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Viewing: EMS 470 / EMS 570 : Methods and Materials for Teaching Mathematics

Last approved: Sat, 04 Jun 2016 08:14:01 GMT

Last edit: Fri, 27 May 2016 18:11:47 GMT

Change Type
EMS (Math & Science Education)
Dual-Level Course
Cross-listed Course
Methods and Materials for Teaching Mathematics
Method Matl Tea MA
College of Education
Math, Science, and Technology Education (13EMS)
Term Offering
Fall and Spring
Offered Every Year
Fall 2016
Previously taught as Special Topics?
Course Delivery
Face-to-Face (On Campus)

Grading Method
Letter Grade Only
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
Karen Norwood
Associate Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: Admission to professional semester

Is the course required or an elective for a Curriculum?
SIS Program CodeProgram TitleRequired or Elective?
13MTHEDBSMathematics EducationRequired
13MATMGMMAMaster of Arts- Teaching Middle Grades MathRequired
Purposes, methods, curricula and evaluation practices for teaching mathematics in middle school and high school.Taught during the first seven weeks of the semester. Credit for both EMS 470 and EMS 570 is not allowed.

We are requesting to change the course from an 8 week course to a 16 week course.  Currently the course is offered during the professional semester in conjunction with student teaching.  We plan to move the course out to the semester prior to student teaching to allow students to have a full time student teaching semester with no other course work.  This will provide our students with more time in the classroom and an opportunity to participate in student teaching abroad opportunities. 


Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:






Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:




Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:




Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:






Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:








Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:






Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:








Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:


Please complete at least 1 of the following student objectives.






US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.








Requisites and Scheduling
a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
Title and author of any required text or publications.

Major topics to be covered and required readings including laboratory and studio topics.

List any required field trips, out of class activities, and/or guest speakers.

This course is taught by faculty as part of their normal work load. No additional resources are needed.

EMS 470 is an academic class in the professional block that will require scholarly work as in other university courses. You must demonstrate intellectual understanding of the subject matter through readings, reports, homework, discussions, and projects. The main emphasis of this course will be on helping you acquire professional teaching skills.  In this regard, you are receiving job training. Soon, you will be teacher to more than 100 students! Now, you may not fully appreciate the significance of changing from your role as university student to that of mathematics teacher. You may also not understand the effect this metamorphosis will have on your self-image. But students, teachers, counselors, administrators, and parents at your school will relate to you as they would any other teacher. They will expect you to assume the demeanor, bearing, duties, and responsibilities of a public school teacher.  You are expected to demonstrate through your actions that you are ready to enter the profession of mathematics teaching. Exhibiting qualities of initiative, willingness to take on responsibilities, assertiveness, promptness, cheerfulness, consideration of others, independence, and a love of hard work are indicators that you are seriously preparing to teach mathematics. These qualities should be exhibited in your school visits and in our class time together. 

Some of the content found in this course is included because it will prepare you for your internship. However, preparation for the profession must include content that grows in value over time as you continue teaching. In your career you will be asked to set curricular policy, choose textbooks, write curriculum materials, develop school- or system-wide tests, counsel students and parents, participate in school self-studies, and participate and provide leadership in professional organizations such as NCCTM, NCTM, NCSTA, NSTA, and SSMA.

During our time together, it is my hope that you become part of a community of learners who are committed to learning about teaching and learning through reading, writing, discussing, and collaborating.  Your overall involvement in the course includes the following:

  • Intellectual risk taking: demonstrated willingness to offer and pursue ideas and suggestions that go beyond the ordinary

  • Making connections: demonstrated ability to connect the theoretical and the practical, to relate specific ideas to larger themes

  • Thinking clearly on paper: demonstrated proficiency in expressing ideas, organizing information, and communicating in writing

  • Contributing to the community: demonstrated willingness to share information and ideas with the group and to support others in their efforts to build understanding

  • Commitment to developing listening and speaking skills: demonstrated effort to develop effective speaking skills and active listening and responding skills.

