Teaching Secondary Mathematics I (3) Conditions for learning mathematics; problem solving; subject matter types; curriculum; learning goals; nature and history of mathematics at secondary level
MTHED 411 Teaching Secondary Mathematics I (3)
This is the first of two secondary mathematics methods courses. In this course, participants look at mathematics teaching and learning from a teacher's perspective as well as from a student's perspective. Course participants engage in mathematical problem solving and in the study of the history and nature of mathematics as the foundation for understanding current curriculum and standards. Lesson planning follows from the consideration of different types of mathematical content, including skills and concepts. Looking specifically at the learning of mathematics and questioning to promote higher-level thinking prepares students for field experiences in subsequent semesters.
The goals for the course are:
- To improve understanding of some of the mathematical concepts which are important in secondary school mathematics.
- To improve understanding of the nature of mathematics: what is important, how it is practiced, how mathematical validity is determined.
- To improve understanding of the historical development of selected topics from secondary school mathematics.
- To develop a vision of good school mathematics.
- To see mathematics, mathematics learning, and mathematics teaching as problematic and to develop an inquiry approach to and an ability to reflect on these domains.
- To increase understanding of secondary school students' mathematical thinking and understanding.
- To increase ability to specify subject matter involved in a specific mathematics topic and make distinctions among them.
- To improve understanding of various teaching strategies and their strengths and weaknesses.
- To increase ability to choose among lessons and curriculum materials based on the intended mathematical subject matter and the current understandings of the students.
- To increase insight into creating a thriving, supportive mathematics classroom culture.
Students are evaluated through written assignments, examinations, classroom performance, presentations, and lesson plans.
Note : Class size, frequency of offering, and evaluation methods will vary by location and instructor. For these details check the specific course syllabus.