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Teaching for Equity and Engagement in Mathematics (TEEM)

Become proficient with research-based mathematics teaching practices

Teaching for Equity and Engagement in Mathematics (TEEM) prepares participants to become proficient with research-based mathematics teaching practices and foster expertise with a "culturally responsive mathematics teaching" approach. Research shows that this approach improves students' attitudes toward, and success with, mathematics and promotes active learning by building from students' prior knowledge, and their cultural and community experiences.

The TEEM program at California State University, Fullerton Extension and International Programs provides participants an opportunity to:

Learn to implement Culturally Responsive Mathematics Teaching aligned with NCTM's Mathematics Teaching Practices and National Board Standards for Teachers of Mathematics.

Teaching for Equity and Engagement in Mathematics (TEEM) Courses:

Foundational

Digital Badge - Teaching for Equity and Engagement in Mathematics: Math Talk

Eliciting Students’ Mathematics Thinking through Math Talk Learn about the importance of using students’ mathematical thinking as the basis for their development of mathematical understanding, learn to identify the characteristics of a Math Talk Learning Community using a rubric and video cases, participate in collaborative discussions about your own efforts to elicit students’ mathematical thinking in your own classroom, and submit video evidence of your proficiency with eliciting students’ mathematical thinking.

  • The Importance of Using Students’ Mathematical Thinking to Support Mathematics Learning
  • Identifying the Characteristics of a Math Talk Learning Community
  • Learning about Talk Moves to Promote Mathematical Discourse
  • Trying Out the Skill and Receiving Feedback
  • Submitting Evidence of Proficiency with the Skill for Evaluation

Digital Badge - Teaching for Equity and Engagement in Mathematics: Competence and Status

Learn about the importance of assigning competence to each student and attending to status issues that can marginalize students from equitable participation in the mathematics classroom. Read articles, engage in interactive discussions, and learn about strategies for a) identifying and valuing a range of traits and actions that make one mathematically competent and b) recognizing and remediating status issues that impact students’ equitable participation in mathematics.

  • The Importance of Assigning Competence and Attending to Status in the Math Classroom
  • Strategies to Identify and Value Mathematical Competencies
  • Strategies for Recognizing and Remediating Status Issues that Impact Participation in Mathematics
  • Trying Out the Skill and Receiving Feedback
  • Submitting Evidence of Proficiency with the Skill for Evaluation
Extending

Digital Badge - Teaching for Equity and Engagement in Mathematics: Funds of Knowledge

Learn about the importance drawing on and building from students’ funds of knowledge, that is the skills and knowledge acquired in their daily lives that enable students to function within a given culture. Read articles, engage in interactive discussions, and learn about strategies for first learning about students’ funds of knowledge and second using this information about students to create culturally relevant mathematical tasks.

  • The Importance of Using Students’ Funds of Knowledge to Plan Math Tasks
  • Strategies to Learn about Students’ Funds of Knowledge
  • Strategies for Designing Mathematical Tasks that Reflect and Value Students’ Funds of Knowledge
  • Trying Out the Skill and Receiving Feedback
  • Submitting Evidence of Proficiency with the Skill for Evaluation

Digital Badge - Teaching for Equity and Engagement in Mathematics: Three Reads

Learn to implement the Three Reads Routine as a strategy to provide students’ greater access to and engagement with mathematical text. Read articles, engage in interactive discussions, and learn about strategies for using the Three Reads Routine to promote students’ active engagement with mathematical text and mathematical thinking.

  • The Importance of Supporting Students with Accessing and Engaging with Mathematical Text
  • Identifying the Characteristics of the Three Reads Routine
  • Analyzing the Implementation of the Three Reads Routine in the Classroom
  • Trying Out the Skill and Receiving Feedback
  • Submitting Evidence of Proficiency with the Skill for Evaluation

Digital Badge - Teaching for Equity and Engagement in Mathematics: Meaningful Feedback

Learn about the importance providing feedback for students that promotes further learning. Read articles, engage in interactive discussions, and learn about strategies for using formative assessment and meaningful feedback to promote students’ productive struggle and growth mindset.

  • The Importance of Providing Meaningful Feedback to Support Growth in Mathematical Knowledge and Understanding
  • Identifying the Characteristics of Meaningful Feedback that Promote Productive Struggle and Growth Mindset
  • Learning about Strategies for Formative Assessment and Meaningful Feedback
  • Trying Out the Skill and Receiving Feedback
  • Submitting Evidence of Proficiency with the Skill for Evaluation

Digital Badge - Teaching for Equity and Engagement in Mathematics: Productive Use of Technology

Learn to select and use technology to support student engagement in mathematical reasoning and communication. Read articles, engage in interactive discussions, and learn about a framework for using technology to support student engagement with deep learning (through reasoning, sense making, communication, and connections).

  • The Importance of Using Technology to Enhance Student Engagement in Mathematical Reasoning and Communication
  • Understanding the Technological, Pedagogical, and Content Knowledge (T-PACK) Framework
  • Applying the TPACK Framework to Select and Implement Technology in a Mathematics Lesson
  • Trying Out the Skill and Receiving Feedback
  • Submitting Evidence of Proficiency with the Skill for Evaluation
Deepening

Digital Badge - Teaching for Equity and Engagement in Mathematics: Conceptual Understanding

Learn about the importance of designing lessons that promote conceptual understanding in mathematics. Read articles, engage in interactive discussions, learn to identify key mathematical concepts within a unit of study, and learn strategies for designing lessons that engage students in developing conceptual understanding.

