Fall Semester
Mondays, 4:30 to 7:20 pm in Education 408
Saturday November 10, 10:30 am to 2:30pm - required meeting
4 sessions at Moscow Junior High School (times to be determined)
Final Exam: Day, Date, Time
3 Credits
Instructor:
Office Location:
Phone:
Email:
Office Hours:
Reasonable accommodations are available for students who have documented temporary or permanent disabilities. All accommodations must be approved through Disability Support Services located in the Idaho Commons Building, Room 306 in order to notify your instructor(s) as soon as possible regarding accommodation(s) needed for the course.
· 885-6307
· email at <>
· website at <www.access.uidaho.edu>
College Vision
Idaho's Leader in Lifelong Learning and Healthy Lifestyles.
We seek teaching, learning, and living that transforms, invigorates, and nurtures. We expand lasting knowledge centered in local and global communities.
College Mission
The University of Idaho’s College of Education is the state’s flagship and land-grant research college focused on the preparation of professionals for schools, the movement sciences, and workforce counselors and educators. From our commitment to develop leaders in these fields emerges our responsibility to enhance the scientific, social, economic, and cultural assets of the state and develop solutions for complex problems.
We deliver on our commitment through focused, interdisciplinary excellence in teaching, research, outreach, and engagement in a collaborative environment at our residential main campus and our regional centers. Consistent with the land-grant ideal, our outreach activities serve the state and at the same time strengthen our teaching, scholarly, and creative capacities.
Our teaching and learning include undergraduate, graduate and professional education offered through both resident instruction and extended delivery. Our scholarly and creative activities promote K-12 academic achievement, human development and wellness, global awareness, and progress in professional practice.
Conceptual Framework
University of Idaho educators CARE. Together we develop as scholar practitioners who value and professionally apply and advance:
Cultural Proficiency;
Assessment, Teaching, and Learning;
Reflective Scholarship & Practice; and,
Engagement in Community Building & Partnerships.
Course Description
Specific methods, research, curricula, and media in teaching Secondary Mathematics Methods. (Fall only)
Prereq: EDCI 302 or Permission
Coreq: EDCI 454
Course Goals and Expectations
By the end of this course, students will …
· Understand and demonstrate how to utilize a visual model, incorporate language, and provide the symbolic representation for mathematics concepts developed in the 6-12 math curriculum.
· Develop the ability to plan, conduct, and learn from lessons with a focus on students’ learning and understanding meaningful mathematics.
· Develop a broader perspective of current trends in mathematics education including views from the NCTM, results from international and national assessments of math achievement among K-12 students, and the views and influences of the Idaho State Board of Education and the Idaho Mathematics Initiative.
· Understand the progression of mathematical understanding from 6-12.
· Understand and use the Common Cores Mathematics Standards to develop grade appropriate lessons.
· Develop the ability to thoughtfully evaluate the usefulness, appropriateness, and value of materials, methods, and strategies for secondary mathematics education.
· Be familiar with many of the math resources available.
· Understand common difficulties in learning math.
· Understand and be able to use strategies to help students develop mathematical understanding and to overcome mathematics computation difficulties.
Course Objectives
Students will demonstrate…
1. Standard 1 – Knowledge of Subject Matter
o Signature Assignment – “Mini Problem Planning Table”
o Signature Assignment – “Mathematics Lesson Plan”
2. Standard 2 – Knowledge of Human Development and Learning
o Signature Assignment – “Mini Problem Planning Table”
o Signature Assignment – “Mathematics Lesson Plan”
3. Standard 3 – Adapting Instruction for Individual Needs
o Signature Assignment – “Student Thinking Interview”
4. Standard 4 – Multiple Instructional Strategies
o Signature Assignment – “Mini Problem Planning Table”
o Signature Assignment – “Mathematics Lesson Plan”
5. Standard 5 –– Classroom Motivation and Management
o Signature Assignment – “Mini Problem Questions and Revision”
6. Standard 6 – Communication Skills
o Signature Assignment – “Mini Problem Questions and Revision”
7. Standard 7 – Instructional Planning Skills
o Signature Assignment – “Mini Problem Planning Table”
o Signature Assignment – “Mathematics Lesson Plan”
8. Standard 8 – Assessment of Student Learning
o Signature Assignment – “Assessment Prompt and Analysis”
9. Standard 9 – Professional Commitment and Responsibility
o Signature Assignment – “Mini Problem Questions and Revision”
10. Standard 10 – Partnerships
Teacher Preparation Standards
1. Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
2. Knowledge of Human Development and Learning: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
3. Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
5. Classroom Motivation and Management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6. Communication Skills: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. Instructional Planning Skills: The teacher plans instruction based upon knowledge of subject matter, students, and curriculum goals.
