3 Credit Hours
Course Information |
TEAS 4007, TEAS 5007, TEAS 6007 (Math Methods Across the Curriculum) will engage participants in mathematics thinking, discussions, and instructional projects to explore theory, understand best practices, and design and implement these strategies in mathematics instruction in grades K-8. It will begin with an exploration of learning theory and best practices advocated by the National Council of Teachers of Mathematics, followed by explorations and the designing of hands-on activities for teaching mathematics to all children including diverse populations and exceptional needs individuals. Participants will be expected to work achieving 10 hours of clinical experience with primary grade, exceptional needs children as they begin to understand and implement best practices in mathematics teaching.
The blend of the National Board of Professional Teaching Standards (NBPTS) from Special Education, Early Childhood/Generalist, Middle Childhood/Generalist, (2nd ed.) and Mathematics are indicated as shown in the following chart: The State of Tennessee Add-On Licensure Standards are noted in this listing.
|
No. |
NBPT Standard Topic |
TN Std. |
No. |
NBPT Standard Topic |
TN Std. |
|
1 |
Knowledge of Students |
2 |
7 |
Multiple Paths to Knowledge |
4 |
|
2 |
Knowledge of Content and Curriculum |
1, 7 |
8 |
Assessment |
8 |
|
3 |
Learning Environment |
5 |
9 |
Family Involvement |
10 |
|
4 |
Respect for Diversity |
3 |
10 |
Reflection and Growth |
9 |
|
5 |
Technology and Instructional Resources |
1, 7 |
11 |
Contributions to the Profession |
1-10 |
|
6 |
Meaningful Applications of Knowledge |
4 |
|
Communication |
6 |
This course is based on the NBPT Standards, the Tennessee Licensure Standards, and the National Council of Teachers of Mathematics Principles and Standards are shown below. There are seven (7) Major Goals with Objectives listed under each Major Goal.
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GOALS and OBJECTIVES The participant |
NBPT Standards, TN Standards |
AssessmentComponents
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NCTM Principles & Standards |
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1. Explores the knowledge base of trends and issues in education, especially those related to pedagogical strategies of mathematics and exceptional needs students. |
NBPTS #2, 4, 11 TN: #1, 3, 7 |
Threaded Discussion Activities
Midterm/Final
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| NCTM Principles: Equity, Teaching, Curriculum | |||||
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A. Understands methods of teaching mathematics with emphasis on the problem solving approach and experiencing learning mathematics conceptually.
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NBPTS #2-7 TN: #1-7 |
Threaded Discussion, Activities Midterm/Final
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NCTM Principles: Curriculum, Teaching Learning |
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B. Designs and applies mathematics lessons using problem-solving principles, manipulatives and a variety of research recommended methods.
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NBPTS #1, 2, 6, 7. 11 TN: #1, 2, 4, 11 |
Virtual Presentations
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NCTM Principles: Learning, Teaching, Curriculum |
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C. Understands contributions to establishing knowledge base in mathematics of professional organizations at national, state, and local levels. |
NBPTS #1-11 TN: #1-10 |
Examinations |
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NCTM Principles: Equity, Teaching |
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D. Creates a classroom climate that fosters self-discipline and cooperation; use various techniques for classroom and student behavior management. |
NBPTS #3 TN: #5 |
Case Study from Practicum |
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NCTM Principles: Teaching, Learning Curriculum, Equity |
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2. Applies pedagogical strategies in mathematics in addressing classroom situations.