  • Commitment to exploring new ways to think about teaching and learning mathematics: demonstrated willingness to being open to trying out new ways of teaching mathematics and to allowing students opportunities to make sense of mathematics.

Student Learning Outcomes

By the end of this course students will be able to:

  1. Demonstrate that they can create a plan for teaching a coherent content unit for MS or HS mathematics

  2. Apply strategies for effective teaching in their own practice

  3. Explain and implement strategies for differentiated instruction in mathematics

  4. Create and evaluate assessment instruments (both formative and summative) for MS or HS mathematics

  5. Demonstrate strategies for effective communication with parents of MS and HS students

  6. Apply their knowledge of equitable mathematics teaching in lesson creation and assessment

Evaluation MethodWeighting/Points for EachDetails
Written Assignment85%Classroom management plan and parent letter; unit plan; summative assessment creation and rubric; Common Core STEM project
Participation15%Participation and preparedness
TopicTime Devoted to Each TopicActivity
Unit planning & revised Blooms Taxonomy2 weeks- Have students identify the level of various math problems
- Have students take a problem at the knowing level and rewrite it for each of the other levels of Bloom’s Revised Taxonomy
- Create a Concept Map
Characteristics of Effective Teachers1 weekRead Chpt 1 of course text

- Discuss with students the characteristics/qualities of the teachers that made a lasting impression on them possessed
- Stages of Teacher Development
- Effective Teachers (Wong)
- Pedagogy in Practice
Classroom Management in the mathematics classroom2 weeksRead Chapter 2 of course text

- How to Prepare for the First Days of School
Classroom Procedures
- “The Routine Rhyme”
Procedures for Instruction
- Calling on Students
- Wait Time
- Count Down Timer
Classroom Rules
- Student Responsibility Card
- Guideline Infraction Notice
Formative and summative assessment2 weeks- Types of Assessment
- Discuss formal vs informal assessments
- Given a concept, students will brainstorm different types of assessment that could be used.
- Mathematics Assessment Project
- Grading
Questioning1 weekHave each student bring a test/quiz that they found online or from their CT. Take the test/quiz and rewrite the questions to address the higher levels of Bloom’s Revised Taxonomy.
Differentiated Instruction for Math1 weekDifferentiated Instruction for Math
Assignment: Prior to meeting with your groups, do an internet search to learn more about differentiation in the mathematics classroom. Take notes to share with your group members. When you get together with your group, “differentiate” an assignment/task for any topic or lesson you like. Include the original assignment/task and, a detailed explanation of how the assignment/task was differentiated and the purpose for the differentiation. Remember to cite your research.
Communicating Mathematical Ideas & Tools for Studying1 weekChunking
Graphic Organizers
- More Foldables
- Graphic Organizers
Test and Rubric Construction2 weeksHave each student bring a test/quiz that they found online or from their CT. Students will then use the rubric to classify the types of items on the test and determine the overall percent of items at the various levels of Bloom’s Revised Taxonomy.
Homework: Students will design their own test base on the criterion discussed in class.
Teaching mathematics to diverse students2 weeksSocial Justice tasks- Driving While Black in Charlotte Task (Probability)
Culturally Relevant Teaching
Leadership1 weekTeachers as Leaders
Characteristics of Effective Teacher Leaders
Leadership Framework

Final Assessment1 weekFinal Exam
approved by Dr. Kathy C. Trundle, Department Head, mmmorris
mmmartin (Wed, 04 Nov 2015 16:32:53 GMT): Rollback: To update fields in CIM.thanks,Mary
mmmartin (Tue, 17 Nov 2015 18:38:26 GMT): Rollback: Revisions from the CED UCCC needed.
lamarcus (Tue, 12 Jan 2016 20:41:33 GMT): Rollback: Additional adjustment needed to two places reading "15" weeks.
Key: 2066