Course Syllabi

Quantitative Reasoning in Mathematics Series Syllabus

Rosa Chavez, Madhuvanti Anantharajan, Michael Jarry-Shore, Dr. Jennifer Langer-Osuna, Faith Kwon
January 2020 | Stanford University

The Stanford Teacher Education Program (STEP) of the Stanford Graduate School of Education (GSE) seeks to prepare and support teacher leaders in creating equitable and successful schools and classrooms. Each document is the syllabus for the three-course Quantitative Reasoning in Mathematics series and builds on the previous course’s focus on practical and inclusive methods for teaching elementary mathematics. Through assigned readings, classroom discussions, content-rich mathematics activities, and assignments that require data collection in the participant’s field placement, participants are supported as they make sense of approaching the teaching profession. However, each course has a different assignment that is relevant to the class. EDUC263E, the first course in the sequence, is the Mathstory Assignment that allows participants to reflect on their past and present experiences as a math learner and how they shape their identity and beliefs as a teacher.  EDUC263F requires participants to observe a student or partnership and apply what they have learned about the observation to formatively assess their mathematical understanding and identities to support them as learners. EDUC263G emphasizes implementing math instruction within a self-designed project and analyzing curricular materials and Common Core State Standards.  Coursework topics include continuous improvement, social justice and equity, assessment, and more.

Program and Curricular Materials