MAED 450

Teaching Mathematics to Urban Learners in Grades 7-12

4 Undergraduate credits
Effective December 18, 2007 – Present

Graduation requirements this course fulfills

This course provides students with the knowledge and experience of high school mathematics to be an effective teacher in urban, multicultural classrooms. The content of this math methods course emphasizes the interconnectedness of curriculum, instruction and assessment. The overarching philosophical framework for this course is the social justice perspective of mathematics education particularly for urban students. Field experience in a high school mathematics classroom is required.

Special information

Note: Admission to Urban Teacher Program and department approval required to register. Field experience in a high school mathematics classroom is required. Corequisite: EDU 450 Advanced Urban Teaching Practicum and Seminar if plans are to student teach in an urban middle school. Prerequisites: At least 24 credits of MATH courses required for the Mathematics Teaching major.

Learning outcomes

General

  • Analyze and describe reform efforts and issues that impact 9th to 12th grade mathematics in urban schools, including the various NSF (National Science Foundation) curricula in addition to state and national standards.
  • Compare and contrast the various math programs, curriculum tracks and pathways, and assessments used in grades 9-12 as part of the district, local and state accountability.
  • Examine the achievement gap in high school mathematics, and be able to advocate for equity in the learning opportunities and achievement of urban high school students related to curricular "tracks", graduation requirements and post secondary options.
  • Plan, develop and implement a lesson and a unit that is inquiry-based and promotes higher order thinking for high school students grades 9-12.
  • Review and discuss graduation requirements for math at the district and state levels.
  • Review, analyze, and discuss professional resources (e.g., websites, journals and organizations) available to teachers of mathematics
  • Review, contrast, and apply various instructional models for teaching and learning math in grades 9-12, including differentiating instruction, integrating technology into instruction, and creating the necessary conditions for a classroom environment conducive to mathematics learning of diverse urban learners.
  • Review, describe, and apply substantive ways to connect the content of 9th to 12th mathematics with diverse urban students (e.g. community connections, culture, art, history, science, music, sports, careers, real-life applications, etc.)