MATH 392: Teaching Mathematics to Learners with Disabilities (3 ...

MATH 392: Teaching Mathematics to Learners with Disabilities (3)Syllabus1. Prerequisites: MATH 207 with a C- or better grade or both MATH 201 and 202 with a C- or better grades.Admittance to Teacher Education and permission to enroll in 300/400-level professional education courses.Open only to special education majors.2. Course Description: Introduction to standards, instructional materials and methods, and assessment, withemphasis on how these relate to the teaching of mathematics to learners with disabilities. Class ideasapplied in teaching situations. Three one-hour lectures and one one-hour laboratory experience per week.May not be substituted for MATH 391.3. Course Objectives: To become familiar with state and national mathematics standards. To become familiar with available mathematics teaching resources and learn how to adapt them forlearners with disabilities. To become familiar with various mathematics manipulatives and how to appropriately use them withlearners with disabilities. To become familiar with current pedagogy in teaching mathematics. To develop and evaluate various mathematics assessment strategies. To gain experience in developing appropriate mathematics lesson plans and using those plans toteach learners with disabilities.4. Course Rationale: This course is designed to acquaint students with current mathematics pedagogy andprepare them to become effective teachers of mathematics to learners with disabilities.5. Course Content: Problem solving, communication, reasoning and proof, connections, and representationsand how each of these relates to teaching mathematics to learners with disabilities in each of the followingfive content areas: algebra, geometry, measurement, number and operations, and data analysis andprobability. Planning appropriate teaching activities and using appropriate assessment techniques across thefive content areas.6. Course Format: Lecture days will consist of small and/or large group discussions as well as traditionallectures on course content. Laboratory days will consist of supervised teaching of student-prepared lessonsand supervised practice incorporating various instructional strategies. A TI-73 graphing calculator isrequired.7. Methods of Evaluating Student Performance: May include but not be limited to the following: developmentof teaching plans, group and/or individual projects, tests and/or quizzes, writing assignments, professionalpreparation, attendance, and participation, teaching performance.8. Evaluation of the Course: The instruction of the course is evaluated by departmental student evaluations andpeer evaluations. The course is reviewed and revised periodically by the departmental Teacher EducationAdvisory Committee and Undergraduate Programs Committee.9. Addendum:The following are examples of supplemental materials that could be used in teaching this course.Windows of Opportunity: Mathematics for Students with Special Needs, Carol Thorton and Nancy Bley(Eds.), National Council of Teachers of Mathematics, Reston, VA, 1994.

Professional Journals:Teaching Children MathematicsMathematics Teaching in the Middle SchoolMathematics TeacherVideotapes:Teaching Math: A Video Library, K-4, 5-8, 9-12, Annenberg/CPB Math and Science CollectionMathematics with Manipulatives by Marilyn Burns[Jan 2001, A. Leitze, L. Robinson, and D. Toll; March 2007, S. Stump; Nov 2010, R. Pierce; Spring 2013, UPCR. Pierce Chair]