Description

The purpose of this assignment is to increase one’s knowledge base of the historical development of the different mathematical domains (CAEP A.1.4, A.2.7, A.3.10, A.4.6, A.5.6, A.6.5) and the implications for teaching. The assignment has two parts.Part 1 requires candidates to access and evaluate/analyze researched articles on the historical development of the six mathematical domains and the contributions from diverse culture to their development (NCTM CAEP 2e.1, 4c.3, 6c.1)Part 2 provides an opportunity for candidates to analyze and consider the research implications of the development of these domains when planning instructional activities for diverse middle or secondary classroom setting (NCTM CAEP 3b.1 3b.2, 3c.1, 3c.2, 4b.1, 4b.2, 4c.1, 4c.3, 4e.1, 6b.2, 6b.4).See syllabus for more detailed information!I upload the syllabus scrool the information you will see assignment and all the information that you need .

MAT 0522 – Methods of Teaching Middle and Secondary

Mathematics

I. Course Information

Course: MAT 0522 – Methods of Teaching Middle and Secondary Mathematics

Semester Credit Hours: 3.0

Course CRN and Section: 50157 – L01

Semester and Year: Summer I 2021

Course Start and End Dates: 05/10/2021 – 06/27/2021

Building and Room: Online Venue – CANVAS

II. Instructor Information

Professor: John J Sico

Email: sico@nova.edu

III. Class Schedule and Location

Day Date

05/10/2021 – 06/27/2021

Time Location

Building/Room

Programs On-line Online Venue-CANVAS

IV. Course Description

Catalog Description

This course provides an overview of current practices in curriculum and instruction in middle and

secondary schools with emphasis on using mathematics-specific technology and varied instruction for

teaching grades 6-12 Mathematics content. This course draws on current research-based instructional

practices to integrate STEM education through project-based learning activities implemented in the grades

6-12 classrooms. Candidates engage in a series of open-ended, hands-on activities related to a thematic

topic that addresses important concepts related to STEM disciplines. These activities sharpen and

enhance candidates’ instructional practices by focusing on real-world authentic activities, reflecting on the

problem-solving process, and collaborating with peers to teach students more effectively. No prerequisites.

Course Rationale: Current standards for mathematics education, the Common Core State Standards

(CCSS) and the National Council of Teachers of Mathematics (NCTM) standards, support efforts to

make connections across the disciplines. This requires candidates to use mathematics in applied contexts

and identify practices in mathematics that can link to other STEM disciplines. This course is designed to

enhance the mathematics content and pedagogical content knowledge of pre-service teachers and

practicing teachers seeking certification in middle or secondary mathematics. This course offers an

integrated curriculum that enhances teachers’ understanding of mathematical concepts and pedagogical

strategies covered in grades 6-12, additionally supporting their development and implementation of

authentic problem-based projects in the classroom while addressing the existing shortage of mathematics

teachers. This course aligns with the National, state, and local standards.

V. Course Objectives / Learning Outcomes

By the end of this course, the candidate will be able to:

1) Analyze research-based practices and implications of the historical development of mathematics to

provide effective and appropriate mathematics instruction. 2) Develop instructional activities that engage

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students in mathematics-specific related technology. 3) Develop instructional activities that promote critical

thinking skills and project-based learning experiences. 4) Apply theory and mathematical content

knowledge into practice linking this knowledge to national and local/state standards in grades 6-12

mathematics and other subject areas. 5) Engage K-12 learners in high quality learning activities geared at

developing strong STEM skills and conceptual understanding. 6) Implement formative and summative

assessments to inform instruction by reflecting on mathematical proficiencies essential for all students

COURSE OB JECTIVES:

By the end of this lesson, the candidate will:

1. Critically analyze trends and issues in mathematics education, especially those related to the historical

development of each content strand, contributions from diverse cultures, pedagogical strategies of

mathematics, and exceptional needs students. CAEP 3b, InTASC 7i.c, FEAP a.2.d., CSLO 1.

2. Apply knowledge of national, state/local curriculum standards for grades 6-12 mathematics and their

relationship to student learning within and across mathematics domains national. CAEP 3a, InTASC

4j.k, 4n.k,7g.p, 9a.c, FEAP a.3.b, CSLO 3.

3. Construct mathematical thinking to express ideas precisely during class discussions, journal writing,

and problem solving, and to multiple audiences. CAEP 2d, ESOL 3.b.2, InTASC 8h(p), 8m(k), 8q(d),

FEAP a.2.e, CSLO 4.

4. Utilize the language of mathematics to express ideas precisely, both orally and in writing to multiple

audiences. CAEP 2d, ESOL 3.b.2, InTASC 8h(p), 8m(k), 8q(d), FEAP a.2.e, CSLO 4.

5. Apply knowledge of major mathematics concepts, algorithms, procedures, applications in varied

contexts, and connections within and among mathematical domains CAEP 1a; 2f, InTASC 4j.k,

4n.k,7g.p, 9a.c, FEAP a.3.b, CSLO 2.

6. Use problem solving strategies to develop conceptual understanding, apply and adapt a variety of

strategies in solving problems confronted within the field of mathematics and other contexts, and

formulate and test conjectures in order to frame generalizations. CAEP 2a, InTASC 4b.p, 4c.p, 4j.k,

5d.p, 5m.k, 8f.p, 8k.p, 8j.k, FEAP a.3.a., a.3.f., CSLO 2.

7. Apply mathematical content and pedagogical knowledge to select and use instructional tools such as

manipulative material and technology to enhance teaching and learning and build student

understanding of mathematical concepts. CAEP 4e, InTASC 2b.p, 2g.k, 4a.p, 4f.p, 4g.p, 5c.p, 8d.p,

8n.k, FEAP a.3.a., a.3.g, CSLO 3.

8. Demonstrate the interconnectedness of mathematical ideas by showing how they build on one

another. CAEP 2e, CSLO 3, 5.

9. Apply mathematical connections among mathematical ideas and across various content areas and

real-world contexts. CAEP 2e, CSLO 3, 5.

10. Utilize resources from professional mathematics education organizations such as print, digital, and

virtual resources/collections. CAEP 6c, InTASC 7i.c, FEAP a.2.d., CSLO 2.

11. Evaluate and catalog videos to support teaching and learning in grades 6-12 mathematics classroom.

CAEP 6c, InTASC 7i.c, FEAP a.2.d., CSLO 2.

12. Design activities, projects, or assignments that provide opportunities for students to demonstrate the

ability to integrate STEM education, PBL, standards (local, state, and national mathematics) and best

practices, and work in collaborative settings. CAEP 4b, InTASC 2h.k, 2l.d, 8a.p, 8k.k, 8s.d, FEAP

a.1.a, a.3.a., a.3.h, CSLO 2, 3.

VI. Materials and Resources

Book Url: NSU Book Store

Course Required Texts and Materials:

Selected weekly readings (articles and videos) are provided.

Course Supplemental Materials:

American Psychological Association. (2020). Publication manual of the American Psychological

Association (7th ed.). Washington, DC: Author.

American Psychological Association. (2012). American Psychological Association style guide to

electronic references. Washington, DC: Author. [Students and instructors can download this from

Wai Ho, M., & Brooke, M. (2017). A practical guide to project-based learning. Singapore: World

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Scientific Company Ltd.

Boss, S., Larmer, J., & Mergendoller, J. (2015). PBL for 21st Century Success: Teaching

Critical Thinking, Collaboration, Communication, and Creativity. Novato, CA: Buck Institute

for Education.

VII. Course Requirements

Required Technology:

1.Each student must acquire a working NSU email address for enrollment in all courses, whether or not

instruction is live or online. To open an NSU email, go to

2.Each student must use the appropriate programs/files (i.e., Microsoft Word, PDF, and JPG) when taking

online courses in order to insure that the instructor can open and grade written work.

3. Students who are enrolled in an online section of the course must procure a headset with a microphone

for live class sessions. The sessions are interactive and the microphone enables oral participation.

VIII. Course Schedule and Topic Outline

Course Schedule:

Week

1

Changes in

Math

education

Class Activities & Assignments

Readings:

Melville, W., Kajander, A., & Holm, J. (2013). Uncertainty and the

Reform of Elementary Math Education. Article ID: 845164.

g/10.1155/2013/845164

.

Goktepe, S., & Sukru Ozdemir, A. (2013). An example of using history of

mathematics in classes. European Journal of Science and Mathematics

Education, 1(3), 125 – 136.

Klein, D. (2003). A Brief History of American K-12 Mathematics

Education in the 20th Century. Retrieved from

h00m/AHistory.html

Class Activities:

– Review all state teaching standards: Florida Next Generation Sunshine

State Mathematics Standards, Florida Subject Matter Content Standards,

INTASC Principles, Florida Accomplished Practices, ESOL Strategies,

and the NCTM standards

– Review basic APA style and format relevant to student essay writing.

– Discuss the relationship of current research to historical perspectives The Standards Movement

The NCTM Principles and Standards

Math learning today – Common Core Standards

Research on Typical Secondary math classes

– Discuss the controversial issue of giving homework. (Find 2 current

articles to inform your discussion)

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2

Assessment

in

Mathematics

Readings:

McNamara J., & Shaughnessy, M.M. (2011). Student errors: What can

they tell us about what students DO understand? Math Solutions.

Retrieved

Trauth-Nare, Amy., & Buck, Gayle. (2011). Using formative assessment

in problem- and projectbased learning. Retrieved from

files/tst1101_34.pdf

Mathematics Navigator. (n.d.). A Sample of Mathematics misconceptions

and errors (grades 2-8). America’s Choice. Retrieved from

earsonschool.com/index.cfm/link

servid/B3BA14E5-F0E3-5D14-7A8EC673D14E2834/showMeta/0/

Sherman, H. J., Richardson, L., & Yard, G. (2013). Teaching

learners who struggle with mathematics: responding with systematic

intervention and remediation, 3rd ed. Boston,

USA: Pearson.

