EDUC 540: Teaching and Learning Secondary Mathematics
Prerequisites: Admittance to C&I MS program and admittance to TEP; or permission of instructor
Credit Hours: (3)
This course will introduce pre-service teachers to the requisite knowledge and skills for teaching mathematics in grades 6-12. This course is taught in conjunction with a field experience in grades 6-12 (EDUC 441) and is co-listed with EDUC 440.
Detailed Description of Course
1. Overview of Curricular Issues
a. Organization of K-12 curriculum
b. National Council of Teachers of Mathematics (NCTM) themes and test practice
c.Virginia Standards of Learning and their alignment with Common Core State Standards for Mathematics
2. Overview of Learners
a. Concept of teaching adolescents
b. Philosophy of teaching adolescents
c. Characteristics of adolescent learners
d. Diverse learners – cultural, ethnic and special needs
3. Introduction to Basic Instructional Planning
a. Developmentally appropriate instruction
b. Long and short-term planning
c. Writing lesson plans based on understanding of students’ thinking
d. Delivering effective lessons
e. Writing lessons plans incorporating NCTM and CCSS-M themes
f. Role of assessment and evaluation
4. Implementation of Instruction
a. Selecting appropriate high-level tasks and implementing them effectively
b. Handling special aspects in mathematics
c. Appropriate utilization and integration of technology
d. Classroom management
Detailed Description of Conduct of Course
This course is taught primarily through, but is not limited to, discussion, case studies, practical applications, writing activities and readings. Additionally, it is taught in conjunction with an internship in adolescent-level environment. Students will be working with their supervising professor to develop lesson plans specific to their internship assignment, discussing issues related to their content area, and exploring issues which might arise while student teaching. They will examine the theories and research relevant to teaching in grades 6-12.
Goals and Objectives of this Course
National Council for Accreditation of Teacher Education Standards
1b. Pedagogical Content Knowledge and Skills for Teacher Candidates
1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates
1d. Student Learning for Teacher Candidates
1g. Professional Dispositions for All Candidates
National Council of Teachers of Mathematics 6, 7, 8 (NCTM)
Virginia Department of education – Program standards (8VAC 20-542-)
• (370) Mathematics Endorsement Competencies 1, 4, 5, 7-11 (VDOE-Math)
Virginia Department of Education – Professional Studies 1, 2, 3 (VDOE-PS)
Upon completion, the student will:
• Understand in theory how to respond appropriately to the developmental stages of diverse students in grades 6-12.
o NCATE 1c; VDOE-Math 11
• Plan and develop diverse lessons, which reflect Virginia Standards of Learning, CCSS-M and NCTM standards using methods tailored to promote student academic progress and use of effective preparation resources.
o NCATE 1b, 1c; VDOE-Math 1
• Select and evaluate materials and resources and utilize appropriate technology in the planning of lessons appropriate to all students, including English language learners, and exceptional students, including students with disabilities.
o NCATE 1b, 1c; VDOE-Math 8, 9; NCTM 6
• Design performance assessment strategies that evaluate pupil performance.
o NCATE 1c; VDOE-Math 10
• Understand the significance of the study of
o Major curriculum studies and trends in mathematics VDOE-Math 7
• Demonstrate an understanding of the relationship among assessment, instruction, and monitoring student progress.
o NCATE 1c
• Utilize information on how adolescents construct knowledge.
o NCATE – 1b, 1c
• Make informed decisions regarding membership in professional organizations.
o NCATE – 1-9
• Understand the connections among mathematical concepts and procedures and their practical applications.
o VDOE-Math 4
• Understand and demonstrate the ability to use five processes (becoming mathematical problem solves, reasoning mathematically, communicating mathematically, making mathematical connections, and using mathematical representations) at different levels of complexity.
o VDOE-Math 5
May include but are not limited to the following:
A. Write lesson plans using various sources (textbook, NCTM illuminations, etc.)
B. Create different forms of assessment, give them to their students, and analyze results
a. Compare results to more traditional assessment
C. Analyze video of their teaching
D. Conduct and analyze clinical math interviews
a. Research specific topic in mathematics appropriate to their placement
b. Based on research, devise clinical interview protocols
c. Conduct interviews and collect data
d. Analyze data from interviews and determine further instructional steps
Other Course Information
Review and Approval
May 15, 2013