**Graduates will be able to:**

- Understand, develop, and integrate Nature of Science and mathematical ideas with understanding of students’ development into one’s instructional and curricular work.
- Understand, develop, and critique ways in which curricular and instructional approaches are institutionalized in school settings to make mathematics and science accessible to each and every student.

The students will conduct an informal Nature of Science Project. In this project, they will ask three people of a similar age group the following questions (or a variation thereof): 1) What is Science? 2) Can Science Answer all Questions? 3) What is the Scientific Method? Their task (along with a partner) is to collect enough information for some specific group of persons (e.g. K-3, 4-6, 7-8, 9-12, adults) to propose conclusions. They are especially encouraged to provide verbatim notes/comments made by respondents as your data along with any interview responses and/or impressions. They will bring a copy of their proposal to share with others to class in the middle of the semester. The students are encourage to complete this assignment as you would the report of a laboratory investigation with all of the customary parts such as purpose, method, data, discussion, conclusions and recommendations. (Outcome 1)

The students will conduct an informal Multicultural Science Education Project. In this project, they will conduct a small-scale exploration of a topic or issue in multicultural science education. This may include but is not limited to, an observation of a science lesson, examining a science textbook for inclusivity (or the lack thereof), interviewing a person who has experienced (and overcome) challenges in science, conducting a literature review, etc. Students submit a brief proposal that describes what they intend to do and why it is important in the context of this course. A short paper is required that uses appropriate, peer-reviewed references/citations. It is a concise and thoughtful description of students’ explorations and the implications for multicultural science education. Students also present their findings at the end of the semester. (Outcome 2)

Final Project: Students work in pairs or triplets to create research-based final course projects in which they are expected to demonstrate understanding of the literature read and application of the new ideas acquired via class work and readings to a specific lesson/unit of instruction in mathematics. Students write a formal paper (APA style) in which they present explanation of the research/theory used, students’ characteristics, a plan for instruction, a rationale of that plan in terms of both where students are and the goals for their learning, and a personal reflection about how this project promoted their learning to be an effective teacher. In all courses, students also present part of their work on the project (e.g., the lesson plan, video segments from lessons taught, etc. (Outcomes 1 and 2)

Final Project: Students work in pairs or triplets to create research-based final course projects in which they are expected to demonstrate understanding of the literature read and application of the new ideas acquired via class work and readings to a specific lesson/unit of instruction in mathematics. Students write a formal paper (APA style) in which they present explanation of the research/theory used, students’ characteristics, a plan for instruction, a rationale of that plan in terms of both where students are and the goals for their learning, and a personal reflection about how this project promoted their learning to be an effective teacher. In all courses, students also present part of their work on the project (e.g., the lesson plan, video segments from lessons taught, etc. (Outcomes 1 and 2)

Final Project: Students work in pairs or triplets to create research-based final course projects in which they are expected to demonstrate understanding of the literature read and application of the new ideas acquired via class work and readings to a specific lesson/unit of instruction in mathematics. Students write a formal paper (APA style) in which they present explanation of the research/theory used, students’ characteristics, a plan for instruction, a rationale of that plan in terms of both where students are and the goals for their learning, and a personal reflection about how this project promoted their learning to be an effective teacher. In all courses, students also present part of their work on the project (e.g., the lesson plan, video segments from lessons taught, etc. (Outcomes 1 and 2)

**Graduates will be able to:**

- Increase knowledge of number, algebra, and geometry, and ability to promote such learning in students across grades K-12.
- Understand, develop, and critique ways in which curriculum, instruction, and assessment are institutionalized in school settings, to make mathematics accessible to each and every student.

- Constructing an Assessment: i. Choose a unit/portion of a unit of instruction on which to focus. (I recommend working with your CT/site professor to make a selection). ii. Provide a set of learning objectives that you are intending to assess. iii. Construct a summative assessment that you will use to evaluate students’ progress toward meeting the objectives you have specified.
- Developing Assessment Tools i. Develop tool(s) that you will use to evaluate students’ work on the assessment. ii. The tool(s) need to allow you to make claims about students’ progress in meeting the stated learning objectives. iii. The tool(s) need to allow you to make distinctions extending beyond objective met/not met.
- Evaluating Students’ Work at a Particular Time i. Use the assessment tool(s) to evaluate students’ work on the assessment for the purpose of determining students’ progress in meeting stated learning objectives. ii. Choose 2 students on which to focus. For each student, explain how you used the assessment to evaluate his/her work on the assessment for the purpose of determining his/her progress in meeting the stated learning objectives. Compare/contrast the two students’ work on the assessment in terms of their progress in meeting the stated learning objectives. iii. Explain how you plan to use what you have learned from the assessment to inform future instruction. (Outcome 2)

Complete and respond to four Reflect Activities found in the course text, *Developing Essential Understandings of Ratios, Proportions, and Proportional Reasoning* in Grades 6-8. This assignment is designed to further develop your understanding of number systems. Include the following components in each reflection: rationale for selecting the reflection, response to the reflect activities, reflection on your learning. (Outcome 1)

Complete and respond to four Reflect Activities found in the course text, *Developing Essential Understandings of Expressions, Equations, and Functions in Grades 6-8*. This assignment is designed to further develop your understanding of algebra and algebraic reasoning. Include the following components in each reflection: rationale for selecting the reflection, response to the reflect activities, reflection on your learning. (Outcome 2)

Complete and respond to four Reflect Activities found in the course text, *Developing Essential Understandings of Geometry for Teaching Mathematics in Grades 6-8.* This assignment is designed to further develop your understanding of geometrical reasoning. Include the following components in each reflection: rationale for selecting the reflection, response to the reflect activities, reflection on your learning. (Outcome 2)

**Graduates will be able to:**

- Understand, develop and effectively integrate Nature of Science ideas into one’s instructional and curricular work.
- Understand, develop, and critique ways in which curricular and instructional approaches are institutionalized in school settings to make science accessible to each and every student.