Class Activities:

1. Diagnosing and Remediation of learning problems in Mathematics.

Score student work sample. Diagnose student’s strengths and areas of

concern (e.g., look for error patterns or gaps in understanding). Use the

collected information to create a working objective to meet student needs.

Analyze the data and discuss how to best proceed to help this student meet

the required expectations.

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3

Project

Based

Learning

Assignment Due: Assignment 1: Article Review and Implications for the

Mathematics Classroom

Readings:

Ch1 & 2: Capraro, R. M., Capraro, M.M., & Morgan, James R. (Eds.).

(2013). STEM Project-Based Learning: An Integrated Science,

Technology, Engineering, and Mathematics (STEM) Approach (2nd ed.).

Boston: Sense Publishers.

Miller, A. (2014). Project-Based Learning PBL and STEAM Education:

A natural fit. Retrieved from

Class Activities

Discuss the role of problem-solving in doing mathematics.

Discuss elements of Project-based learning

– Project-based learning and Standards

– Collaboration in Project-based learning

– Teacher as Facilitator

– Skills in Project-based learning

Discuss the Historical Connection of Project-based learning and 21stcentury skills

Videos:1. Buck Institute for Education. (2010). Project-Based Learning:

Explained. Retrieved from

sRz8

2. ConnectEd. (2014). Project-Based Math: Beyond the Textbook.

Retrieved from

4

STEM

Education

Readings:

Ch1 & 2: Capraro, R. M., Capraro, M.M., & Morgan, James R. (Eds.).

(2013). STEM Project-Based Learning: An Integrated Science,

Technology, Engineering, and Mathematics (STEM) Approach (2nd

ed.). Boston: Sense Publishers.

Trawick, Cynthia. (2017). iSTEM Project Based Learning.

InnovativeScience, Technology, Engineering and Mathematics Strategy

Project (iSTEM). Retrieved from

STEM Learning Systems (Middle & High Schools). Retrieved from htt

p://www.paxtonpatterson.com/careerplus-overview.aspx

Li, Y., Wang, K., Xiao, Y. et al. (2020). Research and trends in STEM

education: a systematic review of Journal publications. IJ STEM Ed7, 11

g/10.1186/s40594-020-00207-6

Sanders, M. (2009). STEM, STEM Education, STEMmania. The

Technology Teacher, 20-26.

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5

STEM

Education

&

Project

Based

Learning

Assignment Due: Assignment 2: Creating an online catalog of videos for

each Mathematics strand

Readings:

Pinto, J. (2013). What Project-Based Learning Looks Like In Math?

Project-Based Learning in Math: 6 Examples Retrieved from

eachthought.com/learning/project-based-learning/project–learning-in-math6-examples/

Vega, V. (2015). Project-Based Learning research review. Retrieved from

Gorman, M. (2013). 21st-century educational technology and learnin

g. Retrieved from

Gorman, M. (2017). Aligning standards in PBL. Retrieved from

centuryedtech.wordpress.com/

Class Activity:

– Create Math Project-based Learning activities (PBL: Learn, Plan, Step,

Action/9 step model)

– Use a Project-Based Learning Lesson Format to create a learning

experience for middle or high school students.

Discussion Questions:

– What are your thoughts about integrating STEM and PBL?

– How do you think this learning activity will help your students?

– Will your students be able to work effectively in cooperative groups?

Why or why not?

– What role should the teacher play in fostering student learning during this

experience?

– What part of designing a STEM Project-Based Learning experience do

you think will be the easiest/hardest? Why?

Videos:

Lee, D. (2016). Introduction to Project-Based Learning (PBL) Process.

Retrieved from

Edutopia. (2014). Five Keys to Rigorous Project-Based Learning. https://

www.youtube.com/watch?v=hnzCGNnU_WM

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6

Technology

&

Resources

Readings:

Richardson, W. (2010). Blogs, Wikis, Podcasts: and Other Powerful

Web Tools for Classrooms (Third ed.). Thousand Oaks, California:

Corwin.

for

Teaching

&

Learning

Mathematics

Gorman, M. (2013). Beyond the Initial Technology Shine: Developing

Lessons that Promote 21st Century Skills and Significant Content. https:/

/21centuryedtech.wordpress.com/

McClaran, R. (2013). Investigating the impact of interactive applets on

students’ understanding of parameter changes to parent functions: an

explanatory mixed-methods study. Retrieved from

u/cgi/viewcontent.cgi?article=1001&context=stem_etds

Class Activity:

– Select suitable teaching strategies and technologies/learning tools to

expand middle and secondary students’ thinking (e.g., AlgebraTouch,

Prodigy, Edmodo, Pearson SuccessNet).

– Examine and try a variety of math activities that use the calculator, video,

and computer/online as an instructional tool.

– National STEM Video Game Challenge open to middle school and high

school students in the U.S. in grades five through twelve. Students may

enter as individuals or as teams of up to four members. Entries can be

created using any game creation platform such as Gamestar Mechanic,

Unity, Gamemaker, and Scratch or as a written game design document.

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7

Learning

Progressions

Assignment Due:

Assignment 3: Designing a STEM Project-Based Learning (PBL)

Experience

Readings:

Heritage, M. (2008). Learning progressions: supporting instruction and

formative assessment. Retrieved from,

ClassroomAssessment

Integration/pubdocs/FASTLearningProgressions.pdf

Shepard. L.(2018). Learning progressions as tools for assessment and

learning.Applied Measurement in Education,31:2,165-174, DOI: 10.1080

/08957347.2017.1408628

.

Marzano, Robert J., & Toth, Michael D. (2014). Teaching for Rigor: A

Call for a Critical Instructional Shift. A Learning Sciences Marzano

Center Monograph. USA: Learning Science Marzano Center.

Alonzo, A., & Elby, A. (2019) Beyond Empirical Adequacy: Learning Pro

gressions as Models and Their Value for Teachers. Cognition and

Instruction 37:1, 1-37.

Class Activity:

After viewing the video below, you will complete the following assignment.

Unit 1 Activity 1:“History and Rationale of the CCSS for Mathematics”

will take approx 10 min to complete.

The purpose of this activity is for the participant to develop an awareness

of the history and rationale of the Mathematics: K–8 Learning

Progressions.

8

Final

Completion of all outstanding assignments and class discussions.

Reflecting on meeting the standards and the impact of research and

technology on candidates’ professional growth.

Session

Wrapping

it up!

Topic Outline:

Week

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Topics

Page 8 of 38

1

Changes

in Math

Education

Introductions, ground rules, expectations & goals

Course requirements

– Review syllabus: policies, objectives, assignments, grading criteria, etc.

Note to online/ground class instructors:Areas to be discussed:

– Mathematics Education and Math Reform Efforts

– Historical development of mathematics domains

– The role of history in a mathematics class

– TIMSS

– HW: the controversial issue of giving homeworkVideo:

Meyer, D. (2010). Math class needs a makeover.

TEDTALK/TED.Com. Retrieved from

_curriculum

_makeover

2

Assessment

In

Mathematics

Notes for online/ground class instructors: Areas to be discussed:

– Types of Assessment: Diagnostic, Formative, Peer/Self/Metacognitive,

Portfolio …

– Purposes of Formative and Summative assessment

– Effective assessment model (standard related)

– Assessment strategies used in middle and secondary mathematics: portfolio

assessment, journal writing,

standardized testing, in-class teacher-made tests, self & peer assessment

– Turning to the evidence: describing and interpreting classroom artifacts

– Using errors to see potential, instead of just deficits, in students’ thinking

– Formative assessment in PBL

– Changing Views on Assessment for STEM project-based Learning

– Ideas to incorporate assessment in PBL to facilitate student ownership

– RtI models

3

Project

Based

Learning

Notes for online/ground class instructors: Areas to be discussed:

– Why PBL?

What must a project have in order to be considered an instance of PBL?

– Underpinnings of PBL research and practice

– Challenges of implementing project-based learning in middle and secondary

schools

– Improving the effectiveness of PBL – Problem-based learning tools/Chin,

C., & L.G. Chia. (2008). Problem-based learning tools.

The Science Teacher, 75(8), 44–49.

– Why Integrative STEM Education?

Sanders, M. (2009). STEM, STEM Education, STEMmania.

The Technology Teacher, 20-26.

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4

STEM Education

Notes for online/ground class instructors: Areas to be discussed:

– Why STEM?

– The STEM Education Movement

– Challenges Facing STEM Education- Teaching and learning challenges

– Teaching STEM in K-12 education

– Why Integrative STEM Education?

From the Project Method to STEM Project-Based Learning:

The Historical Context

An Introduction to STEM Project-Based Learning:

An Integrated Science, Technology, Engineering, and

Mathematics Approach

5

STEM Education

&

Project

Based

Learning

Generated: 5/6/2021

Notes for online/ground class instructors: Areas to be

discussed: – Project-Based learning: steps and respective criteria required to

design an effective STEM PBL experience (using a 9 Step model)Strategies:

active reflection, construction of concrete artifacts, learner control of the

process, the use of authentic and simulated learning contexts, creating multiple

forms of representation of knowledge, relevant but complex problems,

developing a sense of student ownership, and motivation…

– STEM Project-Based Learning: Specialized Form of Inquiry-Based

Learning

– STEM Project-Based Learning: An Interdisciplinary Approach

– Project-Based Learning integration strategies.

(Well-designed project-based learning (PBL) has been shown to result in

deeper learning and more engaged self-directed learners. Learn more about

the five core elements of successful PBL as you view the Edutopia video.

– Student engagement and interest in STEM careers

Educational – Robotics: Implications for STEM TeachingHenry Misher, P.

(2014).

