Course Description
Using data to assess secondary students' learning and issues of equity in mathematics education. Students will examine various assessments and data to facilitate learning through mathematics tasks, questioning techniques, manipulatives and technology, and differentiating instruction to teach diverse student populations in a field experience.
Additional Requirements for Graduate Students:
Graduate students will be expected to complete additional
assignments that familiarize them with mathematics education
research and practice. Additional assignments will include
readings suitable for graduate students (e.g., articles from
high-impact research journals), and the students will be
expected to connect the advanced readings to their experiences
in the courses (e.g.,conducting article syntheses of all
course readings; designing tasks that incorporate ideas from
their advanced readings).
Athena Title
Teach Secondary School Math II
Undergraduate Prerequisite
EMAT 4800/6800
Graduate Prerequisite
EMAT 4800/6800
Undergraduate Corequisite
EMAT 4860/6860 and EMAT 4850L/6850L
Graduate Corequisite
EMAT 4860/6860 and EMAT 4850L/6850L
Semester Course Offered
Offered fall
Grading System
A - F (Traditional)
Course Objectives
Preservice teachers will learn to •Plan suitable instruction for small groups of students. •Provide evidence of planning for equity, learning styles, and differentiation. •Use existing assessment data to plan instruction. •Create teacher-made assessments and use them to inform instruction.
Topical Outline
•NCTM Principles, including Teaching, Equity, Assessment •Mathematical knowledge for teaching •Assessment, including using data to assess understanding (using a student’s response to a problem or task to describe what he or she knows about that mathematical idea), formative/summative assessment,creating/analyzing written assessments and rubrics, connecting assessments to learning goals •Working with groups of students, including learning styles, differentiation, facilitating/implementing tasks (includes planning to implement a task) •Introduction to classroom discourse – questioning, listening to and responding to students •Introduction to theories of teaching
Syllabus