MAT 0522 FAU Historical Development of 6 Mathematical Domains Discussion

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
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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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