Project-Based Learning in a STEM Academy: Student Engagement and

Interest in STEM Careers. Retrieved from and

STEM. Retrieved from

article=1311&context=diss

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6

Technology

&

Resources

for

Teaching

&

Learning

Mathematics

Notes for online/ground class instructors: Areas to be

discussed: Technology Used to Teach High School Mathematics

– calculators, computers, videos, Internet/interactives

– attitudes & beliefs

– student achievement and understanding

Developing Digital Citizenship

– Key aspects

– The importance of digital citizenship

– Models

Digital Access Issues

– Equitable access for all students

– Accommodations for students with special needs

– Discuss the current status of computer, calculator, games and coding in

secondary mathematics- Educational Robotics – – Implications for STEM &

PBL

robotics education

educational robots

applications in STEM context

7

Notes for online/ground class instructors:Areas to be

LearningProgressions discussed:- Learning Progressions and Instruction- Definitions and attributes

of learning progressions

– Teacher Content knowledge/Attending to content

Rigor in Mathematics

Mathematical Representations

– Using learning progressions for instructional planning and formative

assessmentVideo:

Mathematics: Kindergarten through Grade Eight Learning Progressions.

Retrieved from

Viewer/Content?action=2&scId=306589&sciId=9898- Instructional

Practice

8 mathematical practices

Increasing Rigor and Scope

Bridging procedure and understanding

8

Final

Session

Wrapping

up!

Required for Final week (Ground students will meet only for the two

scheduled hours.)

Online students will submit in the assignment dropbox the Reflection

form.

Review course

Objectives

Expectations

Standards

Using APA Style & Format

Weekly Discussions

Reflections

IX. Instructional Methods

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Primary methods of instruction that are used for this course are live lecture, large and small group

discussion, modeling, student presentations, cooperative learning activities, online searches, varied media

exposure, and students’ oral presentations/activities.

X. Assignments

Assignment 1: Article Review and Implications for the Mathematics

Classroom (25%)

CSLO: 1 and 3

CAEP 2e.1, 3b.1 3b.2, 3c.1, 3c.2, 4b.1, 4b.2, 4c.1, 4c.3, 4e.1, 6b.2, 6b.4, 6c.1, A.1.4, A.2.7, A.3.10, A.4.6,

A.5.6, and A.6.5

The purpose of this assignment is to increase one’s knowledge base of the historical development of the

different mathematical domains (CAEP A.1.4, A.2.7, A.3.10, A.4.6, A.5.6, A.6.5) and the implications for

teaching. The

assignment has two parts.

Part 1 requires candidates to access and evaluate/analyze researched articles on the historical

development of the six mathematical domains and the contributions from diverse culture to their

development (NCTM CAEP 2e.1, 4c.3, 6c.1)

Part 2 provides an opportunity for candidates to analyze and consider the research implications of the

development of these domains when planning instructional activities for diverse middle or secondary

classroom setting (NCTM CAEP 3b.1 3b.2, 3c.1, 3c.2,4b.1, 4b.2, 4c.1, 4c.3, 4e.1, 6b.2, 6b.4).

Part 1: Research Articles Analysis

(CAEP 2e.1, 4c.3, 6c.1 & Content Standards A.1.4, A.2.7, A.3.10, A.4.6, A.5.6, A.6.5)

To begin, the candidate should:

Access and analyze each article from the provided list below compiled from professional mathematics

organizations on the historical development of each mathematical domain, and the history of mathematics

as a teaching tool.

Then, communicate clearly (in at least five pages) the following:

Statement of each author’s position on the topic and the mathematical thinking and strategies of

these pioneers that help shape what you know today.

Detailed analysis of each article describing the relevance of the content strand by showing how it

has developed over time (including a timeline where applicable)

Analysis of how history fits into the math curriculum

Description of contributions from diverse cultures

Reflection (state what is needed for future development, i.e., something that will help strengthen

teaching skills in the classroom)

Part 2: Development of Research-based lessons

(NCTM CAEP 3b.1 3b.2, 3c.1, 3c.2, 4b.1, 4b.2, 4c.1, 4c.3, 4e.1, 6b.2, 6b.4)

Create six lessons (one per domain) based on the articles you analyzed in Part 1.

Your activities should highlight the implications for planning classroom instruction that lead to rich learning

experiences [e.g., What would be helpful to you and your students when teaching each mathematical

domain? What activities are used to enhance student mathematical experiences? What national and state

curriculum standards are addressed? (and specific suggestions for using the researched information with

ESOL/LEP students

in a middle or secondary classroom setting.

Create a multimedia presentation highlighting and sharing the lesson activities with your peers,

cooperating teacher, and the course instructor for feedback on the lesson

Content of the six lessons should:

Be sequentially developed (i.e., concrete to abstract/conceptual to procedural understanding)

Engage students in activities that involve a variety of strategies

Include specific suggestions and activities for using the researched information with ESOL/LEP

students in a middle or secondary classroom setting

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Include related curriculum standards

Address differentiated instruction

Engage students in the use of math-specific technologies/software

Follow APA formatting standards

Resources:

Number and Quantity

Lai, J., & Cartwright, P. (2005). Number theory: from Greek to modern times. Retrieved from

History of Mathematics:

Green, D. R. (1976). The historical development of complex numbers. The Mathematical Gazette,

60(412), 99-107. Retrieved from

Algebra

Baumgart, J. K. (1969). The history of algebra. In NCTM Historical topics for the mathematics

classroom – the 31st yearbook. Reston, VA: NCTM.

Katz, V. J. (2007). Stages in the History of Algebra with Implications for Teaching. Educational

Studies in Mathematics, 66(2), 185-201.

Geometry and Trigonometry

Adele, G.H. (1989). When did Euclid live? An answer plus a short history of geometry. The

Mathematics Teacher, 82(6), 460-463.

Marshall, D., & Scott, P. (2004). A Brief History of Non-Euclidean

Geometry. Australian Mathematics Teacher, 60(3), 2-4.

Calculus

Boyer, C. B. (1969). The history of the calculus. In NCTM Historical topics for the mathematics

classroom – the 31st yearbook.Reston, VA: NCTM.

Doorman, M., & van Maanen, J. (2008). A historical perspective on teaching and learning calculus.

Australian Senior Mathematics Journal, 22(2), 4-14.

Discrete Mathematics

Barnett, J., Bezehanishvili, G., Leung, H., Lodder, J., Pengelley, D., & Ranjan, D. (2009).

Historical Projects in Discrete Mathematics and Computer Science. Mathematical Association of

America, MAA Notes, 74, 1-107.

School of Mathematics Institute for Advanced Study. (2011). Discrete mathematics: past, present,

and future. Retrieved from School of Mathematics Institute for Advanced Study:

Statistics and Probability

Lightner, J. E. (1991). A brief look at the history of probability and statistics. The Mathematics

Teacher, 84(8), 623-630. Retrieved from

Murtagh, F. (2008). Origins of modern data analysis linked to the beginnings of early development of

computer science and information engineering. Electronic Journ@l for History of Probability

and Statistics,4(2), 1-26. Retrieved from

Math History as a Learning Tool

Herrera, T. (2008). Connections! Math history as a teaching and learning tool.

MiddleSchoolPortal2: Math and Science Pathway. Ohio State University.

Marshall, G. L., & Rich, B. S. (2000). The role of history in a mathematics class. Mathematics

Teacher, 93 (8), 704-706.

Panasuk, R.M., & Bolinger Horton, L. (n.d). Integrating History of Mathematics into

Curriculum: What are the Chances and Constraints? Retrieved from

Assignment 2: Creating an online catalog of videos for each mathematics domain

CSLO: 1 and 3; Objectives: 1, 2, 3, 6, 7, and 8, CAEP: 1a, 2a, 2f, 3a, 3b, 3c, 3e, 4c, and 4e, FEAP a.2.d,

a.3.a, a.3.b; InTASC 4j.k, 4n.k, 7g.p, 7i.c, 9a.c

This assignment requires candidates to critically evaluate learning opportunities that a particular

Mathematics video offers. Candidates need to be discerning in making their selection, Hence, candidates

will incorporate research-based mathematical experiences as they evaluate the suitability of at least two

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videos per Mathematics domain (Number, Algebra, Geometry, Trigonometry, Statistics, Probability,

Calculus, and Discrete Mathematics (CAEP 1a).

Candidates are required to research, select, evaluate, reflect on suitability, and create an online catalog

(CAEP 3b). Based on the evaluations, candidates will use both evaluated videos and create an online

catalog. Using the Video Review form, each video review will focus on a) the general effectiveness of the

video content, and b) the mathematical and instructional usefulness of each video (CAEP 4e). Candidates

will use the review information and the following reflection questions to guide their evaluations.

Sample:

ONLINE MATH VIDEO CATALOG

Algebra

Video: Math wars-Algebra matrices

1. the general effectiveness of the video content (Little description from the evaluated forms)

2. the mathematical and instructional usefulness of each video

Reflection:

1. What are the video’s strengths and weaknesses?

2. How would using this video add to a lesson?

3. Would you use this video with your students? Why and how/why not?

4. What additional materials or activities would you use if you were to use this video in your classroom?

Video Review Form

Title:

Mathematics Domain

Grade Level:

Source/Reference:

Cost:

Instruction Type:

(check all that apply)

?? Drill and

Practice

??

??

Simulation Problem

Solving

?? Tutorial

?? Game ?? Tool

Mathematics Objectives:

Curriculum (CAEP, FSS, CCSS) Standards: (CAEP:3a)

Video Description:

Quality:

Ratings (5 is the highest score)

Provides clear instructions

1

2

3

4

5

Has quality supplemental materials

1

2

3

4

5

Has good quality screen presentation

1

2

3

4

5

It is easy to follow its content/User Friendly

1

2

3

4

5

Provides appropriate feedback

1

2

3

4

5

Provides worthwhile mathematical tasks

1

2

3

4

5

Generated: 5/6/2021

Page 14 of 38

Is equitable in its consideration of gender and culture

(CAEP 4c)

1

2

3

4

5

Is developmentally appropriate (CAEP 3c)

1

2

3

4

5

Keeps students motivated and engaged with the

mathematics content (CAEP 4c)

1

2

3

4

5

Opportunities to foster good student interactions and

discussion/communication (CAEP 3e)

1

2

3

4

5

Uses models to support learning (CAEP 2f)

1

2

3

4

5

Develops conceptual knowledge and supports student

understanding of concepts (CAEP 3c)

1

2

3

4

5

Develops procedural knowledge and supports student

understanding of skills (CAEP 3c)

1

2

3

4

5

Provides opportunities for Problem solving/Critical thinking 1

(CAEP 2a)

2

3

4

5

Is challenging for a wide range of abilities/skills (CAEP 3c)

1

2

3

4

5

Provides adaptations for diverse learners (CAEP 3c)

1

2

3

4

5

Provides better opportunities to learn than alternative

approaches

1

2

3

4

5

Overall rating

1

2

3

4

5

Comments

Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience (30%)

CSLO: 1, 2, 4, and 5, NCTM CAEP Standards: 2a, 2b, 2c, 2e, 2f, 3a, 3b, 3c, 3d, 6c, 6b)

This assignment provides the opportunity for candidates to explore two major concepts in current

mathematics practices: STEM and Project-Based Learning (PBL).

