MED 441 Methods of Teaching Mathematics

MED 441 Methods of Teaching Mathematics; 3 credits

Spring 2005

Instructor: Michelle Chamberlin, Ph.D. E-mail: michelle.chamberlin@unco.edu

Office Phone: 351-2953 Math Office: 351-2820

Office: Ross Hall Room 2240D Fax: 351-1225

Office Hours: 1 – 2 p.m. MW, 2:00 – 3:20 TR, and by appointment

Course Description: Corequisite: STEP 363. Full admittance to PTEP required. This course is for prospective teachers seeking licensure in secondary school mathematics. The focus is on teaching lessons, curriculum overviews, and applying theories of learning and teaching mathematics to the classroom. Early field experience is desirable.

Required Text and Materials:

Huetinck, L., & Munshin, S. N. (2004). Teaching mathematics for the 21^st century: Methods and activities for grades 6-12 (2^nded.). Upper Saddle River, NJ: Prentice-Hall.
4 three-ring binders: A 3 inch binder for class materials and handouts, a 1 inch binder for the Colorado Model Content Standards for Mathematics, a 2 inch binder for the Principles and Standards for School Mathematics of the National Council of Teachers of Mathematics (NCTM), and a 2 inch binder for your Work Sample.[1]

Course Goals:

To prepare you for student teaching high school or middle school mathematics.
To acquaint you with recent developments in the secondary mathematics curriculum.
To prepare you for planning, teaching, and evaluating mathematics.
To acquaint you with the professional organizations in mathematics education.
To help you prepare to cope with day-to-day classroom situations and problems.
To help you become familiar with your strengths and weaknesses so you can grow as a teacher.
To prepare you to use the latest manipulatives and technologies in teaching secondary mathematics.
To help prepare you to teach in a standards-based school system (i.e. NCTM Standards, Colorado’s Content Standards in Mathematics, and Colorado Standards for Teachers).
To encourage you to develop, assess, and reflect on your own teaching skills.

Accommodations: Students who believe that they may need accommodations in this class are encouraged to contact the Disability Support Services at (970)-351-2289 as soon as possible to ensure that accommodations are implemented in a timely fashion.

Course Obligations:[2]

Attendance and participation in discussions and activities: 5 points
Homework, quizzes, and other daily miscellaneous assignments: 5 points
One Paper: 5 points
Textbook Comparison: 10 points
Student Work Analysis: 10 points
Alternative Assessment Assignment: 10 points
Mid-Term Written Exam: 15 points
Work Sample: 35 points
Sharing a Math Activity: 5 points

Final grades will be assigned as presented below:

A = 93 – 100 points

B = 85 – 92 points

C = 77 – 84 points

D = 69 – 76 points

Attendance and participation in discussions and activities (5 points): Active participation in class discussions and activities is expected. Valued learning behaviors focus on taking responsibility for one’s own learning and that of others, promoting collaboration, and active involvement. Included in this assessment will be: 1) responsible class attendance or letting me know as soon as possible when attendance is not feasible (for appropriate reasons), 2) arriving to class on time, 3) completing readings and handing in assignments on time, 4) positively collaborating in groups, 5) demonstrating cooperative behavior, and 6) being a positive participant.

Homework, quizzes, and other daily miscellaneous assignments (5 points): Throughout the semester you will be asked to complete readings, homework, quizzes, and other daily assignments. More information will be provided as these are assigned.

Paper (5 points): You are expected to write a 2-3 page paper based on readings/information obtained from professional material. Choose one of the following three topics: 1) Implementation of a lesson in the classroom, 2) Critique of a professional journal article, or 3) Literacy in mathematics education. The paper is due February 3.

Textbook Comparison (10 points): Working in pairs, find one mathematical topic that is covered in both a reform textbook and a more traditional textbook. Prepare and submit together a reflection that compares and contrasts the two approaches. The reflection should also address and defend which approach, in your opinion, is the preferable way for students to learn the topic at hand. The reflection is due February 10.

Student Work Analysis (10 points): You will be provided examples of students’ work to analyze. After analyzing the students’ work for understanding of the associated math content, you will plan a lesson that builds on the students’ current understandings. The analysis and lesson can be prepared in pairs. The analysis and lesson is due February 17.

