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Teachers develop their own understanding of foundational mathematics concepts by focusing on number and operations, including the base-ten numeration system, fractions, equivalence, and computational fluency. The NCTM Process Standards of representation and the use of manipulatives in mathematics instruction are also included.

Teachers develop their own understanding of geometry and measurement, including such topics as measuring using nonstandard and standard units; classifying, defining, and comparing two- and three-dimensional geometric shapes; applying transformations and using symmetry to analyze mathematical situations; and exploring area, perimeter, and surface area of basic geometric shapes and solids. The NCTM Process Standards of problem-solving and communication are also included.

Teachers develop their own understanding of algebra, including topics such as geometric and numeric patterns, functions, invented and conventional symbolic notations, and basic equations. The NCTM Process Standards of connections between mathematic concepts, real-world applications, and other disciplines are also included.

This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission and explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance influences student learning and serves as a driver of their own professional growth and development.

This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability, emphasizing the importance of the alignment of these components and the resulting impact on student learning. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored

This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.

Building a strong foundation of literacy skills and experiences in young children is critical to their success in school and in life. This course takes a developmental approach to reading and literacy instruction in preschool through third grade. Using the “five pillars” of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as an organizational framework, teachers explore the characteristics of emergent, beginning, and transitional readers and plan and implement developmentally appropriate assessments, materials, and strategies for instruction, including effective use of current technologies. Effective planning and organization in the literacy classroom are emphasized.

The intermediate grades present new and unique challenges to literacy learning. This course takes a developmental approach to reading and literacy instruction for grades four through six. Using the “five pillars” of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as an organizational framework, teachers explore the characteristics of intermediate and advanced readers and plan and implement developmentally appropriate assessments, materials, and strategies for instruction. The course addresses text structures, specialized vocabulary, content area and interdisciplinary reading, literature, the reading-writing connection, critical thinking, comprehension, research and study skills, multiple literacies, and effective use of current technologies.

Today’s Inclusive Classrooms Require Teachers To Become Competent And Confident In Working With Students Who Struggle With Reading And Writing. This Course Focuses On Accelerating The Literacy Development Of Students With Reading Difficulties, Including Students Who Have Specific Learning Disabilities. It Also Addresses The Needs Of Students Considered Gifted. Teachers Use Diagnostic Assessments And Research-based Strategies And Work With Reading Specialists/coaches And Special Educators To Support Academically Diverse Needs Within The Larger Classroom Context. Topics Include Informal And Formal Assessment, Differentiating And Scaffolding Instruction, Progress Monitoring, Leveling Books, Intervention Strategies, And The Use Of Motivating Texts. Collaboration With Support Resources Is Emphasized. Request Information Now First Name Last Name Email Address Accreditationinside Waldencareersrefer A Friendlegal & Consumer Informationcontact Ussitemapprivacy Policy © 2010 Walden University Online Education •online Degree • Distance Education

Teachers develop their own understanding of foundational mathematics concepts by focusing on numbers and operations, including number relations, integers, fractions, decimals, and percentages. The NCTM Process Standards of representation and the use of manipulatives in mathematics instruction are included.

Teachers develop their own understanding of geometry and measurement, including such topics as classifying, defining, and comparing two- and three-dimensional geometric shapes; measuring angles and using ratio and proportion to solve problems involving scaling and similarity; and exploring area, perimeter, surface area, and volume. The NCTM Process Standards of problem-solving and communication are also included.

Teachers develop their own understanding of algebra, focusing on topics such as patterns, relations, functions, coordinate pairs and graphing, and equations and inequalities. The NCTM Process Standards of making connections between mathematics concepts, real-world applications, and other disciplines is included.

Teachers develop their own understanding of data analysis and probability, focusing on such topics as collecting, organizing, and displaying data; using appropriate statistical methods to analyze data; and understanding and applying basic concepts of probability. The NCTM Process Standards of reasoning and proof are included, along with integrating technology and ensuring equity in a standards-based mathematics classroom.