Candidates will research the development of each concept, their benefits, and ways to integrate both

approaches in the teaching and learning of mathematics. Candidates will use a nine-step model to design a PBL

experience (see template). They will engage in collaborative research activities to select suitable/authentic

problems/situations addressing different concepts and skills from STEM disciplines as they

provide opportunities for learners to work through meaningful projects to cultivate critical thinking and

problem-solving skills.

Candidates will:

a) Describe the steps and respective criteria required to design an effective STEM PBL experience.

Example: 9 Step model

Generated: 5/6/2021

Page 15 of 38

Step 1:

Setting the

stage Establish the

problem

During this step, candidates identify a problem that has real-life application and the

standards addressed. It can relate to two or more STEM disciplines and should be

meaningful to students.

Candidates apply knowledge of curriculum standards for middle and secondary

mathematics.

Step 2:

During this step, candidates plan for how students will collaborate and share their solutions.

Role of Project Candidates communicate about mathematics as they make connections among mathematics

Designers

domains, other content areas, and everyday life.

– Create the

experience

Step 3:

Discussing

&

Accumulating

Necessary

Background

Information

During this step, candidates conduct research on the authentic problem and complete a

brief literature review.

Candidates use resources from professional mathematics education organizations such as

print, digital, and virtual resources and collections. Candidates incorporate research-based

methods when leading students in rich mathematical learning experiences.

Step 4:

Negotiating the

Criteria for

Evaluation

During this step, candidates decide how to assess the project: select and use formative and

summative assessments.

After clearly defining the criteria, candidates will check for future modifications, if

necessary.

During this step, candidates research and collate the materials needed to complete the

project.

Candidates incorporate research-based methods when leading students in rich mathematical

learning experiences.

Candidates work to solve identified authentic problems using a variety of problem-solving

Accumulating strategies.

Candidates formulate mathematical models derived from real-world contexts or

mathematical problems. Candidates select mathematics-specific technologies.

Step 5:

the

Necessary

information,

Materials,

&

Technology

Generated: 5/6/2021

Page 16 of 38

Step 6:

During this stage, candidates in each group will:

Creating the

work on preliminary sketches and graphic organizers until they decided on a final design.

Project***(the

utilize appropriate mathematical vocabulary and symbols to communicate mathematical

most

ideas.

important

formulate and represent mathematical models derived from real-world contexts or

element)

mathematical problems.

analyze, and interpret mathematical models derived from real-world contexts or

mathematical problems.

demonstrate the interconnectedness of mathematical ideas by showing how they build

on one another.

collaborate to discuss, reject, modify, and put potential solutions into action.

use mathematics-specific technologies.

design activities and investigations that foster students making mathematical connections

with other content areas and everyday life events.

Step 7:

Preparing

to present the

Project

During this stage, candidates in each group will for the final stages, discussing whether or

not the presentations needed to be rehearsed, or whether display cards had to be written,

whether the design is unique or aesthetically appealing, etc.

Candidates will analyze, and interpret mathematical models derived from real-world

contexts or mathematical problems.

Candidates will utilize appropriate mathematical vocabulary and symbols to communicate

mathematical ideas to others.

During this stage, candidates become aware of the ways their presentations meet the

criteria of assessment. The teacher-coach observes how engaged they are in presenting

their projects. Each group will present its project to the class and explain how they created

Presenting the a design, what math-specific technology was utilized, and how they made mathematical

connections among mathematical ideas and across various STEM disciplines and real-world

Project

contexts.

Step 8:

During this step, candidates will identify academic and social outcomes for the experience.

Candidates will discuss what they enjoyed about working in pairs or small groups, how one

student’s idea spawns another student’s idea, what they liked about the materials,

Reflecting on challenges, and successes, review the criteria of assessment, and discuss how well they

and evaluating met them.

the process

Candidates will plan formative and summative assessment opportunities.

b) Upon completing the design, candidates will reflect on their experiences (i.e., successes and challenges) at

designing a STEM PBL experience.

What are your thoughts about integrating STEM and PBL?

How do you think this learning activity will help your students?

Will your students be able to work effectively in cooperative groups? Why or why not?

What role should the teacher play in fostering student learning during this experience?

What part of designing a STEM Project-Based Learning experience do you think will be the

easiest/hardest? Why?

Resource: Lesson Plan & Template

Step 9:

XI. Assessments

XII. Grading Criteria

Generated: 5/6/2021

Page 17 of 38

Final Course Grade:

A.Course Assignments and their percentage of the final grade

Assignment

Points % Due Week #

1. Article Review and Implications for the Mathematics Classroom

25

25 3

2. Creating an online catalog of videos for each Mathematics strand 20

20 5

1. Designing a STEM Project-Based Learning (PBL) Experience

30

30 7

Weekly Discussion Post

20

20 1, 3, 5, 6, 7

Class Participation & Attendance

5

5

Total:

100

100

1-8

Master’s & EdS Grading Scale

Letter Percentage

Grade

Quality

Points

A

90-100

4.0

B

80-89

3.0

C

70-79

2.0

F

Below 70

0.0

As of August 19, 2019

XIII. Course Policies

CLASS POLICIES

Attendance: Students are expected to attend all class sessions.

Writing across the Curriculum

This course includes written assignments that make up at least one half of the final course grade.

Written assignments can include, but are not limited to, abstracts, bibliographies, case studies, computer

programs, essays, journal entries, lesson plans, literature reviews, project proposals, project reviews,

reaction papers, research papers, seminar summaries, and technology reports.

Remember to use the FCE Standard Format for Assignments, available at:

[This includes

the format for the title page required with each assignment.]

Need more assistance with academic writing?

The Tutoring and Testing Center (TTC) provides a supportive atmosphere in which tutors and students

work collaboratively on improving students’ writing, math and/or science skills. Go to

Students can take EDD 8000 Foundations of Graduate Study in Education.The course is completely

voluntary. Check with Student Services for CRNs.

Help is also available at SharkWrites at

XIV. University Policies

A. Academic Misconduct

The University, as a community of scholars, embraces the free expression of ideas in furthering the

acquisition of knowledge, while upholding the principles of trust, responsibility, honor, integrity, and ethical

Generated: 5/6/2021

Page 18 of 38

behavior in meeting program and degree requirements. As such, students are expected to adhere to a

standard of academic honesty in all work submitted. Violations of academic honesty standards constitute

academic misconduct, and violate the NSU Code of Student Conduct and Academic Responsibility,

available online

The following acts violate the academic honesty standards and will result in a finding of academic

misconduct:

1. Cheating in any form: intentionally using or attempting to use unauthorized materials, information, or

study aids in any academic exercise, or having others complete work or exams and representing it as one’s

own.

2. Fabrication: intentional and unauthorized falsification or invention of any information or citation in an

academic exercise.

3. Facilitating academic dishonesty: intentionally or knowingly helping or attempting to help another to

violate any provision of this code.

4. Plagiarism: the adoption or reproduction of ideas, words, or statements of another person as one’s own

without proper acknowledgment (see Academic Honesty Standards).

5. Conspiracy to commit academic dishonesty: assisting others to commit acts of academic

misconduct

6. Misrepresentation: intentionally making false statements or omissions of facts in a contract. Examples

include, but are not limited to portfolios, cover sheets, and clinic, training station, and practicum

agreements.

7. Bribery: offering of goods, services, property, or money in an attempt to gain an academic advantage.

8. Forging or altering documents or credentials: examples include, but are not limited to signatures,

dates, and other information on portfolios, cover sheets, and clinic, training station, and practicum

agreements.

9. Knowingly furnishing false information to the institution.

Penalties for academic misconduct can range from reduced grades on assignments or in courses, to failing

grades on assignments or in courses, as determined by the course professor. Academic misconduct may

also result in dismissal from the Abraham S. Fischler College of Education and School of Criminal Justice

without the possibility of re-enrolling at any time. Students may not withdraw from a course in progress to

avoid a failing grade upon receiving notice that academic misconduct may have occurred.

Note: If a charge of academic misconduct is determined in a course, any student-initiated

withdrawal for that course will be administratively reversed and a grade of F will be entered on

the student’s transcript for that course.

B. Plagiarism

Work that is submitted for credit must be the original work of the student. Any assignment that is not the

original work of the student is considered plagiarized and in violation of the Code of Student Conduct and

Academic Responsibility. Plagiarism occurs when another person’s work, words, or ideas are represented

as one’s own without the use of a school-recognized method of citation (e.g., copied from another source

such as an author or another student without properly acknowledging the actual writer/author) or when

another person’s work is copied or otherwise duplicated for academic credit. Plagiarism also occurs when

knowingly giving or allowing one’s own work to be copied or otherwise duplicated by another for academic

credit, or when resubmitting one’s own work for academic credit (i.e., work that has previously been

submitted for academic credit). Cutting and pasting from online sources on the Internet without proper

acknowledgment and citation of primary and secondary sources (e.g., writers/authors/organizations) also

constitutes plagiarism.

Penalties for plagiarism may range from reduced grades on assignments or in courses, to failing grades on

assignments or in courses, as determined by the course professor. A subsequent determination of

plagiarism in a future course (i.e., a second violation) may result in dismissal from the Abraham S. Fischler

College of Education and School of Criminal Justice without the possibility of re-enrolling at any time.

