This course prepares teacher candidates to design, implement, and assess developmentally appropriate mathematics instruction for grades PreK–5. Candidates explore how children construct mathematical understanding and learn to plan lessons that promote conceptual understanding, problem‑solving, reasoning, and communication. Emphasis is placed on inclusive instructional practices, culturally responsive pedagogy, and the use of manipulatives, visual models, and digital tools to support diverse learners.
Candidates examine the structure of Ohio’s Learning Standards for Mathematics, apply formative and summative assessment strategies, analyze student data, and design differentiated instruction. Through lesson planning, classroom simulations, and a culminating cross‑cultural mathematics unit, candidates develop the skills necessary to create equitable, engaging, and standards‑aligned mathematics learning environments.
Aligned to: CAEP 1.1–1.4, 2.3, 3.3, 5.2 InTASC 1–3, 4–8, 9–10 OSTP 1–7 PLO 1–7
Admission to the Teacher Education Program
Meeting Times, Location, & Course Delivery Details
This course is delivered in a traditional hybrid format that combines face-to-face instruction, online learning, and authentic field experiences. Weekly learning is intentionally organized to help teacher candidates connect educational theory with elementary classroom practice.
Monday (Face-to-Face)
- Participate in collaborative class activities, discussions, demonstrations, and hands-on learning experiences.
- Explore new instructional strategies and prepare for field-based application throughout the week.
Tuesday–Friday (Online & Field Experience)
- Complete weekly learning activities and professional resources in Blackboard.
- Apply course concepts through authentic field experiences and classroom observations.
- Complete the weekly Professional Engagement Reflection and Module Assessment.
Each Blackboard module follows a consistent learning sequence:
- Start Here
- Learn Together
- Field Connection & Professional Reflection
- Professional Learning Summary
- Module Assessment
This consistent organization is designed to help students easily navigate the course, understand weekly expectations, and manage their learning throughout the semester.
Course materials are organized using Quality Matters and accessibility best practices. Weekly modules include clearly stated learning objectives, step-by-step instructions, and opportunities to apply learning in authentic educational settings. Students who encounter barriers accessing course materials are encouraged to contact the instructor as soon as possible so appropriate support can be provided.
Contact Information
Upon successful completion of this course...
1. Apply knowledge of childhood development and factors that influence children's development and
learning plan lessons which address the needs of all students.
2. Identify and explain how Ohio's Academic Common Core Content Standards in math are organized and
serve as a guide for instructional decisions.
3. Understand the goals, benefits, types, and uses of assessment that relate to mathematics.
4. Identify factors that can affect student learning and performance and apply this knowledge and design
an instructional environment and experiences that promote learning and achievement for all students.
5. Create evidence of positive learning environments which address physical setting, schedule, routines,
and transitions which promote development and learning for all students.
6. Design lesson plans which demonstrate a knowledge of basic concepts, processes, and skills related
to various areas of mathematics.
7. Apply knowledge of approaches for integrating mathematical content with other areas of the
curriculum.
8. Reflect on practice, articulate a philosophy and rationale for decisions, continually self-assess and
evaluate the effects of choices and actions on all stakeholders.
9. Actively seek out opportunities to grow professionally by locating and using appropriate professional
literature, research, organizations, resources, and experiences to inform and improve practice.
10. Use word processing, multi-media presentations, instructional software, the internet, email, and other
technology to develop appropriate instructional materials and strategies that support learning
activities.
No textbook is required for this course. Course materials consist of carefully selected professional resources, including Ohio Department of Education and Workforce publications, NSTA resources, instructional videos, educational research, and other open educational resources (OER). All required materials will be provided through Blackboard at no additional cost.
By the end of this course, teacher candidates will be able to:
- Apply the Ohio Learning Standards for Mathematics to plan meaningful, standards-aligned, and developmentally appropriate elementary mathematics instruction.
- Design and facilitate mathematics learning experiences that engage elementary students in problem solving, mathematical reasoning, communication, conceptual understanding, active learning, and purposeful use of manipulatives and multiple representations.
- Integrate the Standards for Mathematical Practice with grade-level mathematics content to promote deep mathematical thinking, creativity, inquiry, collaboration, and authentic real-world problem solving.
- Use developmentally appropriate instructional strategies, purposeful questioning, play and movement when instructionally appropriate, observation, and formative assessment practices to support mathematical understanding and student achievement.
- Create inclusive, engaging, culturally responsive, and equitable mathematics learning environments that encourage productive struggle, mathematical discourse, collaboration, multiple ways of participating and demonstrating understanding, and confidence for all learners.
- Connect course learning to authentic classroom practice through field experiences, professional collaboration, family and community connections when appropriate, professional reflection, and evidence-based instructional decision-making.
- Demonstrate the professional knowledge, instructional skills, creativity, reflective dispositions, and commitment to continued professional growth expected of effective elementary mathematics teachers.
This course is organized into 16 instructional modules, each designed to build your knowledge, instructional skills, and professional practice as an elementary mathematics teacher.