This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission and explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance influences student learning and serves as a driver of their own professional growth and development.

This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability, emphasizing the importance of the alignment of these components and the resulting impact on student learning. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored

This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. The course also provides strategies for building positive relationships and engaging in effective communication and problem-solving with parents and families.

This course emphasizes the need for all students, including students with special needs, to achieve high academic standards. It examines the learning challenges of students who by definition of federal law have disabilities, as well as those of students who have significant difficulty with learning but do not qualify for special education services. Teachers learn how to adapt and/or modify curriculum, instruction, and assessment to maximize learning for students with special needs.

Teachers develop their own understanding of data analysis and probability, including such topics as collecting, organizing, and displaying data; using appropriate statistical methods to analyze data; and understanding and applying basic concepts of probability. The NCTM Process Standards of reasoning and proof are also included, along with integrating technology and ensuring equity in a standards-based mathematics classroom.

This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission and explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance influences student learning and serves as a driver of their own professional growth and development.

This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability, emphasizing the importance of the alignment of these components and the resulting impact on student learning. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored

This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. The course also provides strategies for building positive relationships and engaging in effective communication and problem-solving with parents and families.

This course emphasizes the need for all students, including students with special needs, to achieve high academic standards. It examines the learning challenges of students who by definition of federal law have disabilities, as well as those of students who have significant difficulty with learning but do not qualify for special education services. Teachers learn how to adapt and/or modify curriculum, instruction, and assessment to maximize learning for students with special needs.

Teachers develop their own understanding of foundational mathematics concepts by focusing on number and operations, including the base-ten numeration system, fractions, equivalence, and computational fluency. The NCTM Process Standards of representation and the use of manipulatives in mathematics instruction are also included.

Teachers develop their own understanding of geometry and measurement, including such topics as measuring using nonstandard and standard units; classifying, defining, and comparing two- and three-dimensional geometric shapes; applying transformations and using symmetry to analyze mathematical situations; and exploring area, perimeter, and surface area of basic geometric shapes and solids. The NCTM Process Standards of problem-solving and communication are also included.

Teachers develop their own understanding of algebra, including topics such as geometric and numeric patterns, functions, invented and conventional symbolic notations, and basic equations. The NCTM Process Standards of connections between mathematic concepts, real-world applications, and other disciplines are also included.

This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission and explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance influences student learning and serves as a driver of their own professional growth and development.

This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability, emphasizing the importance of the alignment of these components and the resulting impact on student learning. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored

This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. The course also provides strategies for building positive relationships and engaging in effective communication and problem-solving with parents and families.

This course emphasizes the need for all students, including students with special needs, to achieve high academic standards. It examines the learning challenges of students who by definition of federal law have disabilities, as well as those of students who have significant difficulty with learning but do not qualify for special education services. Teachers learn how to adapt and/or modify curriculum, instruction, and assessment to maximize learning for students with special needs.

Teachers develop their own understanding of foundational mathematics concepts by focusing on numbers and operations, including number relations, integers, fractions, decimals, and percentages. The NCTM Process Standards of representation and the use of manipulatives in mathematics instruction are included.

Teachers develop their own understanding of geometry and measurement, including such topics as classifying, defining, and comparing two- and three-dimensional geometric shapes; measuring angles and using ratio and proportion to solve problems involving scaling and similarity; and exploring area, perimeter, surface area, and volume. The NCTM Process Standards of problem-solving and communication are also included.

Teachers develop their own understanding of algebra, focusing on topics such as patterns, relations, functions, coordinate pairs and graphing, and equations and inequalities. The NCTM Process Standards of making connections between mathematics concepts, real-world applications, and other disciplines is included.

Teachers develop their own understanding of data analysis and probability, focusing on such topics as collecting, organizing, and displaying data; using appropriate statistical methods to analyze data; and understanding and applying basic concepts of probability. The NCTM Process Standards of reasoning and proof are included, along with integrating technology and ensuring equity in a standards-based mathematics classroom.

