COURSE INFORMATION
Cost: FREE
Duration: 10 Hours (3 Months to Complete)
Enrollment: Open (Register Anytime)
Course Delivery: Canvas
Result: Microcredential upon completion
About the Course
This course is designed with developmental mathematics instructors in mind. This course discusses use of mathematics-specific feedback to affirm students’ identities as capable mathematics learners, counter negative self-talk, and strengthen their sense of belonging in mathematics. Participants will consider how lesson designs can support students’ productive struggle and practice integrating scaffolding focused on perseverance.
By the end of the course, participants will have practiced how to redesign mathematics problems and lessons that contextualize mathematics concepts in meaningful ways. Participants will be equipped to update or produce new classroom-read lessons that demonstrate integration of belonging-based feedback, scaffolding, and contextualization.
Modules
Module 1 – Building Belonging Through Feedback
- Introduction
- Math Journeys
- Building Math Identity & Belonging
- Reframing Feedback
- Math Feedback Language Bank
- Summary
Module 2 – Productive Struggle and Scaffolding in Mathematics
- Introduction
- Defining Productive Struggle
- Making Struggle Count: A Developmental Math Lens
- Math in Motion: The Productive Struggle Experience
- Lift, Support, Release: The Scaffolding Experience
- Summary
Module 3 Your Turn
- Introduction
- Making Math Make Sense
- Share Your Thoughts
- Context
- Summary
Outcomes
- Identify and integrate mathematics-specific feedback that affirms students’ sense of belonging and identity as a capable mathematician.
- Design lessons that allow students to experience supportive, productive struggle and scaffolding aimed at student perseverance.
- Redesign mathematics problems and lessons to contextualize mathematics concepts in ways that are meaningful and relevant.
- Produce a new or updated classroom-ready lesson/unit that demonstrates integration of belonging-based feedback, scaffolding, and contextualization.
Technical Requirements
If you run into any technical issues or have questions about your course, please contact PIM_Project@txstate.edu.
This online course requires technical skills and access to certain technology and software that face-to-face courses may not require.
Review these tips and interaction guidelines to be a successful online learner.
Many users encounter fewer problems when they use Chrome to access Canvas courses.
Suggested:
- Operating System: macOS X 10.5 or higher, Windows Vista or higher, ChromeOS.
- Browser: Google Chrome – please disable your pop-up blocker.
- Hardware: Desktop, laptop, or Chromebook (tablets and mobile are not supported)
- Built-in or external webcam
- Built-in or external microphone
- Built-in or external speakers
- Internet: A required upload and download speed of 2Mbps, with 10Mbps preferred. Hot spots are not recommended.
Meet Your Subject Matter Expert
Dr. Darolyn A. Flaggs
Ph.D - Texas State University, Developmental Education with Specialization in Developmental Mathematics
Dr. Darolyn A. Flaggs
Dr. Darolyn A. Flaggs is an Associate Professor of Mathematics Education in the Department of Secondary and Middle Grades Education at Kennesaw State University. She holds a Ph.D. in Curriculum and Instruction with a concentration in Developmental Mathematics from Texas State University.
Her expertise lies in the social-emotional factors that support student success in mathematics, particularly for developmental mathematics learners and pre-service mathematics teachers. Grounded in self-regulated learning theory, her work provides practical strategies for instructors to create engaging and supportive learning environments. A key strand of her research investigates how educators’ ideologies related to race, learning, and mathematics shape their instructional practices. Dr. Flaggs uses these insights to disrupt systemic racial disparities in mathematics education and foster student persistence and academic achievement across all students.
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for more information
Postsecondary Instructor Microcredential Project Stage 2