Teaching Secondary Mathematics II (3) Assessing learning and instruction; methods of evaluation and grading; long- term planning; accommodating needs of diverse learners; connecting theory and practice.
MTHED 412W Teaching Secondary Mathematics II (3)
MTHED 412 is an inherently cumulative experience. This course builds upon ideas developed in MTHED 411 and MTHED 427. In particular, students continue to consider types of subject matter, problem solving, lesson planning, technology use, questioning, history and nature of mathematics, and curriculum and standards. MTHED 412 then links understanding of mathematics education with other education courses and with field experiences as well as with understanding of K-16 mathematics. Students focus on lesson and unit development and implementation, assessment and evaluation, classroom management and organization within school communities, and continued professional growth as reflective practitioners. Students are encouraged to draw whenever possible on education psychology, adolescent psychology, educational theory and policy, mathematics, and other bodies of knowledge. In other words, course participants live as teachers with a wealth of knowledge and responsibility to draw on that knowledge in the service of their students.
Student goals are to:
• Develop an expanded view of the process of teaching mathematics;
• Develop a deeper understanding of what it means to learn mathematics and the processes by which mathematics is learned;
• Be able to reflect on the instruction and one's learning in MTHED 412 and to relate it to students' learning of secondary mathematics;
• Be able to plan and teach appropriate mathematics lessons and reflect on one's teaching;
• Be familiar with and be able to draw on a variety of teaching resources;
• Investigate current issues influencing evaluation in the secondary mathematics curriculum;
• Choose goals and content for middle school and high school mathematics courses;
• Develop strategies for assessing and evaluating what students have learned
• Create and implement assessment instruments for middle school and high school mathematics courses;
• Develop insights into student understanding, especially in relationship to exceptional students as well as to mathematically talented and challenged students;
• Identify the needs of diverse learners and to develop strategies to address these needs;
• Create classroom environments that are conducive to learning; and
• Incorporate appropriate technology in the teaching and learning of mathematics.
Students are evaluated through written assignments, examinations, classroom performance, unit lesson and evaluation plans. Throughout the course writing is a process to help students learn course content as well as to help students learn ways of writing needed in the work of the secondary mathematics teacher.
The course is offered each Fall and Spring semester with typical enrollment of 20-25 students in each of 1 or 2 sections. Through co-requisite course, CI 495C, students spend approximately five full weeks in secondary school classrooms.
Note : Class size, frequency of offering, and evaluation methods will vary by location and instructor. For these details check the specific course syllabus.