MDL 3005 is the first course in the sequence of mathematics methods courses for pre-service middle grades teachers. This course introduces teacher candidates to the pedagogical knowledge necessary for effective middle level mathematics teaching in grades 4-9. We emphasize teacher candidates' dispositions and skills for teaching mathematics to diverse learners. The content standards addressed in this course relate to number sense and operations; ratios and proportional relationships; and probability.
MDL 3029: Teaching Geometry in Middle Schools
MDL 3029 is part of a former sequence of mathematics methods courses for pre-service middle grades teachers. This course is designed to prepare pre-service teachers to understand and support middle grades students' thinking and to incorporate high-quality tasks in geometry and measurement into their instructional repertoire. Pre-service teachers gain experience assessing student thinking, designing and adapting tasks, and planning for instruction in the areas of geometry and measurement.
MDL 3028: Teaching Algebra in Middle Schools
MDL 3028 is the second course in a former sequence of mathematics methods courses for pre-service middle grades teachers. The course is designed to help pre-service teachers examine how algebraic thinking is introduced and supported throughout the middle grades. Pre-service teachers gain experience creating and using algebra tasks of higher cognitive demand, studying examples of student work on tasks related to algebraic reasoning, and planning for instruction using problem-based lessons in middle grades algebra.
CI 7040: Mathematics as Problem Solving
CI 7040 is a graduate-level course in the program for curriculum & instruction. The two goals of the course are for students to become better problem solvers and to develop research-based perspectives on what it means to teach mathematics through problem solving. We examine the practice of teaching through problem solving (including the launch, explore, and summarize of a task) as well as issues related to the rationales for teaching through problem solving, and the ways that classroom instruction intersects with gender, race, and socioeconomic status of students.
University of Illinois
A summary of my teaching experience at the University of Illinois is available here.