| DEPARTMENT OF MATHEMATICAL SCIENCES |
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| DEPARTMENT OF MATHEMATICAL SCIENCES |
| MED 675 Reading List and Homework | |||||||
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| Where indicated, a one to two page Summary&Review is due. These Summary&Review documents are to be submitted electronically as html files to Dr. Hauk, hauk@fisher.unco.edu within 24 hours of the class meeting in which the reading is discussed. | |||||||
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Resources for Summary&Review writing |
A set of questions to consider when
writing a Summary&Review of a research article
Purposes and Methods of Research in Mathematics Education (pdf file) | ||||||
| Assignment Due Date | Assignment | ||||||
| Wednesday, 22 January 2003 | Read Preface and pages 1-17 in McKnight et al., Mathematics Education Research: A Guide for the Research Mathematician. | ||||||
| Friday, 24 January 2003 | Read and take notes on
Chapter III, "Critiquing quantitative research" McKnight et al., Mathematics Education Research:
A Guide for the Research Mathematician.
AND Reminder: On January 24th, Team Teach Math 181 from 12-12:50. | ||||||
| Monday, 27 January 2003 | Write a three sentence summary/reflection
on Friday's Team Teaching experience.
AND Read and take notes on Chapter IV, "Reliability and validity in quantitative research" McKnight et al., Mathematics Education Research: A Guide for the Research Mathematician. | ||||||
| Wednesday, 29 January 2003 | Read the case study "Changing Sections" in Friedberg et al. Teaching Mathematics in Colleges and Universities: Case Studies for Today's Classroom. Consider ways in which you are like/unlike the two TAs in the case study. Make notes about your reflections (for discussion in-class). | ||||||
| Friday, 31 January 2003 | Write one-half to one page reflecting on what kind of community you attempt to and/or hope to establish in your classroom. Use a particular class you are currently teaching or have recently taught as context for your discussion. | ||||||
| Monday, 03 February 2003 | Complete the Philosophy of Education survey. Write one-half to one page detailing your philosophy of education. | ||||||
| Wednesday, 05 February 2003 |
Read the case study "Making the Grade" in Friedberg et al.
Teaching Mathematics in Colleges and Universities: Case Studies for Today's
Classroom. Complete the grading of each for each of the three classes. Then, for the college algebra problems: write about the assumptions you made regarding the purpose of each of the two mathematics problems; the grading assumptions you make if grading a quiz or exam (10 points), or homework (3 points); how the assumptions differed (quiz vs. exam vs. homework) and why. | ||||||
| Friday, 07 February 2003 |
Write one-half to one page defending a particular philosophy of education stance. Assignments
of philosophies:
Behavioral: Dollard Comprehensive: Sedalnick, Judd Progressive: Toney Humanistic: Tsay Social Change: Cribari | ||||||
| Monday, 10 February 2003 | Read and take notes on Chapter V, "Critiquing quantitative research" McKnight et al., Mathematics Education Research: A Guide for the Research Mathematician. To be discussed in-class on 2/10. | ||||||
| Wednesday, 12 February 2003 |
Write one-half to one page defending a particular philosophy of education stance. Assignments
of philosophies:
Behavioral: Tsay Comprehensive: Toney Progressive: Dollard Humanistic: Cribari Social Change: Sedalnick, Judd AND Review the case study "Making the Grade" in Friedberg et al. Teaching Mathematics in Colleges and Universities: Case Studies for Today's Classroom. For the calculus I and calculus III problems: write about the assumptions you made regarding the purpose of each of the mathematics problems; the grading assumptions you might make when grading a calculus quiz or exam (10 points), or homework (3 points); how the assumptions might differ (quiz vs. exam vs. homework) and why. AND Bring to class Teaching Portfolio design ideas found/developed over the past two weeks (e.g. printouts of samples from the web, ideas for your own portfolio categories) | ||||||
| Friday, 14 February 2003 |
Reminder: Work on Mathematical Autobiography assignment (see below, Friday 21 February 2003, for more information).
