Theories and practices needed to guide mathematics teachers at
all educational levels to improve their teaching practices.
Perspectives on content-focused mentoring for pre-service and
in-service mathematics teaching. Mathematical, psychological,
pedagogical, and curricular foundations for coaching effective
mathematics instruction. Strategies for developing a
constructive, collaborative approach to helping mathematics
teachers improve.
Athena Title
Mentoring in Mathematics Ed
Equivalent Courses
Not open to students with credit in EMAT 7200E
Prerequisite
EMAT 4420/6420 or EMAT 5280/7280 or EMAT 7050 or EMAT 7050E
Semester Course Offered
Not offered on a regular basis.
Grading System
A - F (Traditional)
Student learning Outcomes
Deepen their understanding of, and commitment to, effective mentoring in mathematics education.
Be able to locate, analyze, and use relevant literature and resources to strengthen their theoretical and practical readiness for mentoring other mathematics teachers.
Understand roles and strategies for helping mathematics teachers to change their teaching practices.
Be able to apply mentoring processes within simulated situations.
Complete initial preparations and plans for their mentoring internship.
Topical Outline
Objective 1
a. Establishing the needs and potential benefits related to an effective program of mentoring in mathematics education
b. Building a positive philosophy for “teachers coaching other teachers”
c. Examining the nature of an effective mentoring relationship as a partnership for professional development in mathematics education
Objective 2
a. Identifying and studying appropriate literature that provides relevant information for effective mentoring in mathematics education
b. Identifying and studying resources to support mentoring mathematics teachers
c. Examining the dimensions, variables, and factors that might affect the mentoring situation and its outcomes
d. Studying relevant recommendations from professional societies
e. Reviewing research related to teacher change and to improved mathematics teaching and learning
Objective 3
a. Characterizing high quality mathematics teaching and learning, and a standards-based mathematics curriculum and assessment program
b. Roles for a mathematics teaching mentor
c. Improving the teacher’s knowledge for improved teaching, including mathematics, psychology of learning, mathematics curriculum, assessment, and classroom pedagogical knowledge
d. Assisting a mathematics teacher to assess their own needs and practices, and indicators of professional growth and improvement of teaching and learning
Objective 4
a. Reviewing models (e.g., video examples) of effective mentoring in mathematics teaching
b. Addressing specific scenarios of teachers needing and wanting to improve their teaching of particular mathematical topics
c. Developing a variety of coaching strategies to stimulate and support teachers in their teaching of particular mathematical topics
Objective 5
a. Communicating with a colleague to develop a coaching partnership situation that could serve as an internship in mentoring
b. Planning and developing the particular foci for the coaching partnership that will later serve as the internship in mentoring
c. Securing institutional permissions and commitments for the internship situation
