MATH 316 - Mathematics for Teachers: Proportional Reasoning and Algebra

Description:
This class focuses on children’s mathematical learning and the application of developmentally appropriate best teaching practices. Mathematical topics will include number and operations, patterns, proportional reasoning, percentages, functions and models, and number theory.

Prerequisites:
MATH 164 or MATH 206.

Credits: (4)

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

Represent proportional relationships using tables, graphs, equations, diagrams, mathematical models, and verbal descriptions. 1.D.10
Demonstrate conceptual understanding in analyzing and solving real world problems that require the use of ratios, the unit rate, rates, proportions and scaling and be able to verbally and through the use of models connect proportional relationships to geometry, measurement, statistics, probability and function. 1.D.4
Use and explain arithmetic operations and their properties through the addition, subtraction, multiplication and division of integers and other real numbers including irrational numbers. They will be able to explain and solve problems involving standard and alternative algorithms. 1.D.5
Analyze, extend and generalize patterns both geometrically and algebraically. They will write both explicit and recursive definitions for generating a sequence. 1.D.6
Use appropriate technology to investigate and represent concepts, methods and application of mathematical concepts 1.D.11
Use principles of mathematical thinking and problem solving to explore, solve, generalize and prove mathematical problems. 1.D.2
Demonstrate the ability to embed CCSS-M Mathematical Practices in the instructional process to deepen conceptual understanding. 1.D. 3, 4.A, 4.B
Select, use, and determine suitability of the available mathematics curricula, teaching materials, and other resources including manipulatives for the learning of mathematics for all students. 1.D.12.A, 4.A, 4.B, 4.C, 4.F, 4.H
Demonstrate the ability to guide student discourse in mathematical problem solving, argumentation (creation and critiquing), literacy, and in-depth conceptual understanding. 1.D.12.C, 4.A, 4.B, 4.C, 4.D, 4.E, 4.I
Demonstrate knowledge of learning progressions, including conceptual and procedural milestones and common misconceptions, within each content domain and connections to instruction. 1.D.12.D, 2.A, 4.A
Engage in developmentally and culturally responsive teaching of mathematics 1.D.12.E, 2.C, 2.D, 3.D, 4.A, 4.B, 4.D,
Design and implement a wide range of assessment strategies to inform mathematics instruction and support student learning. 5.A, 5.B, 5.C, 5.D, 5. E, 5.F

Learner Outcomes Approval Date:
5/04/17

Anticipated Course Offering Terms and Locations:

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