Teaching Methods in Middle School Mathematics
Course Code:
MAE3320
Credit Hours:
3
Effective beginning:
2023-24
Sections:
000
Course Description:This course is designed for students who are majoring in mathematics education and who will be obtaining teacher certification in grades 5-9 or 6-12. In this course students learn principles of effective curriculum design and assessment and apply these principles by designing and developing interactive mathematics curriculum projects for middle school students. This course is offered concurrently with MAE 3940, a one credit hour practicum in which students present their projects in middle school classroom environments. This course addresses specific state-adopted standards, subject matter competencies, pedagogy pertinent to the discipline and required for certification. 10 hours of teaching are required.
Course Details
Prerequisites:
Corequisite: MAE 3940 or consent of the Education Department.
Instructors:
As assigned
Required textbooks/ course materials:
No textbook or course materials are required to purchase for this course.
Assignment/course outline:
See first-day handout.
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 core content.
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 |
|---|---|---|
|
Examine the issues related to middle years education by comparing the organizational structures of middle schools, junior high schools and various of the middle school models. Study the intellectual, physical, socio-emotional, moral, and aesthetic development of pre- and early adolescents. Understand the use of State Approved Standards in teaching mathematics. Demonstrate proficiency in middle grades mathematics and connectivity of individual skills. Build a repertoire of effective teaching strategies, which address learning styles and developmental levels of the middle school student. Effectively use technology and manipulatives to teach content. Create a repertoire of strategies to promote critical thinking, creative thinking, and problem solving. Plan and critique grade/age appropriate mathematics lessons in each content area. Participate in professional growth opportunities. Evaluate student progress in mathematics by effective use of questioning, observation, and appropriate test construction. |
E-1 E-1 E-1, E-2, E-3, E-5 E-1, E-2, E-3, E-5 E-1, E-2, E-3, E-5 E-1, E-6 E-1, E-5 E-1 - E-3 E-5 E-2, E-3, E-5 |
Tests Quizzes 4.4.1-RU 2.2.1-RU CC8M-RU 5.4.2-RU Teaching assignment CC3B-RU |
Means of accomplishing learning outcomes:
- Attend and participate in class regularly.
- Read all assigned material before class.
- Study in-class notes and on-line 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.
Policies & Resources