EDUC 2304 Elementary Mathematics Methods and Curriculum

Abstract

The purpose of this course is to give preservice teachers the broad background needed to teach mathematics at the elementary school level. The course will cover practical topics such as how to write a lesson plan, how to evaluate and choose resources, and how to use the Common Core Standards. However, the broader aim of the course is to help novice teachers become confident as teachers of mathematics by helping them to (1) develop an understanding of how children construct mathematical knowledge through meaningful tasks and (2) deepen their own knowledge of elementary mathematics and mathematical pedagogy so that they can support students’ mathematical growth.

____ Building mathematical knowledge means developing a rich web of interconnected ideas and strategies. The teacher’s role in building that knowledge in children is complex, and it is expected that much of a teacher’s skill and mathematical knowledge will develop over years of teaching. While an entry-level teacher will not know everything, an effective teacher will enter the profession with (1) an openness to seeing mathematics as rich and interesting and (2) a willingness to learn new mathematical content to help students make the connections that will deepen their understanding. ___ What is the role of the teacher in supporting the mathematical development of a child? What kinds of tasks are mathematically rich? How does a teacher assess a child’s understanding and then respond to the child with mathematical tasks designed to build on that understanding? What specific mathematical content do we, as teachers, need to know beyond what we learned in our own elementary and middle schools? What are the milestones of mathematical development in the elementary years? How can teachers support the range and diversity of learners that exist in every classroom? How can teachers develop both procedural fluency and conceptual understanding in their students?