Alternative Assessment Assignment (10 points): You will design an alternative assessment task appropriate for your students. If possible, design a task that can be incorporated into your Work Sample. Create a scoring rubric that is appropriate for the task. The alternative assessment and rubric is due March 31.

Mid-Term Exam (15 points): The mid-term exam will consist of several open-ended short essay questions, from which you will be asked to answer a sample of your choice. The exam will be given on March 8.

Work Sample (35 points):

Section I: Planning Process (Due February 24):

The section includes (a) a topic map of the content of the Work Sample, (b) a unit outline, and (c) a brief description of the content and learning outcomes.

Section II: Description of Setting (Due January 27)

This information includes a description of the community, the school, and the classroom where the Work Sample will be implemented. Include information about the community that is reflected in the school setting. Describe the school site, including grade levels, number of students, and general school schedule. Include a detailed description of the classroom where the Work Sample will be implemented.

Section III: Content Standards, Unit Goals, and Lesson Objectives (Due March 24)

Identify the unit goals, the Colorado Model Content Standards, and the lesson objectives that are addressed by the Work Sample. All of the unit goals, standards, and objectives must be aligned with each other.

Section IV: Lesson Plans (Due March 24)

A two- to three-week unit, with a minimum of five well-developed lesson plans, needs to be prepared for the Work Sample. Include the supporting materials, i.e. transparencies, worksheets, examples of the manipulatives that will be used, notes that will be used to teach the lesson, etc. Incorporate/integrate varied instructional strategies throughout the lesson. Consider varied learning styles of the students.

Section V: Pre and Post Assessment (Due April 7)

Both pre and post assessment items need to reflect the content of the material of the Work Sample. Pre and post assessments are not necessarily the same; rather they need to ascertain the mastery of the content and the students’ level of proficiency toward the standard(s), unit goal, and lesson objectives being taught prior to and after the completion of instruction.

Section VI: Analysis of Pre and Post Assessment (Due April 21)

Describe and analyze on a student-by-student basis achievement gains, compare each student’s performance to that of the whole class, and if applicable, describe and analyze selected groups within the class population (e.g., students with special needs or students with English as a second language). Prepare a graph or table of some type to represent the pre and post assessment results.

Section VII: Reflective Essay (Due April 26)

A reflective essay includes what the teacher candidate has learned about teaching and learning, instructional planning and assessment, and his/her own professional effectiveness and development.

Section VIII: References (Due April 28)

Complete list of the texts, worksheets, periodicals, etc.

Sharing a Math Activity (5 points): Emulate one of your best teaching activities from STEP 363 with our class. You will have approximately 10-15 minutes to present. You are asked to share a master copy of the complete activity with each member of the class. You will be sharing these math activities during our final exam time, Friday, May 6 from 1:30-4:00.

STEP Observations: During the semester, I will observe one of your STEP 363 teaching experiences. This observation will NOT affect your MED 441 grade. Please complete and return your “Notice of Teaching a Lesson” form (in your STEP 363 packet) as early as possible and no later than March 11 so that I am able to coordinate these visits. I will be available to observe your lesson no sooner than March 21 and no later than April 22. When you are observed, please provide me with the following:

· An observation form,

· A copy of your lesson plan, and

· Any handout materials that you plan to give your students.

STEP Experience: You are required to use at least one of your STEP 363 teaching experiences as a basis for your Work Sample. This lesson may or may not be the one I observe. You are expected to administer a pre- and post-assessment (e.g., a quiz) of this lesson in your classroom to complete your Work Sample.