This course is designed to provide an overview of the education profession for students who are inspired to be teachers. Students explore a variety of the common issues, trends, and opportunities that professional educators face in the field. No Fingerprint Clearance necessary

This is the first in a two-course sequence designed for prospective elementary school teachers. Concepts covered will include set theory, functions, numeration systems, number theory and properties of the natural numbers, integers, rational numbers, ratios, proportions, decimals, and percents, with an emphasis on problem solving and critical thinking. Prerequisites: Grade of C or better in MAT 134 or 3 years of high school algebra with a grade of C or better

This is the second in a two-course sequence designed for prospective elementary school teachers. Concepts of elementary probability, data analysis, descriptive statistics, geometry of shapes in two and three dimensions, congruence and similarity, measurement, and geometric transformations, with an emphasis on problem solving and critical thinking

This course is a unified study of fundamental concepts from algebra and trigonometry that provide the necessary background for the study of calculus. Topics include modeling linear equations and inequalities; functions and their graphs; polynomial, rational, exponential, logarithmic, and trigonometric functions; systems of equations and inequalities; matrices and determinants; and conic sections. There is an emphasis on developing both a fundamental understanding of these concepts as well as their application to real-world problem solving

This course is an introduction to Euclidean geometry and mathematical proofs, including theorems and proofs, set theory, logic, congruent and similar polygons, circles, geometric constructions, areas, volumes, geometric loci, elementary logic, and deductive reasoning

This course provides an introduction to the study of basic probability, descriptive and inferential statistics, and decision making. Emphasis is placed on measures of central tendency and dispersion, correlation, regression, discrete and continuous probability distributions, quality control, population parameter estimation, and hypothesis testing

In this course, students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners

This writing-intensive course provides a study of the historical, philosophical, and sociological influences that have shaped American education; the issues faced by educators today; and the challenges of the future that await people now entering the teaching profession. No Fingerprint Clearance necessary.

This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. No Fingerprint Clearance necessary.

The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum hours: 10. Prerequisites: Fingerprint Clearance.

This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. Prerequisite: No Fingerprint Clearance required.

This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge in order to better utilize emerging technology.

This Course Is Designed To Assist Elementary Teachers With Methods Of Instruction, Unit And Daily Lesson Plan Construction, Use Of Literary Materials And Resources, And Developing A Coherent, Assessment-based, Data-driven Program Fostering Social Studies In The Classroom. Laboratory Experiences Include Multicultural Classrooms. Practicum Hours: 20. Prerequisites: Fingerprint Clearance, Edu 215, Edu 313n, And Three Credits Of History.

This writing-intensive course is a survey of the unique learning needs of exceptional students. Special focus is given to the referral process, appropriate instructional modifications and accommodations for exceptional students, hot topics and trends, and IDEA law. Practicum hours: 15. Prerequisite: Fingerprint Clearance.

This Course Is Designed To Acquaint Elementary Teachers With The Curriculum, Theory, And Effective Techniques For The Teaching And Assessment Of Science And Mathematics. Students Are Involved In Formulation Of Programs, Planning Instruction, Employing Science And Mathematics Resources And Materials That Are Currently Being Used In The Public Schools, And Using Instructional Models. This Course Includes Laboratory Experiences. Practicum Hours: 20. Prerequisites: Fingerprint Clearance, Edu 215 Or Edu 313n; A Bio Course With A Lab; And A Chm Or Phy Course With A Lab.

This course includes a wide range of literacy and assessment strategies based on instructional outcomes. Course content is strategically planned to enable participants to make informed decisions based on data in literacy and language instruction. This course includes reading diagnostics, assessments, and strategies implemented with a single elementary student in a site-based reading lab. Practicum hours: 20. Prerequisites: Fingerprint Clearance and EDU 215.

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.