The students will conduct an informal Nature of Science Project. In this project, they will ask three people of a similar age group the following questions (or a variation thereof): 1) What is Science? 2) Can Science Answer all Questions? 3) What is the Scientific Method? Their task (along with a partner) is to collect enough information for some specific group of persons (e.g. K-3, 4-6, 7-8, 9-12, adults) to propose conclusions. They are especially encouraged to provide verbatim notes/comments made by respondents as your data along with any interview responses and/or impressions. They will bring a copy of their proposal to share with others to class in the middle of the semester. The students are encourage to complete this assignment as you would the report of a laboratory investigation with all of the customary parts such as purpose, method, data, discussion, conclusions and recommendations. (Outcome 1)

The students will conduct an informal Multicultural Science Education Project. In this project, they will conduct a small-scale exploration of a topic or issue in multicultural science education. This may include but is not limited to, an observation of a science lesson, examining a science textbook for inclusivity (or the lack thereof), interviewing a person who has experienced (and overcome) challenges in science, conducting a literature review, etc. Students submit a brief proposal that describes what they intend to do and why it is important in the context of this course. A short paper is required that uses appropriate, peer-reviewed references/citations. It is a concise and thoughtful description of students’ explorations and the implications for multicultural science education. Students also present their findings at the end of the semester. (Outcome 2)

Students work in pairs to collect and document curriculum materials that they use in their teaching (texts, websites, district materials, etc.). Students examine these in light of the CO Academic Standards, NSES or NCTM standards, and four of the NSTA or NCTM position statements: Technology, Standards, Teacher preparation and professional development, and equity and diversity. Sample guiding questions for analysis include: Are these things consistent with the frameworks used? What are the psychological and philosophical foundations of the curriculum? What are the implications of this analysis for teaching? Students write a formal paper (APA style), which presents their materials, evaluation rubric, and a narrative evaluation with implications for teaching and learning. Students also present their findings in class.

**Graduates will be able to:**

- Understand, develop, and effectively integrate key mathematical ideas with students’ development into one’s instructional and curricular work
- Understand and critique mathematical learning theory and mathematics education research, and apply to one’s practice.

Final Project: Students work in pairs or triplets to create research-based final course projects in which they are expected to demonstrate understanding of the literature read and application of the new ideas acquired via class work and readings to a specific lesson/unit of instruction in mathematics. Students write a formal paper (APA style) in which they present explanation of the research/theory used, students’ characteristics, a plan for instruction, a rationale of that plan in terms of both where students are and the goals for their learning, and a personal reflection about how this project promoted their learning to be an effective teacher. In all courses, students also present part of their work on the project (e.g., the lesson plan, video segments from lessons taught, etc. (Outcome 2)

Final Project: Students work in pairs or triplets to create research-based final course projects in which they are expected to demonstrate understanding of the literature read and application of the new ideas acquired via class work and readings to a specific lesson/unit of instruction in mathematics. Students write a formal paper (APA style) in which they present explanation of the research/theory used, students’ characteristics, a plan for instruction, a rationale of that plan in terms of both where students are and the goals for their learning, and a personal reflection about how this project promoted their learning to be an effective teacher. In all courses, students also present part of their work on the project (e.g., the lesson plan, video segments from lessons taught, etc. (Outcome 1)

Final Project: Students work in pairs or triplets to create research-based final course projects in which they are expected to demonstrate understanding of the literature read and application of the new ideas acquired via class work and readings to a specific lesson/unit of instruction in mathematics. Students write a formal paper (APA style) in which they present explanation of the research/theory used, students’ characteristics, a plan for instruction, a rationale of that plan in terms of both where students are and the goals for their learning, and a personal reflection about how this project promoted their learning to be an effective teacher. In all courses, students also present part of their work on the project (e.g., the lesson plan, video segments from lessons taught, etc. (Outcomes 2)

Final Project: Students work in pairs or triplets to create research-based final course projects in which they are expected to demonstrate understanding of the literature read and application of the new ideas acquired via class work and readings to a specific lesson/unit of instruction in mathematics. Students write a formal paper (APA style) in which they present explanation of the research/theory used, students’ characteristics, a plan for instruction, a rationale of that plan in terms of both where students are and the goals for their learning, and a personal reflection about how this project promoted their learning to be an effective teacher. In all courses, students also present part of their work on the project (e.g., the lesson plan, video segments from lessons taught, etc. (Outcome 1)

Graduates will be able to…

- Increase knowledge of number, algebra, and geometry, and ability to promote such learning in middle grade students.

Complete and respond to four Reflect Activities found in the course text, *Developing Essential Understandings of Ratios, Proportions, and Proportional Reasoning* in Grades 6-8. This assignment is designed to further develop your understanding
of number systems. Include the following components in each reflection: rationale for selecting the reflection, response to the reflect activities, reflection on your learning. (Outcome 1)

Complete and respond to four Reflect Activities found in the course text, *Developing Essential Understandings of Expressions, Equations, and Functions in Grades 6-8*. This assignment is designed to further develop your understanding of algebra
and algebraic reasoning. Include the following components in each reflection: rationale for selecting the reflection, response to the reflect activities, reflection on your learning. (Outcome 1)

Complete and respond to four Reflect Activities found in the course text, *Developing Essential Understandings of Geometry for Teaching Mathematics in Grades 6-8.* This assignment is designed to further develop your understanding of geometrical
reasoning. Include the following components in each reflection: rationale for selecting the reflection, response to the reflect activities, reflection on your learning. (Outcome 1)

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