MATHEMATICS EDUCATION (MAED)

MAED262. K-12 FIELD EXPERIENCE AND BUILDING STUDENT RELATIONSHIPS. 1.0 Semester Hr.

This course is designed to provide Mines students with opportunities to participate in, analyze, and reflect on issues in a mathematics or computer science K-12 school classroom setting. The overall goal is for Mines students to understand who their students are, build relationships, and begin exploring learner development and learner differences. Specifically, the course will focus on developing Mines students? ability to identify and practice basic classroom management, differentiate instruction, ask probing questions, mathematics or computer science content preconceptions, language/activities that promote a growth mindset, and professional language. Furthermore, Mines students will begin exploring the factors that shape school norms and culture. In addition to an on-campus seminar, there is a 25-hour field experience requirement in the student?s assigned partner school.

MAED405. MATHEMATICAL PRACTICES AND THE SOCIAL CONTEXT OF MATHEMATICS. 3.0 Semester Hrs.

This course provides teacher candidates an opportunity to develop the skills to promote students mathematical identity and their understanding of mathematical practices and processes - mathematics is a community of inquiry-as articulated in the Colorado Academic Standards and Common Core. These skills will be modeled, practiced and mastered in the context of authentic mathematical practices (eg. the formation of the quadratic equation through maximization of orange production). Teacher candidates will engage as learners, reflect as practitioners, and finally develop their own 3-day mini-unit. To promote candidates awareness of the social context of mathematics, candidates will explore the historical development of content and perspectives from diverse cultures. In addition this course will prepare students to be able to communicate effectively in a variety of mediums (written, oral, and digital) as educators about mathematical processes and practices.

MAED425. PRE-ALGEBRA AND ALGEBRA TEACHING TECHNIQUES. 3.0 Semester Hrs.

In this course teacher candidates will be exposed to evidence-based instructional practices to support students learning of pre-algebra and algebra and model meaningful learning opportunities, common misconceptions and ways of thinking, and students learning progressions (i.e., content trajectory). The goal of this course is for teacher candidates is to develop an awareness of 1) the common misconceptions and learning progressions associated with pre-algebra and algebra; 2) students learning progressions in pre-algebra and algebra, and 3) evidence-based and meaningful instructional strategies for pre-algebra and algebra. The teacher candidate analyzes conceptual algebra underpinnings, common misconceptions, and students' ways of thinking to create opportunities to learn.

MAED464. CAPSTONE CURRICULUM DESIGN I. 3.0 Semester Hrs.

This course provides Mines students an intensive teaching experience in a K-12 mathematics or computer science classroom. The goal of this course is for the student to develop and demonstrate competencies in the areas of planning, instructional methods, assessments, creating effective learning environments for all learners, classroom management and organization, content knowledge, and professionalism. In addition to a total of 15 hours of seminars (on campus and teacher professional development), there is a 100-hour field experience requirement in the students assigned partner school. During this semester, the student will be responsible for planning and teaching at least five periods of classroom instruction as well as participate in other school related professional roles and will develop a mini-work sample (min-unit of instruction including: description of setting, learning objectives, three class periods or more of standards-based lesson plans, pre/post assessment, and reflection). Prerequisite: MAED262, SCED333, SCED363, MAED405, MAED425 or MAED435 with a grade of C or higher.

MAED465. CAPSTONE CURRICULUM DESIGN II. 6-12 Semester Hr.

This course provides Mines students an intensive teaching experience in a K-12 mathematics or computer science classroom. The goal of this course is for the student to develop and demonstrate competencies in the areas of planning, instructional methods, assessments, creating effective learning environments for all learners, classroom management and organization, content knowledge, and professionalism. In addition to a total of 15 hours of seminars (on campus and teacher professional development), there is a 32-hour per credit hour enrolled field experience requirement in the students assigned partner school. During this semester, the student will be responsible for planning and teaching at least five periods of classroom instruction for each 3 credit hours enrolled as well as participate in other school related professional roles and will develop a mini-work sample (min-unit of instruction including: description of setting, learning objectives, three class periods or more of standards-based lesson plans, pre/post assessment, and reflection). Prerequisite: Completed MAED 464. Completed/concurrent with SCED 333, SCED 363, MAED 405, and MAED 425. Corequisite: Completed/concurrent with SCED 333, SCED 363, MAED 405, and MAED 425.

MAED505. MATHEMATICAL PRACTICES AND THE SOCIAL CONTEXT OF MATHEMATICS. 3.0 Semester Hrs.

n/a.

MAED525. PRE-ALGEBRA AND ALGEBRA TEACHING TECHNIQUES. 3.0 Semester Hrs.

In this course teacher candidates will be exposed to evidence-based instructional practices to support students? learning of pre-algebra and algebra and model meaningful learning opportunities, common misconceptions and ways of thinking, and students? learning progressions (i.e., content trajectory). The goal of this course is for teacher candidates is to develop an awareness of 1) the common misconceptions and learning progressions associated with pre-algebra and algebra; 2) students learning progressions in pre-algebra and algebra, and 3) evidence-based and meaningful instructional strategies for pre-algebra and algebra. The teacher candidate analyzes conceptual algebra underpinnings, common misconceptions, and students' ways of thinking to create opportunities to learn.

MAED562. K-12 FIELD EXPERIENCE AND BUILDING STUDENT RELATIONSHIPS. 1-3 Semester Hr.

MAED564. CAPSTONE CURRICULUM DESIGN I. 3.0 Semester Hrs.

This course provides Mines students an intensive teaching experience in a K-12 mathematics or computer science classroom. The goal of this course is for the student to develop and demonstrate competencies in the areas of planning, instructional methods, assessments, creating effective learning environments for all learners, classroom management and organization, content knowledge, and professionalism. In addition to a total of 15 hours of seminars (on campus and teacher professional development), there is an approximately 6 hours per week (100-hours total) field experience requirement in the studenta??s assigned partner school. During this semester, the student will be responsible for planning and teaching at least five periods of classroom instruction as well as participate in other school related professional roles and will develop a mini-work sample (min-unit of instruction including: description of setting, learning objectives, three class periods or more of standards-based lesson plans, pre/post assessment, and reflection). Prerequisites: Completed/concurrent 3 credits of SCED 562. Completed/concurrent with MAED 505 or MAED 525. Corequisites: Completed/concurrent 3 credits of SCED 562. Completed/concurrent with MAED 505 or MAED 525.

MAED565. CAPSTONE CURRICULUM DESIGN II. 3-12 Semester Hr.

This course provides Mines students an intensive teaching experience in a K-12 mathematics or computer science classroom. The goal of this course is for the student to develop and demonstrate competencies in the areas of planning, instructional methods, assessments, creating effective learning environments for all learners, classroom management and organization, content knowledge, and professionalism. In addition to a total of 15 hours of seminars (on campus and teacher professional development), there is a 2 hours per week (32-hours total) per credit hour enrolled field experience requirement in the student?s assigned partner school. During this semester, the student will be responsible for planning and teaching at least five periods of classroom instruction for each 3 credit hours enrolled as well as participate in other school related professional roles and will develop a mini-work sample (min-unit of instruction including: description of setting, learning objectives, three class periods or more of standards-based lesson plans, pre/post assessment, and reflection). Prerequisites: Completed MAED 564. Completed/concurrent with SCED 333, SCED 363, MAED 505, and MAED 425. Corequisites: Completed/concurrent with SCED 333, SCED 363, MAED 505, and MAED 425.