www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Methods of Teaching Adolescents Mathematics
EEND and MEDU-694/MATH-390
- Template 2021
- Section TMPL
- 3 Credits
- 08/16/2018 to 07/29/2100
- Modified 10/27/2022
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Examines methods and techniques of teaching mathematics to middle grades and high school students. Focus will be upon adapting discipline specific knowledge into engaging lessons, use of technology, delivery methods, differentiation, instructional planning, and assessment procedures. Classroom organization and management, relevant content and instructional standards, and professional development will also be addressed.
Compliance with Illinois Professional Teaching Standards (IPTS)
The state of Illinois has established nine standards that all teacher candidates are expected to be able to meet as they begin their careers as teachers. Specifically, this course addresses the following standards (the last two are not focused on significantly):
Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
Content Area and Pedagogical Knowledge The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
Planning for Differentiated Instruction The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
Learning Environment The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.
Instructional Delivery The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Reading, Writing, and Oral Communication The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Assessment The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Collaborative Relationships The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.
Professionalism, Leadership, and Advocacy The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
For MEDU 694: MEDU 665, 670 and 675
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
- Candidates develop practices that will help to form sound pedagogical practices within the Common Core Mathematics curriculum reform in order to support and deepen students’ mathematical learning/understanding and positive dispositions toward mathematical processes
- Candidates develop understanding of how students learn mathematics and of the pedagogical knowledge for planning, teaching, selecting/creating materials (including technology), and assessing mathematics teaching and learning
- Candidates understand differentiation as the primary means to foster deep understanding of mathematics content for all students
- Candidates demonstrate deep mathematical knowledge and understand how their knowledge of mathematics affects both what they teach and how they teach it
Serving the Community
- Candidates understand a professional teacher’s varying relationships with administrators, parents, students, and colleagues and how the interrelationships impact the classroom and local community
Finding Our Professional Selves
- Candidates appreciate the value of frequent reflection through self-assessment as a means to identify ways to encourage individual professional growth
By the conclusion of the course, each candidate will be able to do the following:
1. Identify and implement the Common Core State Standards for Mathematics into planning (IPTS: 1B, 1H-L; 2A-K; 6A-F, I, L-Q)
- Incorporate the pedagogical shifts within the Mathematics curriculum reform (IPTS: 1B, 1H, 1I-L; 2A-K, 2M-Q)
- Identify Math literacy goals within the ELA standards and the Standards for Mathematical Practice (IPTS: 6A-F, I, L-Q)
- Facilitate performance tasks that require deep thinking and problem solving on the part of students (IPTS: 1B, 1I; 2A-H, 2J, K, M-Q)
- Utilize appropriate questioning techniques to facilitate problem solving, analysis, and mathematical reasoning (IPTS: 1B, 1I; 2A-H, 2J, K, M-Q)
2. Plan for teaching a mathematics course on a long-range (course), medium-range (unit), and short-range (lesson) basis using the Understanding by Design model. (IPTS: 1A-L; 2A-Q; 3A-I, L, N, Q; 7A-I)
3. Prepare and implement lessons to include behavioral and instructional objectives, appropriate curriculum content, a variety of instructional methods and teaching strategies, and assessment activities. (IPTS: 1A-L; 2A-Q; 3A, C-I, L-O, Q; 4A-H, J-Q; 5A-O, R, S; 7A-L, O, Q, R)
4. Design, select, and modify materials, activities, and learning environments to institute a positive attitude toward learning mathematics (IPTS: 1A-D, GH-L; 2A-Q; 3A, C-E, G, H, KL-N, Q; 4A-Q)
- Initiate an ongoing effort to collect materials for classroom use that promote problem solving and provide appropriate uses of technology. (IPTS: 1A-D, GH-L; 2A-Q; 3A, C-E, G, H, KL-N, Q; 4A-Q)
- Implement regular and strategic resource reviews to select appropriate classroom materials (IPTS: 1A-D, GH-L; 2A-Q; 3A, C-E, G, H, KL-N, Q; 4A-Q)
5. Identify and implement effective instructional strategies/delivery methods that are appropriate for a given task and improve retention (IPTS: 5A-O, R, S; 7B, E-I, K, L, O, Q, R)
6. Develop and evaluate various types of educational assessment instruments in a dynamic and formative process for enhancing instruction (IPTS: 7A-L, O, Q, R)
- Assess student progress and assign grades to students in a fair manner (IPTS: 7A-L, O, Q, R)
- Incorporate a variety of formative and summative assessments of student learning (IPTS: 7A-L, O, Q, R)
- Use PARCC guidelines and prototypes to partly guide assessment problem creation (IPTS: 7A-L, O, Q, R)
7. Identify and implement the appropriate and seamless use of technology in lessons to support curriculum objectives (IPTS: 1G, 2L, O; 4K, M)
8. Incorporate differentiation to foster deep understanding of mathematics content for all students (IPTS: 1 B, J; 2G, H, L; 3A-G, H, I, K-Q; 5C, N)
- Identify students of various mathematical abilities and ways to fine tune specific instructional strategies to assist them in their learning (IPTS: 1J; 3 A-G, H, I, K-Q; 5C, N)
- Identify ways to increase student skills and improve attitudes towards mathematics and its usefulness in daily life. (IPTS: 1B; 2G, H, L)
9. Explain a professional teacher’s varying relationships with administrators, parents, students, and colleagues (IPTS: 8 A-I, L, M, N; 9 A-I, K, O, S)
- Incorporate frequent reflections through self-assessment (IPTS: 9 A-I, K, S)
- Identify ways to encourage individual professional growth (IPTS: 8 A-I, L, M, N; 9 D-H, O)
Teaching Standards Addressed
- Developing: 1 B-E, G-L; 2 C-Q; 3 D, E, G-N, Q; 4 A-M; 5 A-F, I-O, R, S; 6 A-J, L-Q; 7 A-K, O, Q, R; 8 A, B, D-I, L-N, R; 9 A-I, K, O, P, R, S
- Proficient: 1 A, F; 2 A, B; 3 A-C
Discussion Board Topics and Peer Responses
- Corresponding Outcome(s): 1 a-d, 3, 4 a-b, 5, 6 b-c, 7, 8 a-b,
Initial and final self-assessments (reflections)
Self-assessment about thoughts, beliefs, and practices related to math and teaching math
Prompts will be provided
- Corresponding Outcome(s): 1a, 4a-b, 5, 6 a-b, 8 a-b, 9 a-b
Choice/assignment of textbook series, lesson plan, instructional materials, educational software. Criteria will be provided/developed as a class.
- Corresponding Outcome(s): 1 a-b, 4 a-b, 6 b-c, 7, 8 a-b
Content Area Unit of Instruction
Unit of study for middle or high school (Functions), Aligned with Common Core Math Standards, 4-5 detailed lessons with others outlined, Includes formative and summative assessments (edTPA rubrics; measure student growth with new teacher evaluation models), Meets Illinois Professional Teaching Standards, Checkpoint grades given throughout the course
NOTE: This will align with the Interdisciplinary Unit (IDU) assignment in EDUC 367
- Corresponding Outcome(s): 1 a, b, d; 2, 3, 4 a-b, 5, 6 a-c, 7, 8 a-b
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