Southern Utah University

Course Syllabus

Southern Utah University
Southern Utah University
Fall Semester 2025

Methods of Teaching Mathematics (Online)

ELED 5470-492

Course: ELED 5470-492
Credits: 3
Term: Fall Semester 2025
Department: TED
CRN: 33662

Course Description


 3 Credit(s)


Explores the significance and importance of mathematics in the elementary school. Course deals with the NCTM standards for elementary and provides methodologies to successfully teach the standards. 


Registration Restriction(s): Admission to Education Department required

Required Texts


Muschia, Gary Robert, Muschla, Judith, Muschla, Erin (2016).  The Elementary Teacher’s Book of Lists (1st Ed.) Jossey-Bass A Wiley Imprint, San Francisco, CA, ISBN: 978-0-470-50198-6


*This book is a great resource for every teacher to have. I recommend every elementary teacher have one! It is NOT required to purchase.

Learning Outcomes


By the end of this course, you will be able to:

  1. Define mathematics and determine the needs that influence the mathematics being taught.
  2. Identify the resources available for successful mathematics instruction (national and state guideline, research, history, textbooks and other materials, electronic materials, testing, professional organizations, master in-service teachers)
  3. Describe how children learn mathematics and what mathematical knowledge should be learned.
  4. Develop strategies for teaching mathematics based on what we know about how students learn mathematics.  Identify the key components to successful planning (lesson planning, different types of lessons, the strategic moment, adapting textbook-based lessons or lessons from math programs, using children’s literature, maintaining focus, meeting the needs of all students, grouping, questioning, use of manipulatives, drill and practice, incorporating technology, integrating assessment and instruction).
  5. Identify and create different ways of assessing mathematics including formative and summative assessments (observation, questioning, interviewing, performance tasks, self-assessment and peer assessment, work samples, portfolios, writings, teacher designed tests, achievement assessments, recording and communicating data and information).
  6. Identify the five, mathematical processes (problem solving, reasoning and proof, communication, connections, and representations) and learn to use ten problem-solving strategies (act it out, make a drawing or diagram, look for a pattern, construct a table, identify all possibilities, guess and check, work backwards, write and open sentence, solve a similar problem, change your point of view). 
  7. Discuss the importance of looking back and assessing problem solving.

Course Requirements

Quizzes

You will take a 6th grade math entrance exam, (40 multiple choice questions) and analyze each of the problems and provide reflection about how you solved each problem, why you missed certain problems.

Reflection Journal


You will need to occasionally respond to module questions, reflect on articles, discuss questions with your mentoring teaching (or peer), record observations about math curriculum and teaching, etc.  You will be asked to submit some of your journal entries for credit.  You will also refer to your journal entries to write your final reflection paper.

Lesson Plans


Using the templates provided you will create a lesson plan for each of the 8 major math concepts.  These lesson plans will be created and used for your math resource file.  The math concept lesson plans will be created during modules 5 and 6. They will be quite a bit of work, so start thinking about them early.

List of Problem Solving Strategies and Problem Strategy Test


You will research problem solving strategies on the internet and make a list of strategies including a definition.  You will also solve a set of problems and explain which of the problem solving strategies you used to solve each problem.  You will next create a problem solving exercise for elementary students to help them learn about the different strategies used to solve problems. 

Math Games & Activities


You will research and develop a resource file of math games/activities dealing with each mathematical concept.  These are activities to be used, to enhance elementary students’  learning of key math concepts.   For this resource file you will include at least 10 math games/activities, lesson plans from modules 5-7, article reviews, etc.  This resource file will help you have activities and sample lesson plans to refer while teaching.

Reflection Paper


Using the template, create a reflection paper about your teaching experience, comparing and contrasting the different math instruction methods you are using. Make sure you include math strategies you believe are the most affective. You also need to take notes on the different types of programs you have researched. Observe student engagement during learning time and how you manage different behaviors and learning styles while math curriculum is taught. Reflect on your math teaching time, what went well, what you need to work on, how you solved problems, or changed how you taught and/or managed teaching math in your classroom?


Course Outline


ELED 5470


Methods of Teaching Elementary Mathematics


Online


Refer to modules to see the organization of the assignments and their due dates. Modules will be open at least 10 days before they are due. Once the due date has passed, they will be closed. I have left due dates posted on each module if that helps to keep you up to date with assignments. I will be correcting assignments weekly, but feel free to work ahead  once modules open, if you wish. All assignments are due the following Sunday by midnight.

Instructor's policies on late assignments and/or makeup work

Modules will be open for at least a week previous to the due date. Please keep up as they will close at midnight on Sundays. After they are closed to access, late work will be accepted with pre approved or extenuating circumstances. There shouldn't be many situations that would warrant extensions. There will be at least a 50% deduction otherwise. It is at the discretion of the instructor if the situation warrants extenuating circumstances and the work will be accepted late. Simply keep up! 

Attendance Policy

Students are expected to check in to the course at a minimum of one time per week. There are weekly due dates and students are expected to keep up to be successful. 

Course Fees

Content for this section will be provided by the instructor.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.