Course assignments submitted in partial fulfillment of degree requirements may be checked for plagiarism.

Students may not withdraw from a course in progress to avoid a failing grade or other consequence

upon receiving notice that plagiarism may have occurred. If a charge of plagiarism is determined in a

course, any student-initiated course withdrawal for that course will be administratively reversed and a

grade of F will be entered on the student’s transcript for that course [see Academic Misconduct]. Student

Generated: 5/6/2021

Page 19 of 38

access to online courses, and attendance at site-based courses, will be discontinued following a

determination of plagiarism that results in an “F” for the course. All students are entitled to due

process pursuant to Fischler College of Education policies and procedures.

C. Americans with Disabilities Act (ADA)

Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the

Americans with Disabilities Act (ADA) of 1990. No qualified individual with a disability shall be excluded

from participation in, be denied the benefits of, or be subjected to discrimination in any activity, service, or

program of the university solely by reason of his or her disability. Each qualified individual with a disability

who meets the academic and technical standards required to enroll in and participate in Nova Southeastern

University’s programs shall be provided with equal access to educational programs in the most integrated

setting appropriate to that person’s needs through reasonable accommodation.

At the postsecondary level, it is the student’s responsibility to initiate the process for disability services. The

process for obtaining a reasonable accommodation is an interactive one that begins with the student’s

disclosure of disability and a request for a reasonable accommodation. The student has the responsibility to

provide Nova Southeastern University with proper documentation of a disability from a qualified physician

or clinician who diagnoses disabilities and sets forth the recommended accommodations.

The necessary forms and procedures for requesting disability-related accommodations can be obtained

from the NSU Office of Student Disability Services through its website at

via e-mail at disabilityservices@nova.edu, or by calling

954-262-7185 (toll-free at 800-986-3223, ext. 27185).

To ensure that reasonable accommodations can be provided in a timely manner, all forms and

documentation should be submitted to the NSU Office of Student Disability Services a minimum of four

(4) weeks prior to the commencement of classes for any given semester.

D. Course/Instructor Evaluation

It is expected that all students will participate in the online Course/Instructor Evaluation at or near

the end of the course.

Notices of Course/Instructor Evaluation access are sent to registered students by NSU email.

E. The current edition of the FCE&SCJ Catalog and Student Handbook is available

This document provides

extensive information on University and FCE policies, regulations, and procedures.

NSU Class Recording Policy:

Class content throughout this course may be recorded in accordance with the NSU Class Recording

Policy. If class content is recorded, these recordings will be made available to students registered for this

course as a supplement to the classroom experience. Recordings will be made available to all students who

were registered to attend the live offering of the class, regardless of a student’s section or discipline, or

whether the student is participating in the course online. If recordings are intended to be accessible to

students or third parties who were not registered for the live offering of the class, students’ personally

identifiable information will be removed or redacted from the recording, unless (1) their written consent to

such disclosure was previously provided, or (2) the disclosure is permissible in accordance with the Family

Educational Rights and Privacy Act (“FERPA”).

Students are prohibited from recording audio or video, or taking photographs in classrooms (including online

classes) without prior permission from the instructor or pursuant to an approved disability accommodation,

and from reproducing, sharing, or disseminating classroom recordings to individuals outside of this course.

Students found engaging in such conduct will be in breach of the Student Code of Conduct and subject to

disciplinary action.

XV. Bibliography

XVI. Appendix/Appendices

Scoring guide for Assessment 1: Article Review

Gradations of Quality:

Exceeded Standards: Thinking is logical, easy to follow, and well supported. The work is virtually error

Generated: 5/6/2021

Page 20 of 38

free. All criteria are met.

Met Standards: Thinking shows thought flows fairly well, and support is evident. The work may have a

few errors. Most criteria are met; some criteria may be partially met.

Not Met Standards: Thinking may show flaws, flow may have problems, and support may be lacking.

The work may have a number of errors. Some criteria are met; others may be partially met and/or

missing. The work fails to meet the standards set forth in the assignment.

Elements

Not Met(1 point)

Met(3 points)

Exceeded(5 points)

Part 1:Research Articles Analysis (NCTM CAEP 2e.1, 4c.3, 6c.1 & Content Standards

A.1.4, A.2.7, A.3.10, A.4.6, A.5.6, A.6.5)

NCTM

Standard 2

Mathematical

Practices

Element 2e.1

Demonstrate the

interconnectedness

of mathematical

ideas and how they build

on one another.

Candidate does not

include a discussion in

their

analysis as to how

the different content

strands interconnect

and build on one

another.

Candidate includes a

discussion in their

analysis as to how the

different content

strands interconnect

and build on one

another.

Candidate includes a

discussion in their

analysis as to how the

different content strands

interconnect and build on

one another that is wellsupported through clear

connections to the

research articles.

NCTM

Standard 6

Professional

Knowledge &

Skills

Element 6c.1

Use resources

from professional

mathematics education

organizations such as

print, digital, and virtual

resources

and collections.

Candidate does not

include a discussion of

at least one research

article from each

content strand.

Candidate includes a

discussion of at least

two research articles

from each content

strand.

Candidate analyzes all

selected research articles

on the historical

development and

perspectives of each

content strand.

NCTM CAEP

Domain A.1

Competency A.1.4

Historical

development and

perspectives of numbers,

number system, and

quantity including

contributions of significant

figures and diverse

cultures

Candidate provides

little or no analysis, or

description, of the

following as it relates

to numbers, number

system, and quantity:

Candidate provides

some analysis, or

description, of the

following as it relates

to numbers, number

system, and quantity:

Candidate provides

detailed analysis and

description of the

following as it relates to

numbers, number system,

and quantity:

Generated: 5/6/2021

The historical

development of the

identified content

strand.

Contributions from

diverse cultures.

The historical

development of the

identified content

strand.

Contributions from

diverse cultures.

The historical

development of the

identified content

strand.

Contributions from

diverse cultures.

Page 21 of 38

Elements

Not Met(1 point)

Met(3 points)

Exceeded(5 points)

NCTM CAEP

Domain A.2

Indicator A.2.7

Historical

development

and perspective

of algebra including

contributions of

significant figures and

diverse cultures

Candidate provides

little or no analysis, or

description, of the

following as it relates

to algebra:

Candidate provides

some analysis, or

description, of the

following as it relates

to algebra:

Candidate provides

detailed analysis and

description of the

following as it relates to

algebra:

NCTM CAEP

Domain A.3

Competency A.3.10

Historical

development and

perspectives of geometry

and

trigonometry including

contributions of

significant figures

and diverse cultures

Candidate provides

little or no analysis, or

description, of the

following as it relates

to geometry and

trigonometry:

– The historical

development of the

identified content

strand.

– Contributions from

diverse cultures.

Candidate provides

some analysis, or

description, of the

following as it relates

to geometry and

trigonometry:

-The historical

development of the

identified content

strand.

-Contributions from

diverse cultures.

Candidate provides

detailed analysis and

description of the

following as it relates to

geometry and

trigonometry:

-The historical

development of the

identified content strand.

-Contributions from

diverse cultures.

NCTM CAEP

Domain A.4

Competency A.4.6

Historical

development and

perspectives of statistics

and

probability including

contributions of significant

figures and diverse

cultures

Candidate provides

little or no analysis, or

description, of the

following as it relates

to statistics and

probability:

Candidate provides

some analysis, or

description, of the

following as it relates

to statistics and

probability:

Candidate provides

detailed analysis and

description of the

following as it relates to

statistics and probability:

The historical

development of the

identified content

strand.

Contributions from

diverse cultures.

The historical

development of the

identified content

strand.

Contributions from

diverse cultures.

Generated: 5/6/2021

The historical

development of the

identified content

strand.

Contributions from

diverse cultures.

The historical

development of the

identified content

strand.

Contributions from

diverse cultures.

The historical

development of the

identified content

strand.

Contributions from

diverse cultures.

The historical

development of the

identified content

strand.

Contributions from

diverse cultures.

Page 22 of 38

Elements

Not Met(1 point)

Met(3 points)

Exceeded(5 points)

NCTM CAEP

Domain A.5

Competency A.5.6

Historical

development

and perspectives of

calculus including

contributions of significant

figures and diverse

cultures

Candidate provides

little or no analysis, or

description, of the

following as it relates

to calculus:

– The historical

development of the

identified content

strand. Contributions from

diverse cultures.

Candidate provides

some analysis, or

description, of the

following as it relates

to calculus:

-The historical

development of the

identified content

strand.-Contributions

from diverse cultures.

Candidate provides

detailed analysis and

description of the

following as it relates to

calculus:

-The historical

development of the

identified content strand.Contributions from

diverse cultures.

NCTM CAEP

Domain A.6

Competency A.6.5

Historical

development

and perspectives

of discrete mathematics

including contributions

of significant figures and

diverse cultures

Candidate provides

little or no analysis, or

description, of the

following as it relates

to discrete

mathematics:

Candidate provides

sufficient evidence, or

description, of the

following as it relates

to discrete

mathematics:

Candidate provides a

detailed analysis, or

comprehensive

description, of the

following to discrete

mathematics:

The historical

development of the

identified content

strand.

Contributions from

diverse cultures.

The historical

development of the

identified content

strand.

Contributions from

diverse cultures.

The historical

development of the

identified content

strand.

Contributions from

diverse cultures.

Part 2: Development of Research-based lessons(NCTM CAEP 3b.1 3b.2, 3c.1, 3c.2,

4b.1, 4b.2, 4c.1, 4c.3, 4e.1, 6b.2, 6b.4)

NCTM Standard 3

Content Pedagogy

Element 3b.1

Analyze and consider

research in planning for

mathematics instruction.

Generated: 5/6/2021

Candidate did not

make connections to

the research articles

and did not align the

curriculum standards

for secondary

mathematics with

concept(s) presented

in each lesson.

Candidate made

connections to a

research article from

each content strand

and aligned each of

the lessons to a

relevant curriculum

standard for

secondary

mathematics.

