Methods of Teaching Secondary Mathematics at Western Governors University (WGU) is the graduate version in the Master of Arts in Teaching program. WGU says it has no required prerequisites.
The four competencies center on analyzing a recommended curriculum resource, applying teaching methods, planning with resources or technology and reflecting on lessons. Compared with the undergraduate course, the emphasis falls on evidence-based analysis and reflection.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | D906 |
| Level | Graduate (MAT Mathematics Education, Secondary) |
| Size | 2 competency units in the MAT guide (catalog version 202504) |
| Prerequisites | None, per WGU's description |
| Typical work | Resource analysis, instructional plans, lesson reflection |
What D906 Covers
| Competency (WGU wording, summarized) | What it means in practice |
|---|---|
| Analyze a recommended curriculum resource and its implementation in a secondary maths setting | Judging a resource in a specific context |
| Apply methods: develop curriculum, use effective questioning, differentiate for diverse needs | Planning and adapting instruction |
| Create an instructional plan for implementing relevant resources or technology | A clear plan with a purpose for each tool |
| Reflect on lessons and on the specialized knowledge needed to teach maths | Learning from practice with evidence |
Key Concepts Explained
Analyzing a Resource in Context
The same resource can work in one classroom and fail in another. Analysis considers the students, time, prior knowledge and teacher support, as well as the resource itself.
Example: A published unit on linear functions uses long word problems. In a class with many English learners, the language load may hide the maths. Your analysis could recommend keeping the contexts but adding pictures, a glossary and paired discussion, while noting that the sequence of tasks is strong.
Specialized Knowledge for Teaching
Teachers need to know maths and also to anticipate student ideas, choose representations and explain clearly. Reflection should show that knowledge at work, for example how you chose a model to resolve a misunderstanding.
Reflection with Evidence
Use specific moments: what a student said, what you did, what happened next and what you would change.
Typical Assignments and How to Approach Them
| Task type | What it tests | How to approach it |
|---|---|---|
| Curriculum resource analysis | Contextual judgment | Describe the setting, evaluate fit and recommend changes |
| Curriculum and questioning plan | Applying methods | Include key questions, differentiation and checks |
| Technology or resource implementation plan | Purposeful use | Say what students do with the tool and why |
| Reflection | Professional growth | Cite evidence, interpret it and propose next steps |
Reflection Frame
Use this four-part frame for reflections so each paragraph has a job.
| Part | Content | Example starter |
|---|---|---|
| What happened | A specific event | During the launch, a student said... |
| Why it mattered | Link to student thinking | This showed the student saw the equals sign as... |
| What I did | Your response | I asked the class to compare... |
| What I would change | Next step with reason | Next time I would add a model because... |
Questioning Sequences That Work
Planned questions move students from answers to reasoning. Draft a short sequence for your lesson and note what you expect to hear.
Example: In a lesson on slope: What do you notice about these two lines? Which is steeper and how do you know? How could you describe that using numbers? What would happen to the slope if we flipped the axes? Each question builds on the answer before it and gives a place to listen for misconceptions.
Describing the Classroom Context
Resource analysis depends on context, so describe it carefully without inventing details. Use the information given in the task, and state clearly any assumptions you make.
- Grade level and course
- Student characteristics relevant to the resource, such as language needs
- Time and technology available
- The standard or goal the resource is meant to serve
Then evaluate fit against that description and recommend changes tied to it.
Linking Resource, Plan and Reflection
The four competencies fit together as one cycle: analyze a resource, plan how to use it, teach or simulate the lesson, and reflect. Refer back to your earlier analysis when you reflect, and name which of your planned supports worked and which did not. This coherence is easy to see and often rewarded.
Where Students Get Stuck
- Context-free analysis. Always name the class setting.
- Unspecific reflection. Replace "it went well" with an event.
- Tools without purpose. Link each one to a learning goal.
- Ignoring differentiation. Include named supports.
Study Tips for D906
- Practice analyzing a familiar resource for a very different class.
- Keep a log of student ideas you notice in any teaching or tutoring.
- Use the reflection frame for every reflection.
- Check how the rubric words "analyze" and "reflect".
How We Help with D906
Send the prompt, rubric and context details. A mathematics education writer prepares a custom analysis, reviews your draft or helps you structure your reflection.
GradeEssays is independent of WGU. Our work is a study and reference aid. Use it to learn the approach, then write and submit your own work under WGU's academic integrity policy. We do not complete teaching placements for you. Orders are written from scratch, with free revisions within the scope of your original request and a full refund if late.
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Frequently Asked Questions
WGU says there are none.
D906 is the graduate course and stresses analysis of a curriculum resource and reflection. D900 is the undergraduate version.
Four, per WGU's MAT guide.
2 in the MAT guide.
Specific evidence, interpretation of student thinking and a concrete next step.
Yes. Send the task and draft and we check context, evidence and rubric coverage.