Note: no class meeting on 2/14. | ||||||
| Monday, 17 February 2003 |
Write one-half to one page defending a particular philosophy of education stance. Assignments
of philosophies:
Behavioral: Sedalnick, Judd Comprehensive: Dollard Progressive: Cribari Humanistic: Toney Social Change: Tsay. AND In class: Write about your "ideal job" after graduation. Where would you work? Would you work in academe? If not, where? If so, what kind of institution: high school, community college, private or public, university (4 year, 6 year, doctoral, research)? Would you teach? How many classes? What size classes? What topics? Would you do research? With whom? About what? Would you do curriculum development? With whom? About what? What are your colleagues like? Where is this place you work? Will you live nearby? How much money do you make (so that you can support the lifestyle you describe)? Describe a day or two at this ideal job. Why is this your ideal job? Edited and typed version of the write-up is due on February 24th. | ||||||
| Wednesday, 19 February 2003 |
Read and take notes on
Chapter VI, "Critiquing qualitative research" McKnight et al., Mathematics Education Research:
A Guide for the Research Mathematician. To be discussed in-class on 2/19.
AND Read and reflect on the case study "Fundamental Problems, Part I" in Friedberg et al. Teaching Mathematics in Colleges and Universities: Case Studies for Today's Classroom. Write half a page on what advice you would give Keng and why. | ||||||
| Friday, 21 February 2003 | Mathematical autobiography due. The assignment is similar to that found at this link though word limits are different: minimum of 1500 words, maximum of 3500 words. | ||||||
| Monday, 24 February 2003 |
Turn in the edited and typed version of your "Ideal Job" write-up (see February 17th).
AND Write one-half to one page defending a particular philosophy of education stance. Assignments of philosophies: Behavioral: Toney Comprehensive: Cribari Progressive: Tsay Humanistic: Sedalnick, Judd Social Change: Dollard. | ||||||
| Wednesday, 26 February 2003 | Read and take notes on Chapter VII, "Reliability and validity in qualitative research" McKnight et al., Mathematics Education Research: A Guide for the Research Mathematician. To be discussed in-class on 2/26. | ||||||
| Friday, 28 February 2003 | Read and make notes on the case study "Seeking Points," pages 45-48 in Friedberg et al. Teaching Mathematics in Colleges and Universities: Case Studies for Today's Classroom. Draft half a page on what you would do in a similar situation, and why (the final version of this draft will be due on March 5th). | ||||||
| Monday, 03 March 2003 |
Write a minimum of three sentences to address the following question:
When speaking of human beings, what are the constraints and affordances of the words "unique" and "individual"? AND Write one-half to one page defending a particular philosophy of education stance. Assignments of philosophies: Behavioral: Cribari Comprehensive: Tsay Progressive: Sedalnick, Judd Humanistic: Dollard Social Change: Toney. | ||||||
| Wednesday, 05 March 2003 |
Remember that draft you wrote about the case study "Seeking Points" (see 28 February)? Good.
Using your draft as a starting point, write a short essay that
addresses all of the following questions:
a. Why should we teach the difference quotient? b. How can we explain why we teach the difference quotient to students? [Keep in mind that many students have access to a computer algebra system that can take derivatives -- e.g., a TI-89 or TI-92 calculator or Mathematica (used at UNC in Calculus).] c. How can we assess student understanding of derivative? Give a sample examination question and scoring rubric. d. In the case study, how does Sam appear to understand the definition of derivative? e. Referring to the case study, what might you do or say to strengthen Sam's understanding of the definition of derivative? What might you do or say in response to Sam's comment that the desired approach to Problem 2 is "Just different formulas"? f. Finally, consider the comments/thoughts of Daniel at the end of the case study. What similarities and differences do you see between Sam's understanding of derivative and Daniel's thoughts about flat descent? | ||||||
| Friday, 07 March 2003 | Read and take notes on Chapter VIII in McKnight et al., Mathematics Education Research: A Guide for the Research Mathematician. To be discussed in-class on 3/07. | ||||||
| Monday, 10 March 2003 |
Exam 1. Meetings in Dr. Hauk's office, 1504-A.