Candidate provides

multiple evidence in each

of the six lessons of the

ability to apply

knowledge of curriculum

standards for secondary

mathematics and their

relationship to student

learning within and

across mathematical

content strands.

Page 23 of 38

Elements

Not Met(1 point)

Met(3 points)

Exceeded(5 points)

NCTM Standard 3

MathematicsPedagogy

Element 3b.2

Incorporate

research-based methods

when leading students in

rich

mathematical

learning experiences.

Candidate does not

include activities in

each of the lessons

activities that reflect

connections to the

respective research

articles.

Candidate includes

activities in each of the

lessons that reflect

connections to the

respective research

articles.

Candidate includes

activities that promote

rich, mathematical

learning experiences in

each of the lessons and

reflect clear connections

to the respective

research articles.

NCTM Standard 3

Mathematics

Pedagogy

Element 3c.1

Plan lessons and

units that incorporate a

variety of strategies.

Candidate does not

provide evidence in

each lesson of the

ability to incorporate:

– a variety of

instructional strategies,

and

– use math-specific

technologies

Candidate provides

evidence in each

lesson of the ability to

incorporate:

– a variety of

instructional strategies,

and

– use math-specific

technologies

Candidate provides

substantial evidence in

each lesson of the ability

to incorporate:

– a variety of instructional

strategies, and

– use math-specific

technologies

– uses instructional

technologies

NCTM Standard 3

Content Pedagogy

Element 3c.2

Plan lessons

and units addressing

student differences

and diverse populations

and how these

differences influence

student learning of

mathematics.

Candidate does not

provide evidence of

the ability to

incorporate

differentiated

instruction for diverse

learners.

Candidate provides

evidence of the ability

to incorporate

differentiated

instruction for diverse

learners.

Candidate provides

substantial evidence in

each lesson of the ability

to incorporate

differentiated instruction

for diverse learners.

Generated: 5/6/2021

Page 24 of 38

Elements

Not Met(1 point)

Met(3 points)

Exceeded(5 points)

NCTM

Standard 4

Mathematical

Learning

Environment

Element 4b.1

Plan and create

sequential learning

opportunities in

which students connect

new learning to prior

knowledge and

experiences.

Candidate’s six (6)

lesson activities (one

per mathematical

content strand)

provide little or no

evidence of sequential

learning opportunities

that build on

students’ prior

knowledge and

experience.

Candidate’s six (6)

lesson activities (one

per mathematical

content strand)

provide some

evidence of sequential

learning opportunities

that build on students’

prior knowledge and

experience.

Candidate’s six (6)

lesson activities (one per

mathematical content

strand) provide

substantial evidence of

sequential learning

opportunities that build

on students’ prior

knowledge and

experience.

NCTM

Standard 4

Mathematical

Learning

Environment

Element 4b.2

developmentally

appropriate and

challenging learning

opportunities grounded in

mathematics education

research in which

students are actively

engaged in

building new knowledge.

Candidate did not

provide evidence in

each lesson of the

ability to plan learning

opportunities that are

grounded in

mathematics education

research and actively

engage students in the

learning of

mathematics.

Candidate provided

evidence in each

lesson of the ability to

plan learning

opportunities that are

grounded in

mathematics education

research and actively

engage students in

the learning of

mathematics.

Candidate provided

substantial evidence in

each lesson of the ability

to plan learning

opportunities that are

grounded in mathematics

education research and

actively engage students

in the learning of

mathematics.

NCTMStandard 4

Mathematical

Learning

Environment

Element 4c.1

Incorporate knowledge

of individual differences

and the cultural and

language

diversity that exists

within classrooms to

motivate and engage

students.

Candidate did not

develop six lessons

that reflect knowledge

of ways to engage all

learners in the

classroom.

Candidate developed

at least four lessons

that reflect knowledge

of ways to engage all

learners in the

classroom.

Candidate developed

six lessons that reflect

knowledge of ways to

engage all learners in

the classroom.

Generated: 5/6/2021

Page 25 of 38

Elements

Not Met(1 point)

Met(3 points)

Exceeded(5 points)

NCTM

Standard 4

Mathematical

Learning Environment

Element 4c.3

Access information

about and incorporate

resources related to

cultural, ethnic,

linguistic, gender, and

learning differences in

their teaching.

Candidate did not

develop any lesson

that integrates

resources that reflect

knowledge of

cultural, ethnic,

linguistic, gender, and

learning differences.

Candidate developed

at least four lessons

that integrates

resources that reflect

knowledge of

cultural, ethnic,

linguistic, gender, and

learning differences.

Candidate developed

six lessons that integrates

resources that reflect

knowledge of cultural,

ethnic, linguistic, gender,

and learning differences.

NCTMStandard 4

Mathematical

Learning Environment

Element 4e.1

Apply mathematical

content and pedagogical

knowledge to select and

use instructional tools

such as manipulatives

and physical models,

drawings, virtual

environments,

spreadsheets,

presentation

tools, and mathematics

specific

technologies.

Candidate did not

develop any lesson

that engages students

in the use of

manipulatives and

physical models,

drawings, virtual

environments,

spreadsheets,

presentation tools,

and mathematicsspecific technologies.

Candidate developed

at least four lesson that

engages students in the

use of manipulatives

and physical models,

drawings, virtual

environments,

spreadsheets,

presentation tools, and

mathematics-specific

technologies.

Candidate developed

six lesson that engages

students in the use of

manipulatives and

physical models,

drawings, virtual

environments,

spreadsheets,

presentation tools, and

mathematics-specific

technologies.

NCTM Standard 6

Professional

Knowledge & Skills

Element 6b.2

Use research

in mathematics

education to

inform practice.

Candidate did not

develop six lessons

that reflect the ideas

presented in each of

the research articles.

Candidate developed

six lessons that reflect

some of the ideas

presented in each of

the research articles.

Candidate developed

six lessons that reflect

clear connections to

many of the ideas

presented in each of the

research articles.

Generated: 5/6/2021

Page 26 of 38

Elements

Not Met(1 point)

Met(3 points)

Exceeded(5 points)

NCTMStandard 6

Professional

Knowledge & Skills

Element 6b.4

Involve colleagues, other

school

professionals,

families, and

various

stakeholders in the

educational

process.

Candidate did not

present lessons to

receive feedback from

their peers, and

classroom teacher.

Candidate presents

and receives

corresponding

feedback on lessons

presented from their

peers, and classroom

teacher and uses the

information to develop

as a reflective

practitioner.

Candidate presents and

receives feedback on

each lesson from their

peers, and classroom

teacher and uses the

information to develop as

a reflective practitioner.

Totals

Grade:

Teacher Candidate’s Signature:

Instructor’s Signature:

Generated: 5/6/2021

Date:

Date:

Page 27 of 38

Scoring guide for Assessment 2:

Creating an online catalog of videos for each Mathematics strand

Gradations of Quality:

Exceeded Standards: Thinking is logical, easy to follow, and well supported. The work is virtually error

free. All criteria are met.

Met Standards: Thinking shows thought flows fairly well, and support is evident. The work may have a

few errors. Most criteria are met; some criteria may be partially met.

Not Met Standards: Thinking may show flaws, flow may have problems, and support may be lacking.

The work may have a number of errors. Some criteria are met; others may be partially met and/or

missing. The work fails to meet the standards set forth in the assignment.

Video: Mathematical domain, Instruction)(NCTM CAEP 1a, 4e )

Element

Not Met (1 point)

Met (3 points)

Exceeded (5 points)

Standard 1:

Content

Knowledge

Element 1a

Demonstrate

and apply

knowledge of

major

mathematics

concepts,

algorithms,

procedures,

applications in

varied contexts

Candidate’s narrative and

video survey data

provide little evidence of

candidates’ ability to

select suitable

technology that

demonstrate and apply

content knowledge from

different mathematics

domains and concepts

Candidate’s narrative and

video survey data

provide some evidence of

candidates’ ability to

select suitable

technology that

demonstrate and apply

content knowledge from

different mathematics

domains and concepts

Candidate’s narrative and

video survey data provide

substantial in-depth

evidence of candidates’

ability to select suitable

technology that demonstrate

and apply content

knowledge from different

mathematics domains and

concepts

Standard 4:

Mathematical

Learning

Environment

Element 4e1

Apply

mathematical

content and

pedagogical

knowledge to

select and use

instructional

tools

Candidate’s narrative and

video survey data

provide little evidence of

candidates’ ability to

apply mathematical and

pedagogical knowledge

to select a range of

suitable math

instructional videos:

simulation, drill and

practice, tutorial, problem

solving.

Candidate’s narrative and

video survey data

provide some evidence of

candidates’ ability to

apply mathematical and

pedagogical knowledge to

select a range of suitable

math instructional videos:

simulation, drill and

practice, tutorial, problem

solving.

Candidate’s narrative and

video survey data provide

substantial evidence of

candidates’ ability to apply

mathematical and

pedagogical knowledge to

select a range of suitable

math instructional videos:

simulation, drill and practice,

tutorial, problem solving.

Generated: 5/6/2021

Page 28 of 38

Standard 4:

Mathematical

Learning

Environment

Element 4e2

Make sound

decisions about

when such

tools enhance

teaching and

learning

Candidate’s narrative

provides little evidence of

selecting each video

based on the effectiveness

of its content to enhance

teaching and learning

mathematics.

Candidate’s narrative

provides some evidence

of selecting each video

based on the effectiveness

of its content to enhance

teaching and learning

mathematics.

Candidate’s narrative

provides ample evidence of

the selection of each video

based on the effectiveness

of its content to enhance

teaching and learning

mathematics.

Standard 4:

Mathematical

Learning

Environment

Element 4e3

Recognize both

the insights to

be gained and

possible

limitations of

such tools

Candidate’s analyses of

the instructional

suitability of each video

content and inclusion of

video in the online

catalog provide little

evidence of candidates’

ability to recognize the

benefits and challenges of

using videos as learning

tools.

Candidate’s analyses of

the instructional

suitability of each video

content and inclusion of

video in the online

catalog provide some

evidence of candidates’

ability to recognize the

benefits and challenges of

using videos in the math

classroom.

