Algebra for Secondary Mathematics Teaching treats algebra as an extension of number theory and abstract reasoning — task-based learning across functions, representations, and even algebra's own cultural history.
What D898 covers
The course offers an in-depth exploration of advanced algebraic concepts and instructional methodologies tailored for secondary education, emphasizing task-based learning that engages participants deeply with algebra as an extension of number theory, operations, and abstract reasoning.
Students explore key algebraic ideas including equivalence, patterns of change through covariation, and the integration of multiple representations — tables, graphs, equations, and geometric models. The course examines algebra's historical evolution and incorporates diverse cultural perspectives, covering variables, functions (exponential, logarithmic, polynomial, rational, and quadratic), and their applications.
The D898 performance assessment
Expect a performance assessment requiring you to design task-based algebra instruction for a specific function type, using multiple representations to build conceptual understanding.
Key topics in D898
- Multiple representations (tables, graphs, equations)
- Function types (exponential, polynomial, quadratic, etc.)
- Covariation and equivalence
- Cultural and historical perspectives on algebra
Writing tips for D898
Follow the task instructions and rubric line by line
WGU performance assessments for D898 are graded against a fixed rubric — every rubric line has to be visibly addressed, usually with a labeled heading that mirrors the rubric language. Skipping a rubric point because it seems minor is the single most common reason a competent submission comes back "Not Yet Competent" for revision.
Ground every claim in a specific secondary grade level and math content
Secondary Mathematics Education courses like D898 typically ask you to apply content knowledge and pedagogy to a specific grade level and math topic rather than write about teaching in the abstract. Evaluators are checking whether your reasoning fits that concrete classroom situation — vague, generic statements about "good math teaching" usually lose rubric points for lacking that specificity.
Because WGU is self-paced, don't let "no deadline pressure" become no submission
There's no weekly due date forcing progress, which means procrastination costs more at WGU than at a traditional term-based school — a stalled task can quietly eat weeks of a term. Treat your own target date for each D898 assessment as a real deadline.
Stuck on your D898 task?
Our writers know WGU's competency-based format and this course's performance assessment. Get an original, properly cited paper matched to your task instructions.
Why students seek help with D898
Candidates sometimes teach a single representation (say, only the equation form) when the course specifically wants multiple representations connected — the rubric typically wants tables, graphs, and equations genuinely linked together, not taught in isolation.
How GradeEssays helps with D898
Share your algebra topic and rubric, and your writer will build instruction genuinely connecting multiple representations, not one representation taught in isolation.
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Place Your Order View All ServicesPrerequisites and program context
D898 has no listed additional prerequisites. Part of WGU's undergraduate Mathematics Education (Secondary) teacher-licensure curriculum.