Supporting all Math Learners, Adreon, Spring 2020
| Course Number: |
EDU 5626 C05 |
| Instructor: |
Beth Adreon, MA, CAGS |
| Location: |
Online |
| Dates and Times: |
February 1 - May 5, 2020 |
| Credits: |
3 Graduate Credits |
| Tuition: |
$975 |
Course Description
Participants will examine current research into effective math practices and instruction. Topics for investigation and a starting place for resources in three areas: research in math challenges; supporting all students and designing effective instruction to reach all students in mixed ability classrooms. How math instruction has changed based on the most up-to-date brain and learning will be a focus. This course will benefit K-12 teachers of mathematics and special educators. Course will be targeted based on participant needs and interest.
Enduring Understandings:
- Teachers understand how learners grow and develop (VT Standard 1).
- Teachers can use individual differences to ensure inclusive learning environments (VT Standard 2).
- Teacher understands the central concepts, tools of inquiry and structures of the discipline(s) he or she teaches (VT Standard 4).
- Teachers understand how to connect concepts to engage learners (VT Standard 5).
- Teachers use multiple methods of assessment to engage learners in their own growth (VT Standard 6).
- Teachers plan instruction to support all learners (VT Standard 7).
- Teachers use multiple ways to encourage learners (VT Standard 8).
- Teachers evaluate and reflect on their practice (VT Standard 9).
Essential Questions:
- Why is learning mathematics so difficult for so many learners?
- How can I develop learning targets to support deep math learning?
- What types of lessons can support all math learners?
Content:
- Examine current research in math learning
- Frameworks for Understanding Student thinking
- Develop strategies and structures to support all learners
Skills:
- Identify areas of improvement within practice that can support deeper math understanding.
- Identify strategies for struggling math students
- Design a unit from start to finish using strategies developed in the course.
Required Texts
Boaler, J. (2016) Mathematical Mindsets: Unleashing Students’ Potential Through Creative Math, Inspiring Messages and Innovative Teaching. San Francisco, CA: Jossey-Bass.
Additional works supplied via PDF
Grading:
Book of choice- reflection. This book should be a book about math instruction that “you’ve been meaning to read”. You will prepare a presentation for classmates with your take-aways from the text, and how it impacts your practice. (20%): - due March 1, 2020
Final project: 2 parts:
- Part 1: Unit Design Part 1 - Develop learning scales for the unit (25%) - due March 29, 2020
- Part 2: Unit Design Part 2 Present the Unit, with assignments and assessments (25%) – due April 26, 2020
Self Reflection (10%)- due May 3, 2020
Discussion Board (20%):
One primary post each week, and at least three secondary posts to classmates. Three grading periods, roughly around the same time as other assignments are due.
For additional course information
Beth Adreon
(802) 770-8214
For additional registration information
Bethany Sprague
(802) 468-1325