Candidate’s accurate and

in-depth analyses of the

instructional suitability of

each video content and

inclusion of video in the

online catalog provide

substantial evidence of

candidates’ ability to

recognize the benefits and

challenges of using videos in

the math classroom.

Video: Curriculum standards, Mathematics Objectives, Mathematics content)(NCTM

CAEP 3a, 3b, 3c)

Element

Not Met (1 point)

Met (3 points)

Exceeded (5 points)

Standard 3:

Content

Pedagogy

Element 3a

Apply

knowledge of

curriculum

standards for

secondary

mathematics

Candidate provides little

description of how each

video content incorporate

knowledge of national,

local/state curriculum

standards for

mathematics.

Candidate provides some

description of how each

video content incorporate

knowledge of national,

local/state curriculum

standards for

mathematics.

Candidate provides

accurate and articulate

description of how each

video content incorporate

knowledge of national,

local/state curriculum

standards for mathematics.

Generated: 5/6/2021

Page 29 of 38

Standard 3:

Content

Pedagogy

Element 3b

Analyze and

consider

research in

planning for

rich

mathematical

learning

experiences

Candidate uses little

research to select

mathematics content

videos to create an online

catalog rich

mathematical with

experiences for grades 612.

Candidate uses research

to select suitable

mathematics content

videos to create an

online catalog rich with

mathematical experiences

for grades 6-12.

Candidate uses research to

select highly suitable and

varied mathematics content

videos to create an online

catalog rich with

mathematical experiences

for grades 6-12.

Standard 3:

Content

Pedagogy

Element 3c

Candidate provides little

description of how each

selected (catalog) video

develops student

conceptual understanding

and procedural

proficiency.

Candidate describes how

each selected (catalog)

video develops student

conceptual understanding

and procedural

proficiency.The content of

each selected video is

developmentally

appropriate.

Candidate provides detailed

and specific description of

how each selected (catalog)

video develops student

conceptual understanding

and procedural

proficiency.The content of

each selected video is

developmentally

appropriate.

Video: Content(NCTM CAEP 2a, 2f, 3e, 4c)

Not Met (1

point)

Not Met (1 point)

Not Met (1 point)

Not Met (1 point)

Standard 2:

Mathematics

Content

Element 2a

Candidate provides little

description of how each

selected (catalog) video

provides opportunities for

students’ conceptual

understanding to develop

via problem solving and

critical thinking skills.

Candidate provides some

description of how each

selected (catalog) video

provides opportunities for

students’ conceptual

understanding to develop

via problem solving and

critical thinking skills.

Candidate provides detailed

and specific description of

how each selected (catalog)

video provides

opportunities for students’

conceptual understanding to

develop via problem

solving and critical thinking

skills.

Standard 2:

Mathematics

Content

Element 2f1

Candidate’s narrative

provides little description

of how the content of

each selected (catalog)

video uses models to

support mathematical

learning and the

mathematical practices.

Candidate’s narrative

provides some description

of how the content of

each selected (catalog)

video uses models to

support mathematical

learning and the

mathematical practices.

Candidate’s narrative

provides detailed and

specific description of how

the content of each

selected (catalog) video

uses models to support

mathematical learning and

the mathematical practices.

Generated: 5/6/2021

Page 30 of 38

Standard 3:

Content

Pedagogy

Element 3e1

Candidate’s narrative

provides little description

of how the content of

each selected (catalog)

video provides learners

with appropriate

feedback and worthwhile

mathematical tasks.

Candidate’s narrative

provides some description

of how the content of

each selected (catalog)

video

provides learners with

appropriate feedback

and worthwhile

mathematical tasks.

Candidate’s narrative

provides detailed and

specific description of how

the content of each

selected (catalog) video

provides learners with

appropriate feedback and

worthwhile mathematical

tasks.

Standard 4:

Mathematical

Learning

Environment

Element 4c

Include

culturally

relevant

perspectives as

a means to

motivate and

engage

students.

Candidates’ descriptions

of mathematics video

content provide limited

evidence of the content

being equitable in its

consideration of gender

and culture; and students

being motivated and

engaged with the

mathematics content.

Candidates’ descriptions

of mathematics video

content provide some

evidence of the content

being equitable in its

consideration of gender

and culture; and students

being motivated and

engaged with the

mathematics content.

Candidates’ accurate and

in-depth descriptions of

mathematics video content

provide substantial

evidence of the content

being equitable in its

consideration of gender and

culture; and students being

motivated and engaged with

the mathematics content.

Content

Quality

Candidate’s narrative

provides little evidence of

video selection based on

aesthetics of each video:

– provide clear

instructions;

Candidate’s narrative

provides some evidence

of sound selection based

on the aesthetics of each

video:

– provide clear

instructions;

Candidate’s narrative

provides extensive evidence

of sound selection based

on the aesthetics of each

video:

– provide clear instructions;

– has good quality screen – has good quality screen – has good quality screen

presentation;

presentation;

presentation;

– has quality supplemental – has quality supplemental – has quality supplemental

materials; and

materials; and

materials; and

– is easy to follow its

content/user friendly

Generated: 5/6/2021

– is easy to follow its

content/user friendly

– is easy to follow its

content/user friendly

Page 31 of 38

Organization

of online

catalogWriting

across the

curriculum

– Presentation

(format,

grammar, APA:

spacing,

pagination,

citations,

references,

etc.)

Candidate provides

limited evidence of

appropriate content

structure and formatting

of document.Errors

significantly interfere with

the quality of the work.

Candidate provides some

evidence of appropriate

content structure and

formatting of the

document.

Errors did not significantly

interfere with the quality of

work.

Candidate provides

extensive evidence of a

well-developed content

structure and formatting.

Presentation

of Online

Catalogappearance

– suitability

Candidate’s complete

package as presented is

disorganized and

unprofessional.

Limited evidence of the

suitability of each

cataloged video is

presented in theselection,

description, and

benefits/challenges of

each video

Candidate’s complete

package as presented is

organized and

professional.

Some evidence of the

suitability of each

cataloged video is

presented in the selection,

description, and

benefits/challenges of each

video.

Candidate’s complete

package is presented in a

well-organized and

professional fashion.

Clear evidence of the

suitability of each cataloged

video is presented in the

selection, description, and

benefits/challenges of each

video.

Totals

Grade:

Teacher Candidate’s Signature:

Instructor’s Signature:

Generated: 5/6/2021

Date:

Date:

Page 32 of 38

Scoring guide for Assessment 3:

Designing a STEM Project Based Learning (PB L) Experience

Gradations of Quality:

Exceeded Standards: Thinking is logical, easy to follow, and well supported. The work is virtually error

free. All criteria are met.

Met Standards: Thinking shows thought flows fairly well, and support is evident. The work may have a

few errors. Most criteria are met; some criteria may be partially met.

Not Met Standards: Thinking may show flaws, flow may have problems, and support may be lacking.

The work may have a number of errors. Some criteria are met; others may be partially met and/or

missing. The work fails to meet the standards set forth in the assignment.

Element

Not Met(1 point)

Met(3 points)

Exceeded(5 points)

NCTM CAEP Standard 2: Mathematical Practices

Establishing the

problem

NCTM Standard 2:

Mathematical

Practices

Element2a.1

Use problem solving

to develop conceptual

understanding and

to formulate and test

generalizations.

Candidate’s narrative

of Step 1 and Step 6 establishing the

problem, discussing,

rejecting, modifying,

and putting potential

solutions into action

provides little

description of using

problem solving to

develop conceptual

understanding and to

formulate and test

generalizations.

Candidate’s narrative

of Step 1 and Step 6 establishing the

problem, discussing,

rejecting, modifying,

and putting potential

solutions into action

provides some

description of using

problem solving to

develop conceptual

understanding and to

formulate and test

generalizations.

Candidate’s narrative of

Step 1 and Step 6 establishing the problem,

discussing, rejecting,

modifying, and putting

potential solutions into

action provides clear

and detailed

descriptions of using

problem solving to

develop conceptual

understanding and to

formulate and test

generalizations.

Problem solving

process

NCTM Standard 2:

Mathematical

Practices

Element 2a.3

Apply and adapt

a variety of strategies

in solving problems

confronted within

the field of

mathematics and

other contexts.

Candidate’s narrative

of Steps 1 and 6 establishing the

problem, discussing,

rejecting, modifying,

and putting potential

solutions into action

provides little

description of

candidate’s ability to

apply and adapt a

variety of strategies in

solving problems

confronted within the

field of mathematics

and other contexts.

Candidate’s narrative

of Steps 1 and 6 establishing the

problem, discussing,

rejecting, modifying,

and putting potential

solutions into action

provides some

description of

candidate’s ability to

apply and adapt a

variety of strategies in

solving problems

confronted within the

field of mathematics

and other contexts.

Candidate’s narrative of

Steps 1 and 6 establishing the problem,

discussing, rejecting,

modifying, and putting

potential solutions into

action provides clear

and detailed

descriptions of

candidate’s ability to

apply and adapt a

variety of strategies in

solving problems

confronted within the

field of mathematics and

other contexts.

Generated: 5/6/2021

Page 33 of 38

Creating and presenting

the project

NCTM Standard 2:

Mathematical

Practices

Element 2b.6

Utilize

appropriate

mathematical

vocabulary and

symbols to

communicate

mathematical

ideas to others.

Candidate’s narrative

of Steps 2 and 7 –

creating and presenting

the STEM PBL

experience provides

little description of the

candidate’s ability to

use appropriate

mathematical

vocabulary and

symbols to

communicate

mathematical ideas to

others.

Candidate’s narrative

of Steps 2 and 7 –

creating and presenting

the STEM PBL

experience provides

some description of the

candidate’s ability to

use appropriate

mathematical

vocabulary and

symbols to

communicate

mathematical ideas to

others.

Candidate’s narrative

of Steps 2 and 7 –

creating and presenting

the STEM PBL

experience provides

clear and detailed

description of the

candidate’s ability to use

appropriate

mathematical vocabulary

and symbols to

communicate

mathematical ideas to

others.

