EDLC 530 Teaching Mathematics
- Course Description
An in depth study of the theory and processes of teaching mathematics to students in preschool through eighth grade, the course includes the instructional process in the area of numeration, operations and computations, geometry and logic. Candidates will participate in hands-on, modeled instruction, will construct and demonstrate models and teaching tools, and will complete a research project.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog .
Course Guide
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Mastery of mathematical skills is crucial to the education of elementary and middle school students (grades PreK-8). Due to the sequential nature of mathematics and the vertical progression of mathematical standards, the elementary and middle school years are most critical in the development of this proficiency with positive affective elements. Elementary and middle school educators must implement appropriate pedagogical processes; demonstrate a positive attitude toward the field of mathematics; and be proficient with the necessary skills in the mathematical areas of numbers and operations, algebraic thinking, geometry and measurement, logic, data analysis and probability, and problem-solving.
Course Assignment
Textbook readings and presentations.
Required course readings involve the following topics: effective mathematics pedagogies and assessments, problem-solving, number systems and their operations, computational fluency, algebraic thinking, geometry, methods of measurement, data analysis, probability, and teaching mathematics from a biblical worldview.
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in the Course Overview.
Discussions (5)
Discussions are collaborative learning experiences. Therefore, the candidate will post a response to the question in the appropriate Discussion. The thread must be 300 words. The student will then post a 150-word reply to 2 other classmates’ threads. Weekly readings must be cited in the initial post and in at least 1 reply. This Course utilizes the Post-First feature in all Discussions. (CLO: B, G)
Meta-Analysis on Math Interventions Assignment
The candidate will complete an article review on a meta-analysis that is centered on evidence-based mathematics pedagogical interventions for struggling learners and students with disabilities. The candidate’s submission must be at least three pages in length, not including the title and references pages. (CLO: A, C, E)
Online Field Trip Assignment
With a focus on assistive and instructional technologies to promote learning and independence in math, the candidate will explore various mathematics websites and note important facts gleaned from each ‘online field trip.’ The candidate will write a three-sentence summary of each available technology, explaining how the technology supports learning and independence in students. The candidate will also select their favorite five websites along with the associated learning supports and write at least six paragraphs discussing how they plan to use them in their future classroom. (CLO: D)
Lesson Plan Assignments (2)
The candidate will create 2 mathematics lesson plans based on instructional tools (manipulatives) for the following topics: computational fluency with whole number operations and algebraic/geometric thinking. One tool should be selected or created for each lesson. The candidate will choose one or more mathematics standards that are grade-appropriate for each lesson plan. The lesson plans must include individualized math accommodations to ensure that students with specific learning disabilities in math have access to the general education curriculum. (CLO: A, C, D, H)
Error Analysis Case Study Assignment
The candidate will complete error analyses of case studies involving students who demonstrate misconceptions or skill deficits in computational fluency with numerical operations and methods of measurement. (CLO: A, B, F)
Final Project Assignment
The student will complete one of two assignments for the Final Project Assignment. Licensure candidates will complete the Final Project: edTPA ELE Task 4 Assignment and submit it in both Canvas and LiveText. Non-Licensure candidates will complete the Final Project: Response to Intervention Assignment in Canvas. See Canvas for instructions. (CLO: A, B, C, E, F, H)
Quiz: Math Attitudes
The candidate will take a 14-question survey that will assist the instructor in assessing the candidate’s attitude toward mathematics. There are no right or wrong answers. There is also no time limit. (CLO: A)
Quizzes (8)
The candidate will complete one quiz each week over the assigned chapters per the course schedule from Guiding Children’s Learning of Mathematics . Quiz question topics will include the following: defining a comprehensive math program, effective mathematics pedagogies and assessments, problem solving, number systems and their operations, fractions, decimals, proportional reasoning, algebraic thinking, geometry, methods of measurement, data analysis, and probability. Each quiz will contain 10 questions and will have a 60-minute time limit. Quizzes will be open-book and open-note. Each quiz may be taken up to two times. (CLO: A, E, G)
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EDLC 530 LIBERTY UNIVERSITY Error Analysis Case Study Assignment _2024.pdf
- School Liberty University - Lynchburg, VA
- Course Title EDLC 530 - Teaching Mathematics
- Uploaded By Mo salah
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IMAGES
VIDEO
COMMENTS
2 Running head: ERROR ANALYSIS CASE STUDY Introduction Madison has a specific learning disability in math. She is in the third grade and does really well when she uses manipulatives to help solve math problems.
