MEDU 3002: Methods of Teaching Secondary Mathematics

Welcome to our learning community. This course is designed to support your development as a thoughtful, reflective, and responsive mathematics teacher.

Teaching mathematics is not only about knowing content—it is about understanding how students think, how they learn, and how classroom environments can be designed to support meaningful mathematical engagement. Throughout the semester, we will explore what it means to create classrooms where students reason, communicate, and make sense of mathematics.

What This Course Is About

In this course, we will examine:

  • How students develop understanding in mathematics
  • How to design lessons that promote conceptual thinking and problem solving
  • How to facilitate productive mathematical discussions
  • How to plan units that are coherent, purposeful, and responsive to learners
  • How to support diverse learners, including English language learners and students with varied learning needs
  • How to use assessment to inform teaching and support learning

Our work will be grounded in professional frameworks such as the NYS Learning Standards, the Danielson Framework for Teaching, and Culturally Responsive and Sustaining Education practices.

How We Will Work

This is an interactive and collaborative course. Our learning will take place through:

  • Discussions and shared inquiry
  • Analysis of classroom practice
  • Lesson and unit planning
  • Classroom simulations and facilitation
  • Reflection on teaching and learning

You will often be asked to:

  • Notice and wonder
  • Try tasks as a student
  • Analyze teaching moves and student thinking
  • Reflect on your own developing practice

Course Components

Your work in this course includes:

  • Facilitating group problem solving
  • Designing and presenting a lesson
  • Developing and revising a unit plan
  • Completing field observations and reflection journals
  • Building a professional OpenLab E-portfolio

These components are designed to help you connect theory and practice and to support your growth as a mathematics educator.

Weekly Rhythm

Each week will typically include:

  • Preparation (readings, videos, prompts)
  • In-class exploration (discussion, activities, simulations)
  • Application (planning, facilitating, analyzing)
  • Reflection (written or discussion-based)

Please refer to the Weekly Agendas for detailed guidance for each session.

Using This Site

This OpenLab site is our central hub. You will find:

  • Weekly Agendas – what we are doing each class
  • Assignments – descriptions and expectations
  • Field Experience – observation guidelines and reflections
  • Resources – readings, frameworks, and tools
  • E-Portfolio – guidance for your final professional portfolio

A Final Note

Learning to teach is a process. It involves questioning assumptions, trying new approaches, reflecting on experiences, and learning from others.

This course is a space for that work.

I look forward to learning with you.

– Nadia Kennedy