This course is designed to develop a coherent, assessment-based, data-driven program fostering literacy in the classroom. Course content is strategically planned to enable participants to make informed decisions based on assessment data in literacy and language instruction. The course includes discourse theory as it pertains to the teaching of reading and writing. Emphasis is placed on planning and delivery of lessons in reading comprehension, literature, phonics, writing, oral language, vocabulary, and evaluation of learning. Practicum hours: 20. Prerequisites: Fingerprint Clearance and EDU 215.

This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.

Teacher Candidates Are Required To Fulfill A 16-week Internship Experience In A Classroom With A Certified, Experienced Teacher. The Semester Includes The Opportunity To Improve Skills In Classroom Management, Assessment, And Professional Preparation, And To Utilize Applicable Content Standards, Arizona Professional Teacher’s Standards, And Interstate New Teacher Assessment And Support Consortium Standards Within The Classroom. Prerequisites For A: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Successful Completion Of All Courses In Pos And Content Area; Senior Status; A 2.8 Gpa; Successful Completion Of State Mandated Basic Skills And Content Area Exams Or Praxis I ® (basic Skills) And Praxis Ii ® (content Area ); And Approval And Placement By Office Of Field Experience; Arizona Residents Will Be Require

This Session Is A Continuation Of Session A. All Paperwork For Student Teaching Must Be Submitted By The Due Date The Semester Prior To Student Teaching. Prerequisites For B: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Eed 480na.

Mathematics Content (K–6) (MYES) Contains 10 sections, each of which is a substantial portfolio assignment.

Students will be able to choose from two areas of emphasis, depending on personal and professional interests. These two areas include instructional design and research. If carefully planned in advance, the individual domain projects may serve as components of the capstone. For capstones with the instructional design emphasis, students will design, manage, and develop an instructional product for which there is an identified need. The product can be delivered via the medium of choice (e.g., print-based, computer-based, videobased, web-based, or a combination of these), but you must provide a rationale for the medium selected. The instructional product you develop for your capstone should be an exportable form of instruction designed to bring your target audience to a mastery of predetermined knowledge and skills. For capstones with the research emphasis, students will design and conduct a databased investigation of a conclusion-oriented question (decision-oriented investigations are most generally considered to be evaluation projects). The project report should be of publishable quality and may be submitted to an appropriate professional journal at the completion of the project. At the minimum you should plan to share your results with your school or organization.

The final master's exam will be a comprehensive oral defense. This exam may be faceto- face when possible but will most likely be held by telephone conference. Questions related to your work in the program will test your preparation and ability to synthesize and practically apply information obtained from your courses, self-directed study, and project experiences. The oral exam will include questions covering the mathematics content domain. The purpose of the exam is a checkpoint to ensure that you have acquired the critically required skills and knowledge specified in the program competencies.

Proctored, computer-based objective exam

Finite Mathematics This sub-domain focuses on the real number system, symbolic logic, number theory, set theory, graph theory and their applications. Finite Mathematics (GAC1) Proctored, computer-based objective assessment

Finite Mathematics This sub-domain focuses on the real number system, symbolic logic, number theory, set theory, graph theory and their applications. Finite Mathematics Applications (HHT1) Performance assessment

College Algebra This sub-domain focuses on equations, inequalities, polynomials, conic sections, and functional analysis including logarithmic, exponential, and inverse functions in problem solving. College Algebra (GBC1) Proctored, computer-based objective assessment

College Algebra This sub-domain focuses on equations, inequalities, polynomials, conic sections, and functional analysis including logarithmic, exponential, and inverse functions in problem solving. College Algebra Applications (GBT1) Performance assessment

Specific Teaching Practices Content Focuses On The Effective Teaching Of Mathematics In Grades 5–9. Specific Teaching Practices: Mathematics Teaching Topics (dot1) Performance Assessment Specific Teaching Practices: Mathematics History & Contributions (dmt1) Performance Assessment Specific Teaching Practices: Mathematics Technology (dgt1) Performance Assessment Specific Teaching Practices: Mathematics Pedagogy (ayc1) Proctored, Computer-based Assessment Sample Learning Resources: Pearson Achievement: Teaching Mathematics In Grades 5–9. Posamentier, A. S., Smith, B. S., & Stepelman, J. (2006). Teaching Secondary Mathematics: Techniques And Enrichment Units (7th Ed.). Van De Walle, J. (2004). Elementary And Middle School Mathematics: Teaching Developmentally (5th Ed.). Eves, H. (1990). An Introduction To The History Of Mathematics (6th Ed.).