Accumulating and

creating the STEM

PBL Project

NCTM Standard 2:

Mathematical

Practices

Element 2c.1

Formulate and

represent

mathematical

odels derived from realworld contexts or

mathematical problems.

Candidate’s narrative

of Steps 5 and 6 –

accumulating and

creating the STEM

PBL experience

provides little

description of the

candidate’s ability to

formulate and

represent mathematical

models derived from

real-world contexts or

mathematical

problems.

Candidate’s narrative

of Steps 5 and 6 –

accumulating and

creating the STEM

PBL experience

provides some

description of the

candidate’s ability to

formulate and

represent mathematical

models derived from

real-world contexts or

mathematical

problems.

Candidate’s narrative

of Steps 5 and 6 –

accumulating and

creating the STEM

PBL experience

provides clear and

detailed description of

the candidate’s ability

to formulate and

represent mathematical

models derived from

real-world contexts or

mathematical problems.

Creating and preparing

to present the STEM

PBL Project

NCTM Standard 2:

Mathematical

Practices

Element 2c.2

Analyze, and interpret

mathematical models

derived from real-world

contexts or

mathematical problems.

Candidate’s narrative

of Steps 6 and 7 –

creating and preparing

to present the STEM

PBL experience

provides little

description of the

candidate’s ability to

analyze and interpret

mathematical models

derived from realworld contexts or

mathematical

problems.

Candidate’s narrative

of Steps 6 and 7 –

creating and preparing

to present the STEM

PBL experience

provides some

description of the

candidate’s ability to

analyze and interpret

mathematical models

derived from realworld contexts or

mathematical

problems.

Candidate’s narrative

of Steps 6 and 7 –

creating and preparing

to present the STEM

PBL experience

provides clear and

detailed description of

the candidate’s ability

to analyze and interpret

mathematical models

derived from real-world

contexts or

mathematical problems.

Generated: 5/6/2021

Page 34 of 38

Creating the STEM

PBL Project

NCTM Standard 2:

Mathematical

Practices

Element 2e1

Demonstrate the

interconnectedness of

mathematical ideas and

how they build on one

another

Candidate’s narrative

of Step 6 –creating the

STEM PBL project

provides little

description of the

candidate’s ability to

design an integrated

STEM PBL

experience by

describing clearly, how

the different STEM

disciplines and PBL

interconnect and build

on one another.

Candidate’s narrative

of Step 6 –creating the

STEM PBL project

provides some

description of the

candidate’s ability to

design an integrated

STEM PBL

experience by

describing clearly, how

the different STEM

disciplines and PBL

interconnect and build

on one another.

Candidate’s narrative of

Step 6 –creating the

STEM PBL project

provides clear and

detailed description of

the candidate’s ability to

design an integrated

STEM PBL experience

by describing clearly,

how the different

STEM disciplines and

PBL interconnect and

build on one another.

Reflecting on the

mathematical practices

in the STEM PBL

experience

NCTM Standard 2

Mathematical

Practices

Indicator 2f2

Model how the

development of

mathematical

understanding within and

among mathematical

practices of problem

solving, reasoning,

communicating,

connecting, and

representing impact

mathematical

understanding.

Candidate’s narrative

of Step 9 –reflecting

on the STEM PBL

project provides little

description of ways in

which the mathematical

practices: problem

solving, reasoning,

connecting,

communicating, and

representing were

embedded in the

project and how they

impact on

mathematical

understanding.

Candidate’s narrative

of Step 9 –reflecting

on the STEM PBL

project provides some

description of ways in

which the mathematical

practices: problem

solving, reasoning,

connecting,

communicating, and

representing are

embedded in the

project and how they

impact on

mathematical

understanding.

Candidate’s narrative of

Step 9 –reflecting on the

STEM PBL project

provides clear and

detailed descriptions of

ways in which the

mathematical practices:

problem solving,

reasoning, connecting,

communicating, and

representing are

embedded in the project

and how they impact on

mathematical

understanding.

NCTM CAEP Standard 3: Content Pedagogy

Element

Generated: 5/6/2021

Not Met

Met

Exceeded

Page 35 of 38

Setting the stage

NCTM Standard 3

Content Pedagogy

Element 3a.1

Apply knowledge of

mathematics curriculum

standards for secondary

within and across

mathematical domains.

Candidate’s narrative

of Step 1 –setting the

stage for the STEM

PBL project provides

little description of

the national, local/state

mathematics

curriculum standards

aligned with the

project.

Candidate’s narrative

of Step 1 –setting the

stage for the STEM

PBL project provides

some description of

the national, local/state

mathematics curriculum

standards aligned

with the project.

Candidate’s narrative of

Step 1 –setting the

stage for the STEM

PBL project provides

clear and detailed

descriptions of the

national, local/state

mathematics curriculum

standards aligned with

the project.

Discussing and

accumulating research

based information and

material

NCTM Standard 3

MathematicsPedagogy

Element 3b.2

Incorporate researchbased methods when

leading students in rich

mathematical learning

experiences.

Candidate’s narrative

of Steps 3 and 5 –

discussing and

accumulating

necessary material

and information for the

STEM PBL project

provides little

description of the use

of research based

methods to develop

mathematical learning

experiences.

Candidate’s narrative

of Steps 3 and 5 –

discussing and

accumulating necessary

material and

information for the

STEM PBL project

provides some

description of the use

of research based

methods to develop

mathematical learning

experiences.

Candidate’s narrative

of Steps 3 and 5 –

discussing and

accumulating necessary

material and

information for the

STEM PBL project

provides clear and

detailed descriptions of

the use of research

based methods to

develop mathematical

learning experiences.

Utilizing Technology

NCTM Standard 3

Content Pedagogy

Element 3c.3

Include mathematicsspecific … technologies

in planned

Candidate’s narrative

of Steps 5 and 8 –

accumulating

necessary

material/technology

and presenting the

STEM PBL project

provides little

description of the use

of mathematicsspecific technology for

building

understanding of

mathematical concepts

and developing

important mathematical

ideas.

Candidate’s narrative

of Steps 5 and 8 –

accumulating necessary

material/technology

and presenting the

STEM PBL project

provides some

description of the use

of mathematicsspecific technology for

building

understanding of

mathematical concepts

and developing

important mathematical

ideas.

Candidate’s narrative

of Steps 5 and 8 –

accumulating necessary

material/technology and

presenting the STEM

PBL project provides

clear and detailed

descriptions of the use

of mathematics-specific

technology for building

understanding of

mathematical concepts

and developing

important mathematical

ideas.

Generated: 5/6/2021

Page 36 of 38

Creating the project

NCTM Standard 3

Content Pedagogy

Element 3d.2

Design activities and

investigations that foster

students making

mathematical connections

with other content areas,

everyday life events, and

the workplace.

Candidate’s narrative

of Step 6 – creating

the STEM PBL

project provides little

description of activities

requiring engagement

in real-life

mathematical activities

that connect with other

content areas.

Candidate’s narrative

of Step 6 – creating

the STEM PBL

project provides some

description of activities

requiring engagement

in real-life

mathematical activities

that connect with other

content areas.

Candidate’s narrative of

Step 6 – creating the

STEM PBL project

provides clear and

detailed descriptions of

activities requiring

engagement in real-life

mathematical activities

that connect with other

content areas.

NCTM CAEP Standard 6: Professional Knowledge & Skills

Element

Element

Element

Element

Conducting research

and completing

literature review

NCTM Standard 6

Professional

Knowledge & Skills

Element 6c.1

Use resources from

professional mathematics

education organizations

such as print, digital, and

virtual resources and

collections.

Candidate’s narrative

of Step 3 conducting

STEM PBL literature

review provides little

description of

candidate’s ability to

utilize research

information,

materials, and other

resources from

professional

mathematics

organizations

pertaining to integrating

Math, other STEM

disciplines and PBL.

Candidate’s narrative

of Step 3 conducting

STEM PBL literature

review provides some

description of

candidate’s ability to

utilize research

information, materials,

and other resources

from professional

mathematics

organizations pertaining

to integrating Math,

other STEM

disciplines and PBL.

Candidate’s narrative of

Step 3 conducting

STEM PBL literature

review provides clear

and detailed

descriptions of

candidate’s ability to

utilize research

information, materials,

and other resources

from professional

mathematics

organizations pertaining

to integrating Math,

other STEM disciplines

and PBL.

Conducting and using

research

NCTM Standard 6

Professional

Knowledge & Skills

Element 6b.2

Use research in

mathematics education

to inform practice.

Candidate’s narrative

of Steps 3 and 5

conducting STEM

PBL research and

collating materials

provides little

description of

candidate’s ability to

develop fully each

step in the 9-step PBL

model.

Candidate’s narrative

of Steps 3 and 5

conducting STEM

PBL research and

collating materials

provides some

description of

candidate’s ability to

develop fully each

step in the 9-step PBL

model.

Candidate’s narrative

of Steps 3 and 5

conducting STEM PBL

research and collating

materials provides clear

and detailed

descriptions of

candidate’s ability to

develop fully each step

in the 9-step PBL

model.

Generated: 5/6/2021

Page 37 of 38

Organization of the

project

Writing across the

curriculum

– Presentation (format,

grammar, APA: spacing,

pagination, citations,

references, etc.)

Candidates provide

limited evidence of

appropriate content

structure and

formatting of

document.Errors

significantly interfered

with the quality of the

work.

Candidates provide

some evidence of

appropriate content

structure and

formatting of the

document.

Errors did not

significantly interfere

with the quality of

work.

Candidates provide

extensive evidence of a

well-developed content

structure and

formatting.

Totals

Grade:

Teacher Candidate’s Signature:

Instructor’s Signature:

Date:

Date:

Course Syllabus Management Team

Lead Faculty:

Sandra Trotman, Ph.D.

Associate Professor

Mathematics Education

Fischler College of Education and Criminal Justice

trotman@nova.edu

Last Revised Date:

03/13/2021

Generated: 5/6/2021

Page 38 of 38

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