MATH 5100 - Teaching of Mathematics in Secondary School

• Describe the significance, content, philosophy, and impact on reform of national and state standards (including achievement testing, the High School Graduation Test, and implications of CORE).
• Participate in programs for professional growth in mathematics education, including NCTM, OCTM, OUCTM, journals, ORC, and understand the need for continuous professional improvement.
• Describe (and demonstrate in lesson planning) how to make the five mathematical processes - problem solving, reasoning and proof, communication, connections, and representation - the focus of an AYA mathematics program.
• Criteria for assessing the appropriateness of various technologies will be a focus of this objective (PPP2).
• Identify, select, and use hardware and software technology resources to meet specific teaching and learning objectives (PPP4).
• Write instructional objectives at the knowledge/skill, conceptual, and application levels.
• Recognize the use of technology-enriched learning activities in the classroom and write lesson plans that make use of technology to address diverse student needs, as appropriate and available (PPP7, 17, 22).
• Recognize that each student has individual needs and illustrate how a variety of teaching approaches, including the use of manipulatives and the use of technology, can be used to appeal to the learning style of each student (PPP1, 3, 6).
• Exhibit facility with resources to gather field-tested ideas for use in one’s own clasroom, including electronic resources (PPP10).
• Grow in his/her appreciation of the role of mathematics in the AYA curriculum.
• Continue to develop a positive disposition toward the field of mathematics.
• Describe credible theories of learning mathematics including constructivism and its variants.
• Understand the role of community, place, and parents in mathematics education.
• Explain how research in mathematics education is conducted, reported, and applied to teaching and learning practices.
• Illustrate how to use technology (including graphing calculators, software, video, and the Internet while also identifying benefits and obstacles of technology to maximizing student learning (PPP1).
• Give examples of questioning strategies for the classroom that promote mathematical thinking and dialogue (discourse).
• Use multiple strategies to support mathematics instruction including differentiation to meet the needs of all learners.
• Recognize the essential parts of a lesson plan; prepare a lesson plan that includes outcomes, materials, structured sequence of experiences for students, a logical closure, a planned extension, and a plan for assessment.
• Describe a variety of strategies that teachers can use to promote positive classroom management and the role that effective lesson planning has on classroom environment.
• Use a variety of assessment strategies to collect data, including electronic means, regarding student academic progress and dispositional development, and to communicate assessment items to student as productive feedback.
• Throughout the course, lectures, readings, written assignments, collaborative engagements, and popular cultural resources will help students achieve these outcomes. In particular, students will..