TEDX1843X - Teaching Secondary Math Conceptually: Meeting Mathematics Standards

Course Description

The course Teaching Secondary Math Conceptually: Meeting Mathematics Standards is designed to explain and connect the major concepts, procedures, and reasoning processes of mathematics. Current standards and practices in math education will be discussed to outline a teaching methodology that is conceptual, contextual, and constructive. STEM concepts related to technology, including the computational thinking strategies of decomposition, abstraction, pattern recognition and algorithm design, are integrated in the teaching methodology. Activities are presented to explain underlying concepts and to illustrate constructive teaching. The course has been divided into four chapters covering four math topics: integers, fractions, factoring, and functions. Emphasis is on exploring how to develop mathematical understanding and computational thinking in learners to support achievement in mathematics and technology.

View Teaching Secondary Math Conceptually: Meeting Mathematics Standards syllabus for additional information.

Key Benefits

• 100% online self-paced course.
• No prior experience required.
• No textbooks and other materials required for purchase.

Learning Modules Include

• Chapter 1 – Integers
  • The first chapter outlines the teaching methodology; it includes a discussion of the conceptual, contextual, and constructive teaching of math. Comparisons are drawn between traditional math education and conceptual teaching. The chapter also explores the methodology in relationship to mathematics federal legislation and STEM concepts, including computational thinking. The chapter also explores the four key strategies for connecting technology and mathematics (decomposition, abstraction, pattern recognition, and algorithm design). The chapter concludes with strategies for developing conceptual understanding of integers. Example activities are presented to both explain mathematical concepts and illustrate teaching strategies.
• Chapter 2 – Fractions
  • The second chapter explores fractional understandings. Geometric and newly produced manipulatives are used to develop essential concepts and computational principles. All operations are presented using manipulatives to teach for fractional understanding. In addition, a unique strategy is presented to find common denominators and equivalent and reduced fractions. Example activities are presented to both explain mathematical concepts and illustrate teaching strategies. The computational thinking strategies of decomposition, pattern recognition, and algorithm design are expanded.
• Chapter 3 – Factoring
  • The third chapter develops concepts of prime numbers and factoring. Foundational principles for factoring are developed and applied to a variety of complex operations. Conceptual understandings are expanded to construct knowledge of exponents. Example activities are presented to both explain mathematical concepts and illustrate teaching strategies. Technology concepts are connected using the strategies of decomposition, abstraction, and algorithm design.
• Chapter 4 – Functions
  • The final chapter explores the principles of functions. Strategies presented are designed to construct foundational understanding of functions. Example activities are presented to both explain mathematical concepts and illustrate teaching strategies. The computational thinking strategies of decomposition, abstraction and pattern recognition are expanded. The chapter concludes with a discussion of standards for practice and for integrating modeling into middle and high school math.

Course Learning Outcomes

• Expand conceptual understanding of integers, fractions, factoring, and functions
• Explore a conceptual methodology of teaching math
• Develop skill in designing constructive learning experiences
• Explore strategies to support learning the skills outlined in mathematics federal legislation
• Integrate concrete modeling to support conceptual teaching
• Develop the building blocks for STEM using basic arithmetic and math concepts
• Teach problem-solving skills, logical reasoning, and analytical skills necessary to solve complex STEM issues
• Develop precision and accuracy with calculations, measurements, and designs through conceptual learning while minimizing errors to optimize performance
• Present mathematical models to facilitate the understanding of more complex systems, predict mathematical outcomes, and design solutions

Requirements to Enroll

No application is needed to enroll. All learners are eligible to enroll in the course. There are no admission requirements. It is recommended that learners have a high school diploma or GED, and have basic computer and internet knowledge.

Semester Open-Enrollment Schedule:

• Spring = January - April
• Summer = May - August
• Fall = September - December

*Please note that students are only allowed to register max 5 TEDX courses per semester period*

Estimated Time to Completion

This course can be completed in approximately 40 hours of asynchronous work.

Access Time

Learners will have access to their course learning modules for up to 365 days from the date of enrollment.

CEUs and PDUs

• CEUs 4.0 National University Continuing Education Units

Certificate of Completion

Learners will be awarded a National University Workforce and Community Education, Professional and Continuing Education Certificate of Completion after satisfying the course requirements below:

1. Complete all four information sections showing a competent understanding of the material presented in each section.
2. Complete all four section examinations, showing a competent understanding of the material presented.  You must obtain an overall score of 70% or higher, with no individual exam score below 50%, to pass this course.  *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
3. Complete a review of any section on which your examination score was below 50%.
4. Retake any examination, after completing an information review, to increase that examination score to a minimum of 50%, making sure to also be achieving an overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
5. Complete a course evaluation form at the end of the course.

Refund Policy

We at National University want all of our students to have a positive and rewarding learning experience. In the event that a student is not completely satisfied with a course, we offer a refund policy to ensure satisfaction.

To be eligible for a refund, the student must submit a written request, including a valid reason, within 9 calendar days of registering for the course. Additionally, the student must not have attempted more than 25% of the course.

To request a refund, email PACE@nu.edu and include your full name, student ID, and course name. Your reason for requesting a refund will be carefully reviewed, and we reserve the right to refuse a refund if we determine the request to be invalid.

If you meet the eligibility criteria and are approved for a refund, we will issue a refund to your original method of payment within 60 days of the refund approval.