Teaching for Equity and Engagement in Mathematics (TEEM)
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.
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.
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.
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.
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.
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.
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).
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.
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.
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.
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.
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)
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.
*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
Showcase your professional accomplishments with digital badges from CSUF Extension & International Programs! A digital badge is a visual representation of skills and knowledge you have gained by completing a microcredential program or course. Display these highly coveted credentials on your resume, online portfolio, website, LinkedIn and other social media pages.
After completing the TEEM program and/or course, you will receive an email with instructions on how to receive the digital badge through the Badgr platform. From there, you can create an account where you will be able to display all the badges you've earned digitally. Though the digital badge does not count as academic credit, these highly coveted digital badges can be placed on your résumé and on LinkedIn or other social media platforms.
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
In this Q&A, Dr. Ellis talks about program benefits, the value of participating in a diverse learning community, and advice for incoming students.
Read Bio
In this Q&A, Lacy Knight discusses common career paths for graduates, highlights of the TEEM program, and her favorite course in this program.
Read Bio Watch Lacy's Interview
“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.”
– Nilesh Halankar, TEEM participant
“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.”
– Sally Hong, TEEM participant
“The rubric and other documents provided within the course allowed me to be more detailed as I reflected and designed new academic discourse activities.”
– Phillip Turner, TEEM participant
Join our email list! By joining our email list, we will send you important program updates and let you know when registration is open for the program.
Mark W. Ellis, Ph.D., NBCT
@ellismathed; http://ellismathed.weebly.com
Mark is a Professor of Education at California State University, Fullerton. Prior to entering higher education, Mark taught mathematics in grades 6-12 in northern California public schools for six years and experienced firsthand the power of creating learning environments in which students are supported in making sense of mathematics through collaborative and culturally relevant lessons. He earned National Board Certification in Early Adolescence Mathematics in 1999 and renewed his certification for the second time in 2019. Mark earned his Ph.D. in Education from the University of North Carolina Chapel Hill in 2005 with an emphasis on mathematics teacher education under the advisement and mentorship of Dr. Carol E. Malloy. His research interests include the history of school mathematics in the U.S., equity in mathematics education, and middle school mathematics teaching and learning. He has taught future and current teachers of mathematics since 2003 including content and methods courses at the undergraduate and graduate levels.
Mark has published over 40 articles and made over 80 presentations about mathematics teaching and learning for both practitioners and teacher educators. Putting research into practice, he has received over $9 million in competitive grant funding to support collaborative work with teachers of mathematics from elementary through high school aimed at understanding how to create learning environments that support all students in making sense of mathematics. Mark served as an elected member of the National Council of Teachers of Mathematics (NCTM) Board of Directors from 2011-2014 and contributed to the development of NCTM’s Principles to Action: Ensuring Mathematical Success for All. In 2015 he received NCTM’s Linking Research to Practice award as co-author of the article, “Multidimensional Mathematics Teaching.” He is co-author of the NCTM book, Reimagining the Mathematics Classroom: Creating and Sustaining Productive Learning Environments, K-6. Mark also serves as one of two lead authors for Ready Classroom Mathematics, a K-8 curriculum series used in schools throughout the U.S. All his work is driven by a belief that every student has the potential to be successful in learning mathematics and a commitment to ensuring this potential is fulfilled in every classroom.
Lacy is a middle school educator in her 11th year teaching and her 5th year with Norwalk-La Mirada Unified. She earned a B.S. in Finance from CSU Long Beach and a Master's of Arts in Curriculum and Instruction from Concordia University. She is a National Board Certified Teacher and has presented at multiple conferences, including Palm Springs' CMC conference and San Diego's - NCTM conference.
Note: Click on the course title to view all available course sections. Hover over the colored labels to view where the course will be offered.
Program Details
Location: Online
Length: 5-6 weeks
Cost: $375*
Next Course:
Competence and Status
*Cost is approximate and subject to change
Professional Licensure and Certification
TEEM is currently open and accepting contracted cohorts and district sponsorships.
*Have a question? Please contact us.
