Course DescriptionDevelop a deep understanding of the development of spatial and mathematical learning across all strands: number & operations, algebra, geometry, measurement, and data analysis & probability. There will be an emphasis on the content included in the state early learning guidelines and standards for children birth through grade three and their families who are culturally, linguistically, and ability diverse.

A. Characteristics and properties of two- and three-dimensional geometric shapes. B. Geometric modeling, visualization, spatial reasoning. C. Transformation and symmetry of objects in space. D. Systems of measurement. E. Area, perimeter, surface area, and volume. F. Design of statistical investigations. G. Collection and display of statistical data. H. Measures of central tendency and variability for data sets. I. Analysis and interpretation of data. J. Probability of simple and compound events. K. Making and testing conjectures using probability and statistics. L. Communication of mathematical ideas and reasoning. M. Applications/connections of geometry and statistics with other disciplines. N. State and national curriculum standards for math in elementary schools. O. Appropriate technology and technological activities. P. Mathematical instructional methodology. Q. Dispositions of math teachers/math education.

1. Critique classroom discourse and define the role of the teacher in facilitating that discourse through findings from research on student learning. 2. Utilize problem solving skills in the mathematical content areas of numbers and operations, geometry, algebra, data analysis and probability, and measurement appropriate for adaptation for children from birth through grade three. 3. Plan a problem-based mathematics lesson that includes elements of differentiation, assessment, and technology, and requires students to engage in sense making and mathematical communication while adhering to state and national standards. 4. Develop assessments that give a teacher insight into student thinking about mathematics content and create plans to implement adjustments from the results. 5. Research ideas for teaching mathematics in diverse classrooms to incorporate into lesson planning. 6. Develop knowledge, skills, and professional behaviors across early learning settings, examine the nature of mathematics, how mathematics should be taught, and how students learn mathematics. 7. Observe and analyze a range of approaches to mathematics teaching and learning focusing on tasks, discourse, environment, and assessment.

3. Pedagogical Skills The candidate applied learning theory and incorporates a variety of evidence-based instructional strategies that are individually, culturally, and developmentally appropriate into his/her teaching practices, within and across disciplines. 6. Assessment & Planning The candidate utilizes a variety of assessment, diagnosis, and evaluation practices in collaboration with colleagues and families to guide the learning and holistic development of each and every child. 8. Content Knowledge The candidate recognizes and applies the central concepts of the arts, English language arts, health and fitness, mathematics, science, and social studies, and can identify resources to support personal and childrenâ€™s growth across disciplines. Information Competency: Graduates will be able to seek, find, evaluate and use information and employ information technology to engage in lifelong learning. Critical, Creative, and Reflective Thinking: Graduates will evaluate, analyze, and synthesize information and ideas in order to construct informed, meaningful, and justifiable conclusions.