References from Michener Library (Excellent Resources)

101 Great Ideas for Introducing Key Concepts in Mathematics: A Resource for Secondary School Teachers by Posamentier and Hauptman, (2001) from Corwin Press, Inc. (QA11.P617 2001)

Activities from Junior High School and Middle School Mathematics, (1999) from NCTM. (QA16.A27 1981 V.2)

Tips for the Mathematics Teacher: Research-Based Strategies to Help Students Learn by Posamentier, Hartmen, and Kaiser, (1998) from Corwin Press, Inc. (QA11.P61764 1998)

Hands-On Math Projects with Real-Life Applications: Ready-to-Use Lessons and Materials for Grades 6-12 by Gary and Judith Muschla, (1996) from the Center for Applied Research in Education (QA11.M764 2000)

Bringing the NCTM Standards to Life: Exemplary Practices from High Schools by Germain-McCarthy, (1999) from Eye on Education, Inc. (QA13.G47 1999)

Teaching Math: A Video Library 9-12 Guidebook, with 20 video lessons of 15-20 minutes each plus pre- and post-video explanations and discussions; from The Annenberg/CPB Math and Science Collection in Michener Instruction Video Center (3070: Tape 1 – Tape 9)

Navigating Through Algebra in Grades 9-12 by the National Council of Teachers of Mathematics, (2001) (LTQA 200 N229 N3 Gr.9-12 (tx)).

Navigating Through Geometry in Grades 9-12 by the National Council of Teachers of Mathematics, (2001) (LTQA 300 N229 N3).

Navigating Through Data Analysis in Grades 9-12 by the National Council of Teachers of Mathematics, (2003) (LTQA 500 N229 N3).

Empowering the Beginning Teacher of Mathematics: High School by the National Council of Teachers of Mathematics, (2004) (QA11.2 .E47 2004).

Important Date: Last day to withdraw from classes and receive a ‘W’ is March 4, 2005

Tentative Schedule

Week	Date	Topics of Class/Assignments Due
1	January 11	Introduction, Course Overview, Field Experience Connection
1	January 13	Introduction to Reform
2	January 18	Mathematics Education Principles, Goals, and Objectives
2	January 20	SMART Board Presentation
3	January 25	NCTM Standards
3	January 27	Colorado Model Content Standards DUE: Section II: Description of Setting
4	February 1	Planning Instruction
4	February 3	Planning Instruction Continued and Textbook Comparison DUE: Paper
5	February 8	Equity in Mathematics
5	February 10	Assessment Drives Instruction DUE: Textbook Comparison
6	February 15	Teaching Algebra: A Snapshot
6	February 17	Individualizing Instruction DUE: Student Work Analysis
7	February 22	Planning Assessment
7	February 24	Literacy in Mathematics DUE: Section I: Planning Process
8	March 1	Learning in Groups
8	March 3	Assessing Individual Student Performance DUE: Lesson Draft
9	March 8	Mid-Term Exam
9	March 10	Teaching Geometry: A Snapshot
10	March 15	No Class – Spring Break
10	March 17	No Class – Spring Break
11	March 22	Promoting Communication in the Classroom
11	March 24	Alternative Assessment DUE: Section III: Content Standards, Unit Goal, and Lesson Objectives and Section VI: Lesson Plans
12	March 29	Guest Speaker – Kate Heger (Math teacher at Rocky Mountain High School)
12	March 31	CSAP DUE: Alternative Assessment Assignment
13	April 5	CSAP
13	April 7	Teaching Statistics and Probability: A Snapshot DUE: Section V: Pre and Post Assessment
14	April 12	Classroom Management
14	April 14	Analyzing and Evaluating Assessment DUE: Revised Section III: Content Standards, Unit Goal, and Lesson Objectives and Section VI: Lesson Plans
15	April 19	Manipulatives
15	April 21	Calculators and Accessories DUE: Section VI: Analysis of Pre and Post Assessment
16	April 26	Working with Parents and the Community Peer Review of Section VII: Reflective Essay DUE: Section VII: Reflective Essay
16	April 28	What I Wish I Had Learned in My Methods Class DUE: Complete Work Sample
Finals Week	Finals Week	Finals Time: Friday, May 6 from 1:30-4:00 p.m. DUE: Sharing a Math Activity Discuss Phase III Experience

[1] I will provide copies of the relevant parts from the Colorado Model Content Standards for Mathematics and from the Principles and Standards for School Mathematics. If you wish to print out full copies, the Colorado standards are available on-line at www.cde.state.co.us/cdeassess/standards/pdf/math.pdf and the NCTM standards are available for free for 90 days at standards.nctm.org.

[2] Further instructions for each assignment and corresponding rubrics will be provided as we approach each respective due date.