Elementary Math Pedagogy (GC)

An asynchronous online program designed to provide educators with the fundamental pedagogies for teaching mathematics in elementary schools and prepare practitioners to: develop an understanding of high-quality instructional practices for teaching math; design appropriate assessments to determine learner needs and create appropriate math instruction; and differentiate math instruction for the growing diversity of learning needs.

 

Program Requirements

Common Core

Students will understand current trends in mathematics instruction for elementary students and develop competencies in the following: promoting reasoning and problem-solving, using mathematical representations, facilitating meaningful mathematical discourse, posing purposeful questions, building procedural fluency from conceptual understanding, supporting productive struggle, eliciting evidence of student thinking, and creating equitable opportunities in teaching and learning mathematics. Emphasis is on National Council of Teachers of Mathematics Principles of effective mathematics teaching and Standards for Mathematical Practice.

Prerequisites: none

The focus of the course is on understanding assessment and instructional interventions designed to enhance the mathematical thinking of elementary learners. Additionally, it will focus on using that knowledge to design instruction and intervention strategies aimed at student success. This course will address the development of conceptual models, focused practice, feedback during strategy development, and the development of procedural skills with algorithms.

Prerequisites: none

Students in elementary math classrooms often exhibit a wide range of skills, learning styles, and attitudes toward math. Through this course, educators address the challenge of bringing students of diverse abilities and needs to an equal level of competence, taking into account the cumulative nature of mathematics proficiency. Educators learn how to apply grade-appropriate, differentiated instruction methods, thus providing students with multiple paths to understanding content. Through these strategies, educators learn to help students develop fundamental skills and concepts, internalize content, visualize key concepts, and collaborate to solve problems.

Prerequisites: none

Degree Plan

The Degree Plan is a model for completing your degree in a timely manner. Your individual degree plan may change based on a number of variables including transfer courses and the semester/year you start your major. Carefully work with your academic advisors to devise your own unique plan.
* Please meet with your advisor on appropriate course selection to meet your educational and degree goals.

First Year

Fall - 3 Credits

The focus of the course is on understanding assessment and instructional interventions designed to enhance the mathematical thinking of elementary learners. Additionally, it will focus on using that knowledge to design instruction and intervention strategies aimed at student success. This course will address the development of conceptual models, focused practice, feedback during strategy development, and the development of procedural skills with algorithms.

Prerequisites: none

Spring - 3 Credits

Students in elementary math classrooms often exhibit a wide range of skills, learning styles, and attitudes toward math. Through this course, educators address the challenge of bringing students of diverse abilities and needs to an equal level of competence, taking into account the cumulative nature of mathematics proficiency. Educators learn how to apply grade-appropriate, differentiated instruction methods, thus providing students with multiple paths to understanding content. Through these strategies, educators learn to help students develop fundamental skills and concepts, internalize content, visualize key concepts, and collaborate to solve problems.

Prerequisites: none

Summer - 3 Credits

Students will understand current trends in mathematics instruction for elementary students and develop competencies in the following: promoting reasoning and problem-solving, using mathematical representations, facilitating meaningful mathematical discourse, posing purposeful questions, building procedural fluency from conceptual understanding, supporting productive struggle, eliciting evidence of student thinking, and creating equitable opportunities in teaching and learning mathematics. Emphasis is on National Council of Teachers of Mathematics Principles of effective mathematics teaching and Standards for Mathematical Practice.

Prerequisites: none