MTHED 277
Task Design for Student Learning
Mathematics Education
College of Physical and Mathematical Sciences
Course Description
Strengthen understanding of high-school mathematics, with an emphasis on algebra and functions, in the context of selecting, modifying, and creating tasks that support students' development of both conceptual understanding and procedural fluency.
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
Title
Task Design for Personal Growth and Stewardship
Learning Outcome
Students recognize and can explain how the thoughtful use of mathematical tasks can enable them to reflect on and improve their instruction, and how such use can nurture and empower adolescents to draw upon their divine potential, intelligence, and capabilities to learn and do mathematics.
Title
Mathematics
Learning Outcome
Students have a deep understanding of select central concepts of high school mathematics with a significant attention to algebra and functions, as well as core representations, canonical examples, and alternative algorithms germane to teaching these concepts. Other learning outcomes in the course are situated in the mathematics of algebra and functions.
Title
Identifying Concepts and Procedures
Learning Outcome
Students can analyze a section in a textbook or curricular unit, a specific mathematical topic, or a task to identify and describe the important mathematical concepts and procedures related to that section, topic, or task.
Title
Task Analysis
Learning Outcome
Students can use their knowledge of mathematics and how adolescents learn mathematics to analyze a task in order to anticipate the type of mathematics learning it might foster or reveal.
Title
Task Design for Learning
Learning Outcome
Students understand how mathematical tasks can support adolescents' development of conceptual understanding and procedural fluency, and can use that understanding to design mathematical tasks that allow adolescents to use their prior knowledge and experiences to develop understanding of particular concepts and procedures.
Title
Task Design for Promoting Equity
Learning Outcome
Students understand that who adolescents are becoming is dependent on what positions are offered to adolescents by teachers, other adolescents, themselves, and mathematical tasks, and understand how tasks can be used to promote social justice.
