
Explore and model mathematical concepts, skills, and estimation as they relate to everyday life. CCLO 2-5
Develop knowledge in, use, and integrate technology in the classroom for mathematics. CCLO: 1-8
Explore and integrate the State of Georgia Standards and the NCTM Standards for diverse populations in pre-K-5 or 6-8 classrooms. CCLO: 1-8
Observe, record and assess students’ behavior and mathematical abilities. Based on the previous, develop, implement and evaluate an instructional plan. CCLO: 1-10
Reflect on her/his own teaching and makes suggestions for improvement. CCLO: 1-10