|
NBPTS #2, 5- 7 TN: #3, 4 |
Case Study from Practicum |
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NCTM Principles and Standards |
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A. Demonstrates knowledge and ability to assess and interpret learners achievement by means of a variety of diagnostic evaluation measures and techniques, especially those of exceptional needs students. |
NBPTS #4, 8 TN: #3, 8 |
Case Study Assignment from Practicum |
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NCTM Principles: Assessment, Curriculum, Teaching |
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B. Identify uses and develops basic teaching aids in teaching mathematics, K-8. |
NBPTS #2, 5,-7 TN: #1, 4, 7 |
Virtual Activities
Practicum Experiences |
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NCTM Principles: Learning, Teaching, |
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C. Uses varied assessment strategies to enhance his/her knowledge of learning; modifying teaching and learning strategies according to the results. |
NBPTS #7, 8 TN: #4, 8 |
Assessment During Practicum |
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NCTM Principles: Assessment, Learning |
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3. Selects, integrates, and translates the knowledge and methods of disciplines in developing curriculum appropriate to K-8 grades. |
NBPTS #1, 2, 5-7 TN: #1, 2, 4, 7 |
Threaded Discussions Activities Practicum Experiences |
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NCTM Principles and Standards |
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A. Understands methods of teaching mathematics with emphasis on the problem solving approach. |
NBPTS #1, 2, 5-7 TN: #1, 2, 4, 7 |
Threaded Discussions Activities
Virtual Activities |
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NCTM Standard: Problem Solving |
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B. Examines major content strands of mathematics and identify problem-solving strategies appropriate to students’ experiences and recommended curriculum content |
NBPTS #1, 2, 5-7 TN: #1, 2, 4, 7 |
Threaded Discussions, Acftivities
Practicum Experiences |
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NCTM Principles: Curric. Math content |
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C. Examines and evaluates instructional materials, resources, media, and technology for teaching mathematics. |
NBPTS #1, 2, 5-7 TN: #1, 2, 4, 7 |
Technology CD-ROM Exploration |
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NCTM : Technology |
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D. Demonstrates knowledge of mathematical terms and symbols and proficiency in mathematical concepts and skills. |
NBPTS #1, 2, 5-7 TN: #1, 2, 4, 7 |
Examinations |
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NCTM Standards: Math Content |
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E. Designs and applies mathematics lessons using problem-solving principles, manipulatives and a variety of research recommended methods. |
NBPTS #1, 2, 5-7 TN: #1, 2, 4, 7 |
Practicum Experiences
Threaded Discussions |
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NCTM Standard: Problem Solving |
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F. Understands the basic ideas and principles of mathematics, including gathering of data, computations and algorithms. |
NBPTS #1, 2, 6 TN: #1, 4, 7 |
Activity Presentation Project |
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NCTM Standards Mathematics Content Standards |
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4. Develops lessons that help students increase their skills of thinking, reasoning, problem solving and decision making. |
NBPTS #1, 2, 6 TN: #1, 2, 4, 7 |
Activity Presentation Project |
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NCTM Principles & Standards |
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A. Develops rapport with students, express sympathy, advise students, and assist students in solving problems. |
NBPTS #3 TN: #5 |
Practicum Experiences |
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NCTM Principles Communication, Discourse |
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B. Communicates and work effectively with other professionals and pre-professionals in planning to meet student needs. |
NBPTS #4, 10 TN: #6, 9 |
Group Project Practicum Experiences |
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NCTM Principles Equity |
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C. Adapts instructional techniques to students of diverse backgrounds and to students who have special learning needs. |
NBPTS #4 TN: #3 |
Group Project
Practicum Experiences |
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NCTM Principles and Standards Equity, Represent. |
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D. Assists student in developing study, time management, and test-taking skills. |
NBPTS #1 TN: #2 |
Practicum Experiences |
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NCTM Principle: Equity |
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E. Manages class and laboratory times effectively, paces instruction and organizes and manage varied learning groups simultaneously. |
NBPTS #3 TN: #5 |
Practicum Experiences |
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F. Demonstrates instructional and social skills, which assist student in developing a positive self-concept and in interacting constructively with peers. |
NBPTS #1, 3 TN: #2, 5 |
Group Project |
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NCTM Principles: Teaching, Learning, Equity |
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G. Identifies student error patterns in mathematics and remediates them. |
NBPTS #6 TN: #4 |
Examinations |
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NCTM Learning Principles |