Precalculus This sub-domain focuses on the complex number system and trigonometry. Precalculus (GCC1) Proctored, computer-based objective assessment

Precalculus This sub-domain focuses on the complex number system and trigonometry. Precalculus Applications (GCT1) Performance assessment

Probability & Statistics I This sub-domain focuses on applications of probability and statistics to solve problems, make predictions, data collection and analysis, and probability distributions. Probability and Statistics I (GEC1) Proctored, computer-based objective assessment

Probability & Statistics I This sub-domain focuses on applications of probability and statistics to solve problems, make predictions, data collection and analysis, and probability distributions. Probability and Statistics I Applications GET1) Performance assessment

College Geometry This sub-domain focuses on synthetic, analytic, and transformational geometry and modeling, measurement, spatial visualization and proofs of theorems in both Euclidean and non-Euclidean Geometries. College Geometry (GDC1) Proctored, computer-based objective assessment

College Geometry This sub-domain focuses on synthetic, analytic, and transformational geometry and modeling, measurement, spatial visualization and proofs of theorems in both Euclidean and non-Euclidean Geometries. College Geometry Applications (GDT1) Performance assessment

Specific Teaching Practices Content Focuses On The Effective Teaching Of Mathematics In Grades 5–9. Specific Teaching Practices: Mathematics Teaching Topics (dot1) Performance Assessment Specific Teaching Practices: Mathematics History & Contributions (dmt1) Performance Assessment Specific Teaching Practices: Mathematics Technology (dgt1) Performance Assessment Specific Teaching Practices: Mathematics Pedagogy (ayc1) Proctored, Computer-based Assessment Sample Learning Resources: Pearson Achievement: Teaching Mathematics In Grades 5–9. Posamentier, A. S., Smith, B. S., & Stepelman, J. (2006). Teaching Secondary Mathematics: Techniques And Enrichment Units (7th Ed.). Van De Walle, J. (2004). Elementary And Middle School Mathematics: Teaching Developmentally (5th Ed.). Eves, H. (1990). An Introduction To The History Of Mathematics (6th Ed.).

Proctored, computer-based assessment

Calculus I This sub-domain focuses on limits, derivatives, continuity, and applications of differential calculus to mathematics and the sciences Calculus I (GFC1) Proctored, computer-based objective assessment

Calculus I This sub-domain focuses on limits, derivatives, continuity, and applications of differential calculus to mathematics and the sciences Calculus I Applications (GFT1) Performance assessment

Proctored, computer-based objective exam

Probability & Statistics I This sub-domain focuses on applications of probability and statistics to solve problems, make predictions, data collection and analysis, and probability distributions. Probability and Statistics I (GEC1) Proctored, computer-based objective assessment

Probability & Statistics I This sub-domain focuses on applications of probability and statistics to solve problems, make predictions, data collection and analysis, and probability distributions. Probability and Statistics I Applications GET1) Performance assessment

College Geometry This sub-domain focuses on synthetic, analytic, and transformational geometry and modeling, measurement, spatial visualization and proofs of theorems in both Euclidean and non-Euclidean Geometries. College Geometry (GDC1) Proctored, computer-based objective assessment

College Geometry This sub-domain focuses on synthetic, analytic, and transformational geometry and modeling, measurement, spatial visualization and proofs of theorems in both Euclidean and non-Euclidean Geometries. College Geometry Applications (GDT1) Performance assessment