MATH 518 - Teaching Quantitative Literacy

At the conclusion of the course, participants will have acquired the following knowledge and be able to carry out the following tasks: (1) Construct a working definition of quantitative literacy to apply in teaching practice. (2) Demonstrate an enhanced understanding of what it means to learn math and where mathematical misconceptions and student confusion can occur. (3) Demonstrate ways to infuse quantitative literacy into regular mathematics instruction at the K-12 or undergraduate collegiate level. (4) Design a quantitative literacy unit for mathematics instruction at the K-12 or undergraduate collegiate level. Assessment Plan: A majority of this course will be conducted through online discussion boards in which students will discuss and address the course learning outcomes. Asynchronous peer interaction is required and students are expected to communicate mathematical and educational ideas with clarity and coherence in meeting each of the course learning outcomes. It is expected that formative assessment of the course learning outcomes will continuously be evaluated through discussion board interaction and each course learning outcome will also have at least one competency-based summative assessment. Lesson plans are required in meeting outcome 4 and must account for at least 30%, but no more than 60% (alternative assessments are recommended), of the overall course grade. It is recommended that summative assessments occur within the discussions, requiring peer feedback and/or collaboration, when appropriate.R. Course Outline. Typically offered Fall, Spring, Summer
Level: GR
Credit Hours: 3

Ferris Equivalencies:

Department: MATH

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