- Becoming an Elementary Mathematics Teacher
- Effective Mathematics Teaching Practices
- Mathematical Thinking & Problem Solving
- Teaching Number Sense & Place Value
- Teaching Addition & Subtraction
- Teaching Multiplication & Division
- Teaching Fractions
- Teaching Geometry
- Teaching Measurement
- Teaching Data: Collecting, Representing and Interpreting
- Differentiating Mathematics Instruction
- Assessing Mathematics Learning
- Planning Meaningful Mathematics Learning
- Growing as a Mathematics Teacher
- Professional Teaching Portfolio
- Professional Growth Presentation
Detailed weekly learning activities, assignments, professional resources, field connections, and due dates are available in Blackboard.
Subject to change during the semester. Adequate notice of changes will be given.
Course Assignments
Throughout the semester, teacher candidates will demonstrate their professional growth through a variety of authentic learning experiences designed to develop the knowledge, instructional skills, and professional dispositions expected of effective elementary mathematics teachers.
Professional Engagement
Participate in weekly learning experiences that encourage active engagement, collaboration, meaningful discussion, field-based application, and professional reflection as you develop your identity as an elementary mathematics teacher.
Module Assessments
Complete weekly module assessments consisting of Ohio licensure-style questions and Professional Engagement responses designed to reinforce key concepts, assess instructional decision-making, and monitor professional growth.
Mathematics Lesson Planning
Design, revise, and refine standards-aligned elementary mathematics lesson plans using the Wilmington College lesson plan template and instructor feedback. Plans will demonstrate developmentally appropriate, inclusive mathematics instruction through purposeful learning experiences, multiple representations, assessment, and instructional decision-making.
Field Connections
Apply course concepts in authentic classroom settings through structured field experiences, classroom observations, instructional analysis, and reflective practice. Use evidence from field experiences to connect theory to practice and inform instructional decision-making.
Culminating Mathematics Instructional Unit
Develop a standards-aligned three-lesson elementary mathematics instructional unit that demonstrates effective lesson design, assessment practices, differentiation, and instructional decision-making.
Professional Teaching Portfolio
Compile selected instructional artifacts that demonstrate professional growth, instructional decision-making, reflective practice, and readiness for future elementary mathematics teaching.
Professional Growth Presentation
Present evidence of professional growth developed throughout the course, using selected artifacts from the Professional Teaching Portfolio to communicate growth in professional knowledge, instructional decision-making, field-based practice, and reflection.
The grading scale will be as follows:
Final course grades are based on the successful completion of course assignments and the total number of points earned throughout the semester.
| Course Assessment | Points |
|---|---|
| Module Assessments (14 × 10 points) | 140 |
| Signature Performance Assessment #1: Mathematics Lesson Plan #1 | 75 |
| Professional Revision #1 | 25 |
| Signature Performance Assessment #2: Mathematics Lesson Plan #2 | 75 |
| Professional Revision #2 | 25 |
| Signature Performance Assessment #3: Mathematics Lesson Plan #3 / Culminating Mathematics Unit | 75 |
| Professional Revision #3 | 25 |
| Professional Teaching Portfolio | 35 |
| Professional Portfolio Showcase: Professional Growth Presentation | 25 |
| Total Course Points | 500 |
Final Letter Grades
| Percentage | Points | Letter Grade |
|---|---|---|
| 93–100% | 465–500 | A |
| 90–92% | 450–464 | A− |
| 87–89% | 435–449 | B+ |
| 83–86% | 415–434 | B |
| 80–82% | 400–414 | B− |
| 77–79% | 385–399 | C+ |
| 73–76% | 365–384 | C |
| 70–72% | 350–364 | C− |
| 67–69% | 335–349 | D+ |
| 63–66% | 315–334 | D |
| 60–62% | 300–314 | D− |
| Below 60% | Below 300 | F |
Instructor Course Policies
Because this is a professional methods course, regular participation is essential to your success. Much of our learning occurs through collaboration, discussion, instructional modeling, and connections between coursework and field experiences.
Candidates are expected to attend and actively participate in each Monday face-to-face class session and to complete all Tuesday–Friday online learning activities, field experiences, and module assessments by the published due dates.
If an absence is unavoidable, notify the instructor as soon as possible. While you are responsible for obtaining missed information and completing any assigned work, some in-class learning experiences may not be fully replicated outside of class.
Consistent attendance, active participation, timely completion of coursework, and professional communication are essential expectations of future educators and contribute to your overall professional growth throughout this course.
As future educators, students are expected to demonstrate honesty, responsibility, and professionalism in all coursework. All submitted work should represent your own learning and appropriately acknowledge the ideas or work of others. Artificial intelligence (AI) may be used to support learning, but it should not replace your own thinking, reflection, or instructional decision-making. Academic dishonesty will be addressed in accordance with Wilmington College's Academic Integrity Policy.
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: FA26 Final Exam Schedule
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery Definition of Courses |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. Academic Integrity Policy |
Class Attendance Policy Institutional Class Attendance Policy |