ELEM 451 - Teaching Elementary Mathematics Early Grades

Description:
Focus on research based developmental practices in teaching and learning mathematics in early elementary grades. Pedagogical strategies, curricular development, and content delivery for deep foundational mathematical development. Course will be offered every year. Course will not have an established scheduling pattern.

Prerequisites:
Prerequisites: Full admission to the Teacher Certification Program and ELEF 472 and MATH 164 and MATH 226 and valid WSP/FBI fingerprint clearance is required for this course. The clearance must appear in OSPI’s Fingerprinting Database and be valid throughout the quarter enrolled.

Credits: (3)

Learner Outcomes:
Upon successful completion of this course, the student will be able to:

Explain how mathematical learning occurs in developmentally predictable progressions across all math content domains.
Identify key milestones in the developmental progression of each of the math content domains of mathematical learning in the early elementary grades.
Align instruction with state/national content and mathematical practice standards.
Select, design, and enhance curriculum materials/learning tasks that support the developmental progression of mathematical learning, across all domains, at the early elementary grades.
Adapt, enhance, and implement learning tasks for the early elementary grades that embed mathematical practices in the instructional process and deepen conceptual understanding.
Use a variety of mathematical models and instructional strategies (technology and manipulatives) in order to connect mathematical concepts to real problems and experiences of the early grade elementary learners.
Present early grade mathematical concepts using multiple representations (e.g., numerical, graphical, analytical, and contextual).
Evaluate mathematics curricular materials and resources for the early elementary grades, based upon research based best practices, developmental appropriateness, and appropriateness for learner population.
Design and implement learning tasks that emphasize mathematical discourse as a significant support to and function of conceptual understanding.
Utilize different methods of counting to teach a conceptual understanding of cardinality.

Learner Outcomes Approval Date:
4/5/18