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5. Design and applies mathematics lessons using problem solving principles, manipulatives, and a variety of research-recommended methods. |
NBPTS #6, 7 TN: #4 |
Group Project Practicum Experiences |
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NCTM Principles & Standards |
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A. Establishes learning expectations and instructional goals appropriate for early childhood through pre-and early adolescence. |
NBPTS #2, 6 TN: #1, 4, 7 |
Group Project
Practicum Experiences |
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NCTM Principles Learning, Teaching |
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B. Understands the philosophy, organization and curriculum of schools and work with colleagues in planning and implementing appropriate education. |
NBPTS #11 TN: #1-10 |
Threaded Discussions, Activities
Examinations |
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NCTM Principles Curriculum, Teaching |
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C. Researches and creates mathematical experiences that reflect multicultural awareness. |
NBPTS #4 TN: # 3 |
Threaded Discussions, Activities |
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NCTM Principles Curriculum |
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D. Understands the connections among the various academic disciplines |
NBPTS #2 TN: #1.7 |
Examinations Group Project |
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NCTM Principles Curriculum, Connections |
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6. Uses and applies computers and other technology to support instruction in appropriate grade levels and mathematics learning. |
NBPTS #5 TN: #1,7 |
Group Project Practicum Experiences |
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NCTM Principles & Standards |
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A. Uses the computer for computer instruction, both as a tool of learning and assisted instruction. |
NBPTS #5 TN: #1, 7 |
Practicum Experiences |
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NCTM Principle Technology |
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7. Uses a variety of instructional strategies to enable students to take risks, solve problems, make decisions and become reflective thinkers. |
NBPTS #7, 10 TN: #4, 9 |
Practicum Experiences Threaded Discussions, Activities |
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NCTM Principles & Standards |
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A. Develops and uses the constructivist framework to teach mathematical through active involvement by students. |
NBPTS #2, 6 TN: # |
Group Project Activities |
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NCTM Principles Foundational |
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B. Assist students in developing communication skills including discussion and presentation strategies. |
NBPTS #3 TN: # 5, 6 |
Group Project Activities
Threaded Discussions, Activities |
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NCTM Principle Equity Communication Std. |
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C. Develop confidence in working with students presenting mathematics tasks/activities in small group settings within the classrooms. |
NBPTS #7 TN: # 4, 6 |
Group Project Activities
Threaded Discussions, Activities |
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NCTM Principles & Stds: Communication |
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TEAS 4007, TEAS 5007, TEAS 6007 is part of the program of study leading to an Add-On Special Education Endorsement of the Regents Online Degree Program (RODP). Before enrolling in TEAS 4007, TEAS 5007, TEAS 6007 a student must have a teaching license and must have completed TEAS 4001 (Collaborative Practices, Trends and Issues, and Characteristics of the Exceptional Learner in Special Education) and TEAS 4003 (Assessment Procedures in Special Education).
ONLINE PARTICIPATION IS REQUIRED. You will be expected to:
Submit all work in WebCT (place your name on each assignment)
Communicate with other students in a team project. This can be in the private discussion area or in chat rooms.
Learn how to navigate in WebCT and to attach word documents for assignments, questions, case study. and group special project.
Keep abreast of course announcements, calendar entries, bulletin, and emails. At times you will be directed to go to an URL, from a position within the course, or from your CD. If the hyperlink is not enabled, please contact your online professor with this information. URL's change with no notice.
Use the assigned Email address in WebCT (AS OPPOSED TO PERSONAL EMAIL ADDRESSES)
Purchase the required textbooks.
ONLINE SUCCESS:
Your success in this online course will depend on your willingness to read the textual material, successfully complete written assignments/discussion sessions as scheduled and adequately complete the two examinations. The use of APA writing style and APA formatting and referencing is to be followed. Since assignments and quizzes will be available from the first day of class, no assignments or examinations will be considered for late submission, unless there are verifiable circumstances out of your control.
I. Mathematics Education and Math Reform Efforts
A. The Standards Movement
1. The NCTM Principles and Standards (2000)
2. Math learning today
B. Equity—the Right of All to learn mathematics
C. Multicultural mathematics
II. Developing Math Proficiency
A. Using brain research
1. Conceptual vs. procedural learning
2. Constructivism
B. Planning for effective instruction
1. Teaching strategies
a. Problem solving tactics
b. Creative tasks and activities
c. Using manipulatives
2. Integrating technology into the classroom
3.