EDLC 530 reassure Madison that money and time are different and although "quarter" in money terms is 25, when speaking about time "quarter" is a little bit different. Case Study Level B, Case 2- Elias (pp. 25-26) Elías is a 7-year-old student in the special education program in the second grade. Elías has a learning disability and has been receiving intensive interventions throughout his ...
Case Study Level A, Case 2 - Madison Madison is an 8-year-old girl in 2nd grade who has a learning disability in math. Even with the teacher using manipulatives Madison is still struggling to grasp the concept of time using the cardboard clocks. Ms. Brooks makes the decision to examine the quiz that Madison took most recently for errors.
6 Running Head: ERROR ANALYSIS modeling a few examples and then providing equations for Elias to complete with the her assistance. Case Study Level C: Wyatt Wyatt is a 12 year old boy in 6 th grade. Wyatt's teacher, Mr. Goldberg has been working on teaching a unit focused on fractions. Mr.
4 ERROR ANALYSIS CASE STUDY Additionally, Mrs. Moreno may provide Dalton with practice opportunities and targeted feedback to strengthen his understanding and increase his accuracy in decimal multiplication.
2 ERROR ANALYSIS CASE STUDY Case Study Level A, Case 1 - Dalton Dalton, age 12, attends Mrs. Moreno's math lesson in the seventh grade. According to Mrs. Moreno, Dalton has consistently demonstrated high achievement in her math class. Dalton's academic performance declined after the introduction to multiplying decimals which caused him to struggle with his schoolwork.
EDLC 530_Error_Analysis_Case_Study ASSIGNMENTS 2023.pdf. 5 pages. EDLC 530 LIBERTY UNIVERSITY Discussion Board Creating a Problem-Solving Classroom_ASSIGNMENT 2023.pdf. 5 pages. EDLC 530 LIBERTY UNIVERSITY Assessment_Commentary_ASSIGNMENT_2024.pdf.
Teaching Mathematics - EDLC 530 CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 02/01/2024 Apply Now Request Info Course Description An in depth study of the theory and processes of ...
EDLC 530_Error_Analysis_Case_Study ASSIGNMENTS 2023.pdf. 5 pages. EDLC 530 LIBERTY UNIVERSITY Meta_Analysis_on_math_Interventions ESSAY ASSIGNMENT 2023.pdf. 7 pages. EDLC 530 LIBERTY UNIVERSITY Discussion Board Creating a Problem-Solving Classroom_ASSIGNMENT 2023.pdf.
Case Study Level A, Case 2 Madison (p. 21-22) Madison is a second-grade student who has a disability in mathematics. She has some pros and cons with math just like any other student. Her strengths are that she is good with money.
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ERROR ANALYSIS CASE STUDY 4 Case Study Level A, Case 2 - Madison Madison is an eight-year-old second grade student. She has a specific learning disability in mathematics. Her teacher, Mrs. Brooks, has described Madison as performing very well in the previous lesson on money, while using concrete objects as noted in her Individualized Educational Plan (IEP).
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ERROR ANALYSIS 3 dialogue is intended to help the student learn how he made the mistake and to reassure him that the teacher will work with him to fix that mistake. Since this makes him aware of his mistakes, this particular tactic can be employed to help him improve. If he doesn't obtain instructions that specifically address this mistake, he could in the long run keep making these mistakes.
EDLC 530 Elementary Education - Mathematics Task 4: Mathematics Assessment Commentary A SSESSMENT C OMMENTARY Respond below by typing your responses to each prompt. Do not delete or alter the prompts. The commentary should be 5 - 8 pages long, including the prompts. Please be sure to examine the Learning Segment Overview document in LiveText, the Context for Learning document in LiveText, the ...