8. Assessment of Student Learning: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. Professional Commitment and Responsibility: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10. Partnerships: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Teacher Education Dispositions
· Attends regularly.
· Meets timeline commitments.
· Dress/Appearance is appropriate and professional.
· Maintains appropriate relationships with peers.
· Scholar-practitioner demonstrates adequate content knowledge that is current.
· Engaged, full participation and takes initiative.
· Maintains confidentiality and is ethical.
· Maintains appropriate relationships with students.
· Committed to and facilitates student's learning in a safe climate.
· Maintains appropriate relationships with teachers, administration, parents, and community members
· Respects and advocates for diversity.
· Responds appropriately to feedback and is flexible.
· Written work communicates clearly and accurately, and is in standard English.
· Verbal communication is clear, accurate, appropriate to the situation, and conventions used are standard for speaking situations.
Required Readings and Learning Resources
Required Texts:
1) Huetinck, Linda and Munshin Sara N., Teaching Mathematics for the 21st Century: Methods and Activities for Grades 6-12. Pearson, 3rd edition, 2008. ISBN-13: 978-0-13-228142-3
2) Smith, M.S. & Stein, M. K. (2011). 5 Practices for Orchestrating Productive Mathematics Discussions. NCTM: Reston, VA. ISBN: 978-0-87353-677-6
Common Core Standards for Mathematics: http://www.corestandards.org/the-standards/mathematics
Optional Readings and Learning Resources
Additional Readings on e-reserve at the UI Library, on reserve at the IMTC, and on the internet.
Recommended Text:
More Good Questions: Great Ways to Differentiate Secondary Mathematics Instruction byMarian Small and Amy Lin. Teachers College Press, 2010. ISBN: 0807750883; ISBN-13: 9780807750889
Learning Activities and Assignments
Attendance Policy:
Attendance at all class meetings is mandatory. Unexcused absences and chronic tardiness affect your class participation. Two unexcused absences result in a reduction of 10 participation points; three unexcused absences cause a 30 point loss. Four unexcused absences result in an automatic grade of F for the course. Excused absences do not result in the reduction of participation points; however, if you also have even one unexcused absence, the number of absences becomes the combined number of classes missed.
Individual Responsibility for Learning:
The College of Education model for teacher education is inquiry based, meaning that the preparation of quality teachers includes numerous opportunities for choice, reflection, and problem solving. Consequently, it is expected that as a teacher in preparation, you assume full responsibility for your own learning. This includes completing and reflecting on the assigned readings, exploring additional information sources on your own, and submitting assignments that always represent your best efforts. Students are expected to read assignment descriptions carefully and promptly and ask for clarification and support when needed. Please also note that you should email or phone with any questions well before the due date of an assignment. I will usually be unable to answer email over the weekend.
A variety of assignments will me made over the course of the semester. Each assignment is intended to build knowledge and skills pertinent to teaching mathematics effectively. Major assignments and due dates are listed below. Your instructor reserves the right to modify assignments and scheduled due dates. You should expect to complete some minor assignments in addition to those listed below.
Assignment / Points / Due1. a. Classroom Journals
b. and Reading Responses / 80 / <Dates> Weekly Responses to be posted on Blackboard by 1 pm each Monday afternoon .
