Summer 2: July 5- August 12 (ONLINE ASYNCHRONOUS)
This graduate-level course examines theoretical and developmental models of mathematics instruction in order to prepare teachers to plan and implement effective instruction based on the diverse cognitive, language and developmental needs of students. Using technology to access national and local district assessment data, teachers will analyze and identify different areas of need within the mathematics curriculum and engage in instructional decision-making based on that data. Teachers will create mathematics teacher lessons that reference their state’s Mathematics Curriculum Frameworks incorporating the Common Core, and the National Council of Teacher of Mathematics (NCTM) standards. Respecting diverse student populations, this course will address practical multi-sensory applications of skills and strategies for all students including those identified as “high needs” by the Dept. of Elementary and Secondary Education. Instructor-led asynchronous graduate-level course conducted by Jerelyn Nevil in English.
Required Textbook (must be purchased prior to course start date)
Not sure which credit option to choose? Credit options are based on district approval. Learn more about each credit option here.
- 60 Professional Development Points: $540
- 3 Graduate Credits:
- PEDD 9177 University of the Pacific: $875
- PDMA 501ID Southern New Hampshire University (SNHU): $955
- EDU 6130 Ashland University: (register and pay the university directly) $1050
About the Instructor
Jerelyn Nevil, M.Ed., CAGS, Math and Special Education Instructor. Read more about Jerelyn on Our Team page!