Teaching Methods in Secondary School Mathematics
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.
Corequisite: MAE 4941 or consent of the Education Department
Required textbooks/ course materials:
Secondary and Middle School Mathematics, Daniel J. Brahier, 5th ed., 2016. Taylor and Francis (Routledge), ISBN: 9781138922785
Appropriate dress for field experience: black slacks and School of Education polo
(Polos are available in the campus bookstore.)
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 outcomes||Discipline-level learning outcomes||Assessment 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.
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:
The primary methods of instruction include class discussions, experiential learning opportunities, interactive lecture, and assigned readings. Learning strategies may include case studies, questioning, practicums, small group discussions, demonstrations, and presentations. Active student participation is expected. Additionally, students are expected to complete assigned projects by the assigned due dates.
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