Teaching Methods in Secondary School Mathematics

Course Code:

Credit Hours:

Effective beginning:
Spring 2021



Course Description:
This course is designed for students who are majoring in mathematics education and is offered concurrently with the practicum in teaching secondary mathematics. It addresses the required instructional methods, techniques, strategies, resources, and assessment considerations for effective teaching of secondary mathematics including the pedagogy of early algebra, geometry, trigonometry and calculus using problem solving, cooperative learning and appropriate technology. This course addresses specific state-adopted standards, subject matter competencies, and pedagogy pertinent to the discipline and required for certification.

Course Details


Corequisite: MAE 4941 or consent of the Education Department


Bonnie Smith



Required textbooks/ course materials:

Secondary and Middle School Mathematics, Daniel J. Brahier, 5th ed., 2016. Taylor and Francis (Routledge), ISBN: 9781138922785


Assignment/course outline:

See your Instructor First Day Handout for individual instructor assignment schedule.


Discipline-level learning outcomes:

E – 1   Demonstrate understanding of instructional design and lesson planning by applying concepts from human development and learning theories.

E – 2   Demonstrate ability to maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative.

E – 3   Demonstrate effective instructional delivery and facilitation by utilizing deep and comprehensive knowledge of mathematics.

E – 4   Demonstrate understanding of assessment by analyzing and applying data from multiple assessments to diagnose learning needs and inform instruction.

E – 5   Demonstrate continuous improvement by designing purposeful goals to strengthen instructional effectiveness and impact student learning.

E – 6   Demonstrates professional responsibility and ethical conduct and fulfills expected obligations to students, the public, and the education profession.


Course-level learning outcomes:

Course-level student learning outcomesDiscipline-level learning outcomesAssessment methods

Understand the history and use of NCTM and State-Adopted  mathematical standards.

Create long range and short range plans for instruction at a high school.

Build a repertoire of effective teaching strategies, which address learning styles and developmental levels of the high school student.

Review mathematic skills contained in the state-adopted standards.

Plan and critique grade/age appropriate mathematics lessons in at least one of the content areas: functions, algebra, geometry, trigonometry, statistics/probability, and calculus.

Participate in professional growth opportunities.

Teach with effective use of questioning, engagement of students and adaptation to student learning needs.

Include accommodations in lesson plans and during teaching that meet the needs of ESOL students and/or students with varying learning styles.

Demonstrate an effective instructional strategy for conducting a review of a unit.

Effectively use technology and manipulatives to teach content.



E-1, E-3

E-1, E-3

E-3, E-5

E-1, E-3


E-2, E-3

E-2, E-6


E02, E03, E06

Tests, Task 2.2.1-Rubric, Task CC8M-Rubric, Lesson Plans, Skills Demonstration, Task CC3B-Rubric, Task 5.4.2



Means of accomplishing learning outcomes:

  • Attend and participate in class regularly.
  • Read all assigned material before class.
  • Study in-class notes and on-line (Canvas) materials.
  • Complete assigned projects in a timely manner to enable reflections and revisions on the final product.
  • Seek opportunities to practice teaching skills through tutoring and substituting in K – 12 schools.
  • Collaborate with peers and other professionals.


College-wide policies and resources

For more specific information on Chipola's college-wide academic policies and resources available to students, visit the link below.