Math is Not Only Numbers: Infusing Literacy and Brain Research in Teaching Math Concepts (prev #: EDU-506YP)

Course Available
3 Units
Online Self-Paced

Course Description

Teach Math More Effectively in the 21st Century

This course utilizes brain and learning styles research to teach mathematics, specifically literacy skills, including accountable talk, vocabulary, and writing.  This course will also cover manipulatives and math games to differentiate instruction for all students.  Topics include:

  • Teaching mathematics with the brain in mind
  • Questioning mathematically and promoting accountable talk
  • Communicating mathematically - making connections and mathematical representations
  • Teaching vocabulary and writing in a mathematics classroom
  • The mathematics and literature connection
  • Using manipulatives and games effectively
  • Differentiating instruction in mathematics

Course Details

Number of Units: 3.0 graduate level extension credit(s) in semester hours

Who Should Attend: This course provides continuing education for teachers (Grades K-12)

Course Materials: All materials for this course are included in the online course

Technical Requirements

Course Options

Course Date Units Price
EDU-X711A – 018 Start now, you have 180 days to complete this course once enrolled 3 $504

Math is Not Only Numbers: Infusing Literacy and Brain Research in Teaching Math Concepts (prev #: EDU-506YP)

Start now, you have 180 days to complete this course once enrolled
Online Self-Paced
Ronalee Johnson

Once you have enrolled in your course, log in to your account to access the course Welcome Letter, which includes directions on how to access the Online Orientation and your online course.

What You Will Learn

  • Incorporate brain research findings when planning effective differentiated lessons in mathematics to address the needs of all learners
  • Describe effective questioning strategies that will encourage students to engage in accountable talk
  • Create higher-order thinking questions that will challenge all students to reason and develop a more complete mastery of math concepts and skills
  • Apply strategies to promote communication in a mathematics classroom
  • Apply appropriate teaching strategies for incorporating mathematics writing activities to meet the needs of all the learners in the classroom
  • Make meaningful connections between mathematics and literature to meet the needs of all learners
  • Select literature that will enhance and extend mathematical understanding to meet the needs of all students
  • Plan differentiated lessons in mathematics to meet the needs of all learners


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Our online self-paced courses are similar to online fixed-date courses, but are designed to give you a six-month period from time of enrollment to complete all assignments. Your instructor will provide feedback via written responses on your assignments and exams. Grades are based on completed projects, assignments and exams.

How is the self-paced course structured? Like fixed-date courses, online self-paced courses are asynchronous meaning that you can work on your assignments anytime; the difference being there are no assigned due dates in self-paced courses. The content is divided into learning modules. Each module will cover one or more topics. Within each of the learning modules, you can expect the following components:

  • Module introduction that outlines what you can expect to learn in the module.
  • Required readings (textbook, articles, journals, websites, etc.) and presentations (audio and/or video).
  • Assignments (which may include: written assignments, quizzes, blogs, etc.) based on the readings and presentations.
  • Module conclusion to review the topics and what you should have learned.
  • Typically, there is a final project, paper, or exam due in the last module that culminates all of the topics covered in each of the learning modules. You’ll find that the design of the learning modules has a rhythm to help you manage your time in the course.

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