Marks Teaching Mathematics in Secondary Schools EDSS 444
	Course Objectives
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	Students successfully completing this course will have acquired: Recognition that knowing mathematics means understanding ideas, seeing connections, and using processes (such as problem solving and communication) in addition to performing procedures Ability to analyze a math topic and/or activity with regard to its mathematical content, connections, purposes, and appropriateness for kids Ability to recognize, use, and explain multiple representations of mathematical ideas Basic knowledge of theories of adolescent learning and development and their application to learning and teaching mathematics Commitment to making math learning accessible to diverse learners, including English language learners, together with some strategies for doing this Caring about eliciting, responding to, and building on students' thinking about mathematics Knowledge of some strategies for asking good questions, fostering classroom discourse about math, and effectively managing students engaged in collaborative group work Familiarity with a variety of engaging and meaningful secondary math activities, and with resources for finding others Familiarity with some effective uses of learning tools, including manipulatives and technology Rudimentary ability to analyze math texts and materials critically and to build meaningful instruction around them Some familiarity with the content appropriate for middle and high school mathematics -- strands, interconnections, and sequence Ability to design plans for math instruction with purpose, coherence, sequence, variety, and student engagement Understanding that assessment is about gathering useful information and using it effectively, and that this is a critical component of teaching Beginning familiarity with purposes, forms, and strategies for assessment Familiarity with professional (NCTM) and state math standards Visions of students and teachers engaged in constructive learning of mathematics in real contexts Awareness and perspective regarding the political context of math education and its implications for their teaching, their careers, the larger society, and their potential role as agents of change Some appreciation of the complexity of teaching mathematics, of the developmental nature of their own process of learning to teach, and a vision of themselves as continual learners in a dynamic profession
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