Adam Poetzel serves as a Clinical Assistant Professor in secondary and elementary mathematics education. He joined the C&I faculty in the fall of 2007 after teaching mathematics at Champaign Central High School for ten years. Adam’s instructional focus is on the preparation and training of pre-service mathematics teachers to effectively teach diverse K-12 students. Currently, he teaches a variety of methods courses for both undergraduate and graduate candidates including courses that examine the role of technology and assessment in today’s mathematics classrooms. He maintains strong ties with local schools and is actively involved in several grants focused on the professional development of in-service mathematics teachers.
M.A., Secondary and Continuing Education, University Of Illinois at Urbana-Champaign, 2005
B.S., Mathematics and Secondary Education, University Of Illinois at Urbana-Champaign, 1997
UIUC Campus Award for Excellence in Undergraduate Teaching University of Illinois, 2015 - 2015
Max Beberman Mathematics Educator Award ICTM, 2013 - 2013
College of Education's Outstanding Undergraduate Teaching Award University of Illinois, 2012 - 2012
Outstanding Undergraduate Teaching Award College of Education, 2012 - 2012
Recognizing Education at Illinois leaders (5/15/2015)
Faculty and Staff Awards announced for 2012 (5/1/2012)
Poetzel, A., Muskin, J., Munroe, A., & Russel, C. (2012) 3D Printing: A Journey in Visualization. Mathematics Teacher 106 (2), 103 – 107 link >
Poetzel, A., Hopkins, M., & Muskin, J. (2009) Moving a Wall: Using Geometry to Measure an Imperceptible Distance Mathematics Teacher 103 (6), 446-452 link >
Senior Personnel Entrepreneurial Leadership in STEM Teaching & Learning (EnLiST), National Science Foundation, 2009 - 2014
Director at Large Illinois Council of Teachers of Mathematics, 2012 - 2015
Since joining the C&I faculty, I have worked hard to bridge research and practice in the pre-service secondary and elementary mathematics education classes. It remains my goal to figure out the most effective ways of preparing our future teachers for the classroom. Part of that includes modeling effective teaching in my courses. I spend a great deal of time preparing for classes, building relationships with students, and reflecting on the progress of my students. I took this position in order to have a positive impact on the development of young teachers who engage students with meaningful mathematics and I will continue to strive for this goal.
Best Practices in Secondary Ed Course Information: Approved for both letter and S/U grading. May be repeated.
Intro Tchg in a Diverse Societ Orients the student to ways in which English, Mathematics, Science, or Social Studies is learned in high school settings. Integrates an introduction to the use of technology as both a tool and a context for teaching and learning. As participants in a series of learning activities, students will reflect on the teaching and learning of English, Mathematics, Science, or Social Studies from an inquiry oriented perspective. Coursework is integrated with a high school field experience to connect theory with practice in an examination of research and current trends in English, Mathematics, Science, or Social Studies education. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: Admission to the Secondary Teacher Education Program or consent of the instructor/department.
Tchg Diverse Middle Grade Stu Examines the curriculum and philosophy of teaching students in the middle grades. Students will focus on a number of related topics including teaching a diverse middle school student population, including all students in instruction, using technology for teaching middle school English, Mathematics, Science, and Social Studies and alternative means of assessing students' learning. Seminar content will be integrated with coursework in adolescent development, and special education in middle school settings. Coursework is integrated with a middle grade field experience. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: CI 401 and concurrent enrollment in CI 473 and EPSY 430.
Tchg and Assessing Sec Sch Stu Emphasizes the practical application of theory and recommended practices for developing curriculum, teaching, and assessing learning in the middle and senior high school years. Course Information: 3 or 4 undergraduate hours. 3 or 4 graduate hours. Prerequisite: CI 402 or CI 403. Concurrent enrollment in EDPR 442 required.
Teaching Children Mathematics Examines children's learning of mathematics and meaningful instructional methods, representations and materials. Emphasis given to number and operations (including both whole and rational numbers), number theory and statistics/probability. Includes laboratory experience with supervised problem solving. Course Information: 3 undergraduate hours. 3 graduate hours. Credit is not given for both CI 430 and CI 431. Prerequisite: MATH 103; admission to the Elementary Teacher Education Program.
Tchg Elementary Mathematics Examines the organization, scope, and sequence of the mathematics program and the functional nature of mathematics; methods, techniques, experiences, and materials of value in teaching mathematics, and the role of the classroom teacher. Includes laboratory experience, with supervised problem solving. Course Information: 4 undergraduate hours. 4 graduate hours. Credit is not given for both CI 430 and CI 431. Prerequisite: MATH 103; admission to the Special Education Program.
Invest Approach Elem Math Inst Course will model and examine an investigative approach to elementary mathematics instruction, which is purposeful, inquiry-based, and meaningful mathematics instruction. Particular focus will be given to the teaching and learning of measurement, geometry and algebra/functions. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: CI 430 or CI 431; admission to the Elementary Teacher Education Program.
Teaching Secondary Math This is a required course for students seeking a mathematics endorsement at the middle school level while earning or holding teacher certification in another subject area. It is also required for students completing the campus Teacher Education Minor in Mathematics for grades 9-12 and the Teacher Education Minor in Mathematics for grades 6-8. This methods course covers: a) The NCTM and Illinois Learning Standards for Mathematics, b) "Best practice" in mathematics pedagogy, c) Assessment in the mathematics classroom, d) technology in mathematics classrooms, and e) the design of unit and lesson plans in mathematics. Students will design and deliver lessons as part of their course work. 3 undergraduate hours. 3 graduate hours. Prerequisite: Prerequisite: Although there are no stated prerequisites for this course, it is advised that most, if not all, of the mathematics content requirements be completed before taking this course.
Freshman Honors Seminar Provides an introduction to critical issues in education with focus on selected contemporary issues in the field; emphasis is on critical analysis and reflection on relationships between teachers, schools, and society.
Assessing Student Performance Designed especially for secondary education majors, this course introduces students to basic concepts and practices of assessment, measurement, and evaluation as they are used in school settings. Also covers current trends and issues in assessment including large scale standardized testing practices and cultural issues in assessment. Students also become familiar with using assessment and evaluation data to inform instructional decisions. Course Information: Same as CI 485. 2 undergraduate hours. 2 graduate hours. Prerequisite: EPSY 236; undergraduates should be concurrently enrolled in CI 403. Class Schedule Information: Students will be required to participate in a total of 2 hours of experiments outside of class. Note: Must be in the teacher's education program to register. Students must register for one lab and one lecture section.