CIED 2140 Developing Pedagogical Content Knowledge in K-6 Mathematics

The purpose of this course is to develop teacher candidates’ specialized content knowledge and pedagogical content knowledge in the mathematics topics taught in the elementary school curriculum. The goal is to provide opportunities for students to explore the eight Standards for Mathematical Practice through inquiry, collaborative groups, and discourse strategies (New Jersey Learning Standards for Mathematics, 2020). Building on the approach of cognitively guided instruction (Carpenter & Fennema, 1992), teacher candidates will reflect on the growth of students’ emerging understandings and how teacher’s decisions, differentiation strategies, actions and scaffolding contribute to students building on their mathematical ideas. Additionally, candidates will learn how to integrate literacy into their mathematical pedagogy through questioning techniques, active peer listening during collaborative activities, writing to explain mathematical understandings, and the reading of word problems. This model of children’s thinking will help preservice teachers interpret, transform, and reframe their informal or spontaneous knowledge about students’ mathematical thinking (Carpenter, Fennema and Franke, 1996). The content of the course follows the recommendations for the New Jersey Learning Standards, principles and standards for school mathematics developed by the National Council of Teachers of Mathematics, (NCTM, 2014, CTM 2000, NCTM, 2002) and reflects performance expectations for K-6 students on statewide and other standardized assessments.

Prerequisite(s): Pre-requisite: Meet all requirements to progress in the professional education sequence: requirements include completion of 60 or more credits, a GPA of 3.0 or above. Co-requisite(s): CIED 2070 , CIEE 3420
Credits: 3.0