Using Student-Centered Projects To Teach Mathematics Content Standards To Middle School Teachers II (The Second Course)

Abstract

Teaching and learning standards across the country are becoming more content driven, especially in mathematics. As such, it is essential to develop substantive college level math courses for pre-service and in-service teachers. These courses should deliver mathematical content in a relevant way. Teachers must not only be proficient in their subject, but also recognize how to apply content meaningfully to student’s lives. As part of a grant funded through the Department of Education in coordination with the Clark County School District, I have designed two college level courses that will deliver mathematical content standards to middle school teachers. These courses will help prepare teachers at the middle school level by focusing on mathematical content, making connections within the curriculum, using technology, and enhancing the role of mathematics in everyday life and problem solving. This paper extends the concepts provided in [1]. The primary purpose of this paper is to share with the academic community the projects used to develop content understanding in mathematics topics such as: spatial relationships, geometry, problem solving, reasoning, mathematical modeling, financial and economic analysis, and probability. This paper will present these projects, and tie them to mathematics standards outlined in the Clark County School District (and state of Nevada).