PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHING ELEMENTARY MATHEMATICS 1

Name: PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHING ELEMENTARY MATHEMATICS 1
Availability: OutOfStock
Rating: 4.8 (433 reviews)

CURRIC 319

과목 설명

Develops mathematical knowledge for teaching blending mathematical and pedagogical understandings. Explores topics defined by the Common Core State Standards for Mathematics such as foundations of arithmetic, addition, subtraction, multiplication and division of whole numbers and integers, the base-ten system, number theory, foundations of fraction operations and geometry.

선수과목

Satisfied Quantitative Reasoning (QR) A requirement and classified in pre-Elementary Education, Pre-Elementary Education and Special Education or (declared in Elementary Education BSE or Elementary Education and Special Education BSE)

충족 요건

CURRIC 320

학점

개설 시기

Not Applicable

평점

3.87

1.62% 과거 데이터 대비

수료율

100%

0.7% 과거 데이터 대비

A 비율

85.22%

9.49% 과거 데이터 대비

학급 규모

115

139.03% 과거 데이터 대비

2026 Summr Grade Distribution

강사 (2026 Summr)

다음 사이트의 평점순으로 정렬 Rate My Professors

유사 과목

TEACHING MATHEMATICS

CURRIC 370

Investigate the mathematics in the elementary school curriculum, how critical mathematics concepts and skills are learned, and how those concepts can be taught.

MATHEMATICS FOR SECONDARY SCHOOL TEACHERS

CURRIC/MATH 471

Capstone for future middle and high school teachers, drawing connections between higher mathematics and school mathematics.

GOALS, CONTENT AND PROGRAMS IN MATHEMATICS EDUCATION

CURRIC 810

Analysis of current programs and the identification of the mathematical content of K-12 education.

EPISTEMOLOGY OF MATHEMATICS FOR TEACHERS

CURRIC 635

Focuses on the nature of knowing mathematics.

PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHING ELEMENTARY MATHEMATICS 2

CURRIC 320

Further develop the pedagogical knowledge that elementary and middle school teachers need to appropriately understand and extend students' mathematical ways of knowing as defined by the Common Core State Standards. Critically reflect on personal assumptions about mathematics and think beyond standardized mathematical practices.