MCCCD Program Description

Science, Technology, Engineering, and Mathematics (STEM) Education and Mathematics

Course: EPD259

First Term: 2013 Fall

Lecture 3.0 Credit(s) 3.0 Period(s) 3.0 Load
Subject Type: Academic
Load Formula: S- Standard

Description: Overview of the current status of Science, Technology, Engineering, and Mathematics (STEM) education and mathematics in the United States and the Mathematics Common Core Standards. Emphasis on techniques associated with the inquiry-based approach to teaching and learning mathematics, project-based learning, and the interdisciplinary connection of mathematics to other STEM fields. Strategies for practical application in the classroom along with lesson plan development also covered.

MCCCD Official Course Competencies
1. Summarize the history of Science, Technology, Engineering, and Mathematics (STEM) education and mathematics in the United States. (I) 2. Review the mathematics common core standards and National Council of Teachers of Mathematics (NCTM) standards. (II) 3. Compare and contrast the organization of math topics within the math Common Core standards and NCTM standards. (II, III) 4. Describe and give examples of the basic mathematical principles and processes as recommended by the National Council of Teachers of Mathematics. (III) 5. Define the five mathematical content strands as listed by the National Assessment of Educational Progress (NAEP). (IV) 6. Examine the use of technology and its application in the mathematics curriculum. (V) 7. Differentiate between problem -based and project-based learning in the mathematics classroom. (VI) 8. Explain the inquiry-based method and its application in the mathematics classroom. (VI) 9. Design a specific grade level plan in mathematics using `Problem-Based Learning` techniques. (VI-X) 10. Create an interdisciplinary lesson plan to include mathematics and one of the other STEM disciplines using the application principles of `project-based` learning. (VI-X) 11. Teach an interdisciplinary lesson to include mathematics and one of the other STEM disciplines that is appropriate for the K-12 classroom. (VI-X)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Influence of the National Agenda on Science, Technology, Engineering, and Mathematics (STEM) and Mathematics Education A. The Achievement Gap B. Societal and Global Impact of Mathematics Education II. Mathematics Common Core State Standards A. Background and History B. Eight (8) Standards for Mathematical Practice 1. Make Sense of Problems and Persevere in Solving Them. 2. Reason Abstractly and Quantitatively. 3. Construct Viable Arguments and Critique the Reasoning of Others. 4. Model With Mathematics 5. Use Appropriate Tools Strategically. 6. Attend to Precision. 7. Look for and Make Use of Structure. 8. Look for and Express Regularity in Repeated Reasoning. C. Standards for Mathematical Content 1. Elementary 2. Middle 3. High School III. Mathematical Standards and the National Council of Teachers of Mathematics (NCTM) A. Process Standards 1. Problem-Solving 2. Reasoning and Proof 3. Communication 4. Connections 5. Representation B. Principles for School Mathematics 1. Equity 2. Curriculum 3. Teaching 4. Learning 5. Assessment 6. Technology IV. Mathematics Strands A. National Council of Teachers of Mathematics (NCTM) 1. Number and Operations 2. Algebra 3. Geometry 4. Measurement 5. Data Analysis and Probability B. National Assessment of Educational Progress (NAEP) 1. Content Strands 2. Assessment 3. Achievement Gaps V. Mathematics and Technology A. Core Math Tools B. Software C. Other VI. Teaching Strategies A. Inquiry-Guided B. Problem-Based C. Project-Based VII. Characteristics of Learners A. Learning Styles B. Past Experiences C. Backgrounds D. Prior Knowledge E. Cultural Differences VIII. Lesson Plan A. Objectives B. Teaching Procedures C. Learning Activities D. Materials E. Assessments IX. Learning Environment A. Classroom B. Mathematics Lab Setting C. Experiences X. Resources A. Textbooks B. Internet/Computers/Software C. Professional Software D. Other

MCCCD Governing Board Approval Date: June 25, 2013

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.