Building Rigorous & Relevant Instruction for

College & Career Readiness

Pedagogical Content Knowledge in Elementary Math

Instructor: Michael Meno

Office Hours: Open
Phone No: 486-0345
Email: mgmeno@gdoe.net

Required Text:
The materials for Pedagogical Content Knowledge in
Elementary Math:
Common Core State Standards
http://www.corestandards.org/Math/
Guam Department of Education K-12 Content
Standards and Performance Indicators
https://sites.google.com/a/gdoe.net/curriculum-andinstruction/home/content-standards-1
Handouts (TBA) Shared via Google Drive

COURSE DESCRIPTION:

This course will focus on refining the curricular environment

of a school through improved teacher practices. The emphasis
will be on the Pedagogical Content Knowledge of elementary
teachers in Math as it applies to student achievement, as well
as, other aspects in curricular programs. College and Career
Readiness in the learning process will be a concentration and
addressing student needs will be discussed. This course will
help teachers build a toolkit of effective practices in a digital
portfolio that will allow for efficient access to concrete data
when plans to improve student achievement are directed. The
final project seeks to have you draw on your own work
experiences.

REQUIREMENTS:
There is much flexibility for you to work through this course at your
own pace, but at the close of each of the nine schedule periods, you
should have:
Read and understood the assigned material in the module (20%);
Contributed to discussions during all 10 periods (20%);
Completed your Assumption papers (20%).
During the course, you will also:
Demonstrate instructional strategies in a mock lesson (10%);
Complete a curricular analysis project as part of a small team
(10%); and
Present your project (20%).

OBJECTIVES:
This course will introduce you to the curricular
environment of a school in which you should be able to:
Demonstrate effective instruction in math content.
Demonstrate effective instruction for multiple levels of
student performance.
Identify the best curricular practices and their
implications for improving Student Achievement.

EVALUATION:
Grades will be based on your performance on the tests and
projects you complete. Rubrics will be provided for all
requirements. All work will be grades on a 100% scale.
90-100 = A
80-89 = B
70-79 = C
60-69 = D

An I, Incomplete can only be given when the majority of

the coursework has been completed.

ACCOMODATIONS:

If you are a student with a disability who will require

an accommodation(s) to participate in this course,
please contact me privately to discuss your specific
needs. You will need to provide me with
documentation concerning your need for
accommodation(s) from the EEO/ADA Office. If you
have not registered with the EEO/ADA Office, you
should do so immediately at 735.2244/2971/2243
(TTY) to coordinate your accommodation request.

Pedagogical Content Knowledge

BY MATTHEW KOEHLER MAY 13, 2011
Shulman (1986) advanced thinking about teacher knowledge
by introducing the idea of pedagogical content knowledge. He
claimed that the emphases on teachers subject knowledge and
pedagogy were being treated as mutually exclusive domains in
research concerned with these domains (1987, p.6). The
practical consequence of such exclusion was production of
teacher education programs in which a focus on either subject
matter or pedagogy dominated. To address this dichotomy, he
proposed to consider the necessary relationship between the
two by introducing the notion of PCK.
http://mkoehler.educ.msu.edu/tpack/pedagogicalcontent-knowledge-pck/

Lab 1
Read the rationale:
Common Core State Standards
Mathematical Practice Standards
GDOE Math Content Standards

Digital Portfolio
Google Drive
Pathbrite https://pathbrite.com/login
Free Technology for Teachers
http://www.freetech4teachers.com/2014/03/5good-options-for-creating-digital.html
#.VPbglvmUdgg