Teaching and Learning in Science and Mathematics, Hamilton, Summer 2026

Course Number:	EDX 5710 S06
Instructor:	Gabrielle Hamilton, M.Ed.
Location:	Online
Dates and Times:	July 10 - August 28, 2026
Credits:	3 Graduate Credits
Tuition:	Set by and payable to VT-HEC

Course Description

This course overviews pedagogical theory in the context of science and mathematics instruction, with a focus on application. Participants explore research-based best practices in STEM education, including addressing student misconceptions, teaching problem-solving strategies, and using technology to augment instruction.

Audience: Educators with an earned bachelor’s degree seeking endorsement in middle or high school mathematics or science.

Course Goals & Objectives

Course Goals: By the end of the course, participants will:

1. Apply research-based principles of adolescent learning and development to science and mathematics instruction, including a growth mindset approach to learning.
2. Anticipate, elicit, and respond instructionally to common misconceptions in mathematics and science learning.
3. Design developmentally appropriate, sequential, and challenging learning opportunities that connect math/science to the real world and support problem solving and conceptual understanding.
4. Integrate technology and instructional resources to strengthen access, engagement, and learning for all students.
5. Engage as a reflective, collaborative professional—using current research and professional organizations to improve practice and contribute to a learning community.

Course Objectives: As an outcome of this course, students will be able to:

• Explain how scientific and mathematical theories develop over time (knowledge is created, refined, and sometimes replaced).
• Plan learning experiences grounded in mathematics or science education research that build from prior knowledge and connect to real-world contexts.
• Create classroom conditions that support intellectual risk-taking and knowledge-building.
• Identify typical misconceptions in early adolescents and plan targeted instructional responses.
• Emphasize critical thinking, problem solving, and evaluation of information in STEM learning tasks.
• Utilize resources from professional mathematics/science education organizations to inform instruction and ongoing professional growth.