MTHED 177

Critical Review of School Mathematics

Mathematics Education College of Physical and Mathematical Sciences

Course Description

Strengthen understanding of middle-school mathematics with an emphasis on multiplicative structures, proportionality and linearity; gain awareness as mathematics learners in learning communities; learn how to support collaborative communities as teachers.

When Taught

Fall and Winter

Grade Rule

Grade Rule 8: A, B, C, D, E, I (Standard grade rule)

Min

3

Fixed

3

Fixed

3

Fixed

0

Recommended

Math 113 recommended for Mathematics Education pre-majors

Title

Mathematical Exploration

Learning Outcome

Students can engage in meaningful mathematical exploration, are willing and able to approach and solve challenging mathematics problems, and can reflect on their own learning to make inferences about how adolescents learn mathematics.

Title

Mathematical Understanding

Learning Outcome

Students know and can describe what it means to understand mathematics relationally, can demonstrate mathematical understanding by creating and evaluating conceptually-oriented mathematical explanations, and can explain why conceptually-oriented mathematics instruction is essential for supporting adolescents' learning of mathematics.

Title

Mathematics

Learning Outcome

Students have a deep understanding of select central concepts of middle school mathematics, with significant attention to multiplicative structures, proportionality and linearity, as well as core representations, canonical examples, and alternative algorithms germane to teaching these select concepts. Other learning outcomes in the course are situated in the mathematics of multiplicative structures, proportionality and linearity.

Title

Mathematics Instruction

Learning Outcome

Students recognize that mathematics instruction that does not build relational understanding has failed a majority of adolescents, even themselves, and is particularly detrimental to adolescents from historically marginalized populations, and that they have a moral obligation to seek the necessary knowledge and expertise to teach mathematics in ways that enable all adolescents to develop conceptual understanding, procedural fluency, and facility with authentic mathematical practices.