EL ED 447
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Teaching Mathematics in Grades K-6
Teacher Education
David O. McKay School of Education
Course Description
The teaching and learning of elementary school mathematics guided by current principles relating to mathematics content, social interaction, student thinking, and child development.
When Taught
Fall and Winter
Min
3
Fixed
3
Fixed
3
Fixed
0
Other Prerequisites
Concurrent enrollment in El Ed 299R or El Ed 399R.
Title
Design, implement, and evaluate inquiry-based lessons
Learning Outcome
Design, implement, and evaluate inquiry-based lessons as structured by the Launch-Explore-Summarize (Discuss/Debrief) teaching and learning sequences.
Title
Create high levels of mathematical interaction
Learning Outcome
Create high levels of mathematical interaction by planning for discussion, questioning, and establishing a supportive classroom environment.
Title
Adapt instruction
Learning Outcome
Adapt instruction to address the diverse learning strengths and needs of both groups and individuals.
Title
Assess student learning
Learning Outcome
Assess student learning, both formatively and summatively, using a range of appropriate strategies, and employ the results of assessment in guiding instruction.
Title
Practice professionalism
Learning Outcome
Practice professionalism: In commitment to learning to teach, in appearance and demeanor, and in the quality of work submitted.
Title
Establish mathematics goals
Learning Outcome
Establish mathematics goals that accommodate students' varied mathematical trajectories and align appropriately with state content and practice standards as well as informal and formal assessments of student thinking.
Title
Select and/or design worthwhile mathematical tasks
Learning Outcome
Select and/or design worthwhile mathematical tasks according to the research-based learning trajectories that characterize learning in the five mathematical domains.
Title
Anticipate student mathematical thinking
Learning Outcome
Anticipate student mathematical thinking (for planning lessons and/or units, orchestrating discourse, questions, etc.) according to the research-based learning trajectories that characterize learning in the five mathematical domains.