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| Wednesday, 12 March 2003 | Present at least five central catories/themes/strands for development in your Portfolio. It is strongly suggested you read first read the two (very short) chapters of Seldin's book about portfolios for college teachers and Seven Principles of Portfolio Development (written for graduate students. | ||||||
| Friday, 14 March 2003 | Prepare a one paragraph synopsis of the content for each of the strands of your Portfolio. | ||||||
| March 17-21 no class meetings - Spring Break | |||||||
| Monday, 24 March 2003 | In class: discussion of nature, purpose, and scope of grading. | ||||||
| Wednesday, 26 March 2003 | Read and take notes for discussion on Chapter 6 (handed out in class) of M. Gross' Conspiracy of ignorance book. | ||||||
| Friday, 28 March 2003 |
Prepare a Summary and Review (in
expository paragraph form) of the article provided in class on March 10th -- for
some, the article on Earth Algebra, for others one on
Assessment.
AND Finish reading McKnight et al., Mathematics Education Research: A Guide for the Research Mathematician. To be discussed in-class on 3/28. | ||||||
| Monday, 31 March 2003 |
Find, read, and prepare an annotated bibliographic entry for an article on:
Cheating at the post-secondary level - Cribari, Dodge, Dollard; Classroom management at the post-secondary level - Judd, Toney, Tsay; Classroom management at the secondary level - Sedalnick. | ||||||
| Wednesday, 02 April 2003 | Individual meetings. Whole-class meeting cancelled. | ||||||
| Friday, 04 April 2003 |
Gather materials for the section of your portfolio that addresses your teaching-related
experiences AND write an executive summary [Note: in general, an "executive
summary" is what someone would write after having read this section of your portfolio; in essence, this assignment is asking you to set goals for what someone
who read this section of your portfolio would know and understand about you
and your teaching-related experiences]. This summary should briefly
describe the section and clearly
relate how the items in it are evidence of excellence in teaching.
In class: discussion continues of articles (see 3/31 above). | ||||||
| Monday, 07 April 2003 |
Gather materials for the section of your portfolio that addresses your evaluation-related
experiences AND write an executive summary for this section [see Note above].
In class: discussion continues of articles (see 3/31 above). | ||||||
| Wednesday, 09 April 2003 |
Prepare for discussion of Emily's Story from Friedberg et al.
AND Gather materials for the section of your portfolio that addresses your assessment-related experiences/philosophy AND write an executive summary of this section [see Note on 4/4/03]. | ||||||
| Friday, 11 April 2003 | Read and prepare a Summary & Review for L. Romagnano (2001), Implementing the Assessment Standards: The Myth of Objectivity in Mathematics Assessment (PDF file), Mathematics Teacher, 94:31-38. | ||||||
| Monday, 14 April 2003 | Discussion of Romagnano's paper on assessment (see 4/11/03 above) and Darling-Hammond's assessment article. | ||||||
| Wednesday, 16 April 2003 | Read and prepare discussion notes on No child left behind handout. | ||||||
| Friday, 18 April 2003 | No class meeting. Work on draft of portfolio. | ||||||
| Monday, 21 April 2003 | Prepare a draft version of your final portfolio. In class: discussion of drafts. | ||||||
| Wednesday, 23 April 2003 | Read and prepare discussion notes on "The Quicksand of Problem Four" case study pp. 35-40 in Friedberg et al. Teaching Mathematics in Colleges and Universities: Case Studies for Today's Classroom. Note: one-half to a full page on what you would do in a similar situation, and why will be due on April 25th. | ||||||
| Friday, 25 April 2003 | With one other classmate as partner, prepare a joint Summary & Review for APOS article by Dubinsky et al. The S&R is to be written in essay form: with a summative introduction, several body paragraphs of review and analysis, and a conclusion of at least one paragraph (of at least three sentences). Please put both collaborators names on a single copy of your S&R | ||||||
| Monday, 28 April 2003 |
Second draft of full portfolio due.
Begin presentation of Assessment Practices in Undergraduate Mathematics Education (MAA Notes 49) articles. | ||||||
| Wednesday, 30 April 2003 |
Discussion and review of portfolio drafts continues.
Continued presentation of Assessment Practices articles. | ||||||
| Friday, 02 May 2003 | Finish draft reviews and article presentations. | ||||||
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Wednesday, 07 May 2003 Final Exam 1:30-4pm.
Twenty minute portfolio presentation by each student. | |||||||