Overview

This course introduces mathematics teaching in Grades 7-12. Special emphasis is placed on (1) Common Core State Standards for Mathematics Content, (2) Methods for engaging students in the Common Core State Standards of Mathematical Practice; (3) Methods for developing students’ conceptual understanding, procedural skills, and ability to model various situations mathematically, (4) Research-based learning theories and teaching strategies, including appropriate use of tools and manipulatives, including technology, (5) Using formative and summative assessments to guide mathematics instruction and learning. Students will create meaningful mathematics learning experiences for students of diverse cultural, ethnic, linguistic and intellectual backgrounds. These lessons will be enacted in their Phase I/II internship. Students will use inquiry, critical thinking and reflective skills through planning and implementing lessons and assessing student growth to become lifelong learners who are able to maximize the mathematics learning of students with varying backgrounds and abilities. Students will develop collaborative relationships and demonstrate service through class work, field work partnerships with local schools and communicating with UMBC faculty.

Logistics

This course is taught in conjunction with Phase I of the Education Department Internship. Students not accepted into the Education Department internship are not eligible for this course. Phase I requires students to participate in their field placements two half-days per week.

This course also includes a partnership with the Saturday Mathematics Academy in Maryland’s Howard County Public School System. Students are required to participate in at least one Saturday session.

This course is typically offered only during the Fall semesters. The course usually meets on Thursdays 4:30 – 7:00. Students must have departmental consent and completed EDUC 601 and EDUC 602 to enroll in this course.

Course Objectives

In this course, students will:

  1. Students will create meaningful mathematics learning experiences for students of diverse cultural, ethnic, linguistic and intellectual backgrounds. These lessons will be enacted in their Phase I/II internship and/or the Saturday Math Academy.
  2. Students will use inquiry, critical thinking and reflective skills through planning and implementing lessons and assessing student growth to become lifelong learners who are able to maximize the mathematics learning of students with varying backgrounds and abilities.
  3. Students will develop collaborative relationships and demonstrate service through class work, field work partnerships with local schools and communicating with UMBC faculty.
  4. Students will develop a 500-minute unit plan, which will be scheduled to teach during the Phase II internship.
  5. Students will describe their philosophy of teaching mathematics and explain how they engage students in the Common Core Standards of Mathematical Practice, incorporate research-based mathematical experiences and include multiple instructional strategies and mathematics-specific technological tools in their teaching to develop all students’ mathematical understanding and proficiency, and demonstrate a positive disposition toward mathematical practices and learning, include culturally relevant perspectives in teaching, and demonstrate equitable and ethical treatment of and high expectations for all students.
  6. Students will analyze the context of their field placement school (e.g., demographics, attendance, dropout rates, strengths, weaknesses).
  7. Students will analyze classroom management, student learning, and differentiation strategies used in their field placement school to improve mathematics understanding and proficiency.
  8. Students will analyze curriculum materials for connections to the Common Core Standards of Mathematics content, balance between conceptual and procedural understanding, opportunities to engage students in the Common Core Standards of Mathematical Practice, support for overarching considerations in mathematics content pedagogy (equity, assessment, technology).

Technology Requirement

Assignments are to be word-processed. Continuing and regular use of e-mail (your UMBC account), and Blackboard is expected. All students enrolled in Department of Education (DOE) programs are required to have a TK20 account. TK20 will be used for submitting a Key Assignment in every course in addition to other requirements by program (i.e., portfolios). If you do not already have a TK20 account, you will be required to purchase one. A TK20 student membership may be purchased at https://umbc.tk20.com/campustoolshighered/admissions1.do. The student fee is $103 for five years.