  • The Importance of Conceptual Understanding for Deep Learning in Mathematics
  • Identifying the Characteristics of Lessons that Promote Conceptual Understanding
  • Identifying Key Mathematical Concepts of a Unit
  • Designing Lessons for Conceptual Understanding
  • Trying Out the Skill and Receiving Feedback
  • Submitting Evidence of Proficiency with the Skill for Evaluation

Digital Badge - Teaching for Equity and Engagement in Mathematics: Productive Struggle

Learn about supporting students with productive struggle when engaged in rich mathematics tasks (e.g., those that require students to think deeply, make connections, extend knowledge, and/or look for generalizations). Read articles, engage in interactive discussions, and learn about strategies for supporting student perseverance while working on rich mathematics tasks.

  • The Importance of Productive Struggle in Mathematics
  • Identifying the Characteristics of Strategies that Promote and Support Productive Struggle
  • Learning about Strategies for Supporting Productive Struggle
  • Trying Out the Skill and Receiving Feedback
  • Submitting Evidence of Proficiency with the Skill for Evaluation
Advanced

Digital Badge - Teaching for Equity and Engagement in Mathematics: Equitable Grading

Learn to re-think use of grading practices from a perspective of equity and growth mindset. Read articles, engage in interactive discussions, and learn about strategies for evaluating grading practices for equity, implementing more equitable grading practices, and using equitable grading to promote a growth mindset toward mathematics among students.

  • The Importance of Equitable Grading Practices and Growth Mindset
  • Strategies for Equitable Grading
  • Strategies for Grading the Promote Growth Mindset
  • Trying Out the Skill and Receiving Feedback
  • Submitting Evidence of Proficiency with the Skill for Evaluation

Digital Badge - Teaching for Equity and Engagement in Mathematics: Cooperative Learning

Learn about three elements of the successful use of cooperative learning in mathematics: a) setting clear and compelling directions to launch a cooperative task; b) shaping class culture through establishing norms for participation, and c) managing participation and accountability. Read articles, engage in interactive discussions, and learn about strategies for engaging students in cooperative learning in mathematics.

  • The Importance of Cooperative Learning in Mathematics
  • Identifying the Characteristics of Successful Use of Cooperative Learning
  • Learning about Strategies for Implementing Cooperative Learning
  • Trying Out the Skill and Receiving Feedback
  • Submitting Evidence of Proficiency with the Skill for Evaluation

Digital Badge - Teaching for Equity and Engagement in Mathematics: Civic Engagement

Learn about the importance of designing lessons that allow students to apply mathematics to investigate and take action on issues within their communities. Read articles, engage in interactive discussions, and learn about strategies for learning about issues affecting local communities and how to design mathematical lessons that promote civic engagement. (5-6 weeks)

  • The Importance of Applying Mathematics to Investigate and Take Action on Issues in the Community
  • Learning about Issues in the Community
  • Designing Lessons that Promote Civic Engagement through Mathematics
  • Trying Out the Skill and Receiving Feedback
  • Submitting Evidence of Proficiency with the Skill for Evaluation

Digital Badge - Teaching for Equity and Engagement in Mathematics: Emerging Bilinguals

Learn about the importance of acknowledging and building from students’ linguistic resources to support and sustain their success with mathematics, a skill aimed at supporting students who are emerging bilinguals (a population previously referred to as “English language learners” or “limited English proficient”). This module takes an asset-based approach to working with students for whom English is a second (or third or more) language. Read articles, engage in interactive discussions, and learn about strategies for leveraging students’ linguistic resources and for scaffolding students’ engagement to support and sustain the success of emerging bilinguals in mathematics.

  • The Importance of Students’ Using their Linguistic Funds of Knowledge to Support Learning
  • Strategies to Promote Students’ Use of Linguistic Funds of Knowledge in Mathematics
  • Trying Out the Skill and Receiving Feedback
  • Submitting Evidence of Proficiency with the Skill for Evaluation

*Please note: Due to state and federal regulations, non-California residents may only enroll in CSUF online courses when their state has authorized CSUF as a provider.

Non-California Residents Professional Licensure and Certification

Program Outcomes

Modify and refine instructional practices to better engage all students in mathematical thinking and reasoning

Reflect on and strengthen the norms and routines you establish as a teacher that create an inclusive learning environment

Support every learner in developing a sense of ownership of mathematics--they see themselves in mathematics and see mathematics as relevant to their lives

CSUF TEEM Program Benefits:

Hear from program participants!
Nilesh profile shot

“I would definitely recommend the TEEM microcredentials to other educators. I have already shared articles and videos from my participation in the program with my department.”

Read Nilesh's Interview

– Nilesh Halankar, TEEM participant

Sally profile shot

“I would recommend this program as an introduction to engaging students in mathematics in a creative manner that allows every student to share their thinking.”

Read Sally's Interview

– Sally Hong, TEEM participant

Phillip profile shot

“The rubric and other documents provided within the course allowed me to be more detailed as I reflected and designed new academic discourse activities.”

Read Phillip's Interview

– Phillip Turner, TEEM participant

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