2. Common Core Math Standards Report / 20 / <Date>
3. Analysis of Your Problem Solving / 10 / <Date>
4. Mini-Problem Plan and Analysis / 10 / <Date>
5. Math Lesson Plan # 1 / 30 / <Date>
*6. Mini-Problem Discussion Planning Table / 15 / <Date>
7. Mid-term Exam / 50 / <Date>
8. Geometer’s Sketchpad math activity plans (2) for Upward Bound students (to be used on Nov. 10) / 20 / <Date>
9. Math Lesson Plan – Revisions / <Date>
10. 3 reflections on teaching mini lessons at MJHS (15 points each) / 45 / To be determined
*11. Mini-Problem Teaching and Reflection / 20 / <Date>
*12. Student Thinking Interview / 30 / <Date>
*13. Lesson Plan # 2 / 30 / <Date>
*14. Assessment Prompt and Analysis / 30 / <Date> 6
15. Class participation/Attendance / 40
16. Final Evaluation Exam / 20 / <Date>
TOTAL / 450
*to be posted on TaskStream
Description of Assignments:
1. Journals: (80 points combined)
a. Classroom Journal. Due <Dates>, at the exam session.
You will keep an in-class journal to record your problem solving and thinking activities during
class. I will collect the journals at midterm and at the end of the semester for review. Each time you are asked to think about something and record your thoughts or to work on a problem, your thinking and work should be recorded in your in-class journal.
b. Reading Response Journal: Due Weekly. Responses are to be posted on Blackboard
by 1 pm each Monday afternoon.
You will make weekly responses to your readings in the journal section of the course
Blackboard site. You will post reflections, questions, and/or comments for EACH
assigned reading chapter or article. I will read these and respond to selected postings
in class or in Blackboard. Note that this in NOT intended to be a summary of the reading, but is intended instead to document your thoughts and interactions in relation to the reading and the ideas it presents.
2. Common Core Math Learning Standards Report. Due <Date>, in class. (20 points)
The Common Core Mathematics Standards were recently adopted by Idaho, Washington and the majority of the states in the US. It is extremely likely that you will be teaching to these standards no matter where in the US you teach mathematics. In Idaho, teachers will be learning about these new math standards for the two academic years: 2011-2012 and 2012-2013 and will begin to use parts of the standards as they come to understand them. Then beginning in 2013-2014, Idaho teachers will be expected to fully implement these standards, which will be assessed for the first time during the 2014-2015 academic year. In many ways, these new requirements will set much higher standards, both for what students are expected to know at each grade level, and also for engaging in mathematical practices. Students will be expected to act much like young mathematicians, in solving unfamiliar problems, reasoning mathematically, justifying and communicating their mathematical reasoning and much more. It is unlikely that students will be successful in meeting these new standards if mathematics teaching continues in traditional ways.
You will be assigned one area of the Common Core Math Standards to read and evaluate. In order to deal thoroughly with your assigned area, you will need to look carefully at the related standards in grades, 6, 7, 8, and high school. Go to http://www.corestandards.org/the-standards/mathematics
The objectives of the standards report are:
a) to learn what the Common Core Math Standards are, how they relate to the math
curriculum, and how they help articulate specific learning objectives (expectations);
b) to learn the broad structure for the Secondary Math curriculum;
Your Standards Assignment:
Prepare a brief report discussing what you learned, including any problems you discovered in the progression, continuity, and coherence of the curriculum, across grade levels.
Your task is to examine the standards for grades 6-12 in your strand and use them to answer each of the Guiding Questions below.
Guiding Questions for your Standards Assignment:
(Answer all 8 questions.)
a. After reading the section on Standards for Mathematical Practice, discuss what you see as “new” practices for mathematics classes vs. what you see as practices that are already commonly in use in grades 6-12 math classes.
b. What do you think will be useful to you about the Common Core standards?
c. Discuss the balance of conceptual understandings vs. procedural understandings that students are expected to develop using the Common Core Math Standards.
Expectations that begin with the word “understand” often lead into a description of an important or “key” mathematics concept. List at least three important mathematics concepts that you found listed in your assigned area. Please be careful to avoid listing math procedures or skills here. Procedures and skills are based on math concepts, but they are usually not concepts themselves.