Math 406B: Methods of Teaching Mathematics in the Secondary School
Course Description
This course is part of the secondary teaching option for a major in mathematics at The University of Arizona. It is designed to provide students with knowledge and experience to enable them to become effective secondary mathematics teachers. Emphasis will be on modes of instruction, problem solving, use of technology, assessment, and national standards. Special attention will be given to the teaching of geometry, algebra, statistics, and discrete mathematics.
Meeting Place and Time
Math East, Room 143
Tuesdays and Thursdays,
Practicum sites and times to be arranged
Virginia Horak,
Assoc. Prof. Office
Hours: Monday,
Office: Math 522 Tuesday,
Phone: 626-5987
Wednesday,
E-mail: horak@math.arizona.edu Or by appointment
Webpage: www.math.arizona.edu/~horak
Required Textbook
Wong, Harry
K. and Rosemary T. Wong (2004). The First
Days of School.
National Council
of Teachers of Mathematics (2000). Principles and Standards for School
Mathematics (PSSM).
Arizona Department of Education, State Standards for Mathematics: www.ade.state.az.us/standards/math/default.asp
www.ade.state.az.us/standards/AIMS/blueprints/HSMathchart.pdf
www.tusd.k12.az.us, clink on link to Academic and Instructional Resources
Cooney,
Brown, Dossey, Schrage and Wittmann (1996).
Mathematics, Pedagogy, and
Secondary Teacher Education.
1. Students will be able to name, describe, identify, and use different modes of instruction and explain when each might be appropriate.
2. Students will be able to develop lessons and lesson plans for the different modes of instruction and different content.
3. Students will understand, appreciate, and be able to integrate the use of computers, calculators, and appropriate manipulatives into the teaching of the secondary mathematics curriculum.
4. Students will appreciate the importance of problem solving in the mathematics curriculum, and will be able to integrate it into all content area topics.
5. Students will be able to identify the characteristics of informal geometry instruction and develop informal geometry lessons appropriate for the middle or high school level.
6. Students will be able to incorporate a variety of assessments of student learning into lessons they develop.
7. Students will know and understand proportional reasoning and how it can be developed in middle school students.
Attendance: Class participation is very important. Thus, attendance and punctuality will affect your final grade. More than one absence can cause your grade to be lowered or cause you to be dropped from the course. Attendance will be taken at each class session.
Assignments: Homework assignments will be collected at the beginning of class the day they are due. In general, no late homework will be accepted for full credit.
Exams:
There will be a midterm exam and a final exam. Everyone is expected to take the exams at
the scheduled times. There will be no
exceptions.
Tentative Class Schedule
Week Topic
Aug. 22: Course Overview, PSSM & Current
Trends
Assignment on the Principles in PSSM
Aug. 29: Conceptual/Procedural Knowledge
Sept. 5: Modes of Instruction
Student reports
on journal articles to class
Sept. 12: Promoting Discourse in the Classroom
Sept. 19: Planning for Instruction
Sept. 26:
Proportional Reasoning
Sept 20: Teaching Algebra
Oct. 3: Teaching Algebra, continued
Student
reports on Issues papers
Oct. 10: Teaching Geometry
MIDTERM
EXAM tentatively set for October 11
Oct. 17: Teaching Geometry, continued
Algebra
lesson plan assignment due
Oct. 24: Classroom Management 1
Oct. 31: Teaching Data Analysis
Geometry lesson plan assignment due
Nov. 7: Teaching with Technology
Nov. 14: CBR
lesson taught to STCH 250 class, November 17
Teaching Probability and Topics of Discrete Mathematics
Nov. 21: Teaching Probability and Topics of
Discrete Mathematics (cont.)
(No class on 11/24)
Nov. 28: Classroom Management 2
Dec. 5: Looking
Back, Looking Ahead
The Final Exam will
be
Reviews of two articles in MT,
Paper examining an issue in mathematics education 80 pts
Algebra Lesson Plan 80 pts
Geometry Lesson Plan 80 pts
Class assignments (3 of them) 60 pts (20 pts ea)
Mid-term exam 100 pts
Final exam 120 pts
Class participation 30 pts
Practicum Reports/Reflections (5 points each) 65 pts
Total 645 pts
580 points A
516 points B
451 points C
387 points D
386 or less E
ุ A journal of each weekly classroom visit with reflection of the classroom activities, questions/issues that arise, etc.
ุ A report on your involvements in the classroom. These involvements may include some, but not all of the following:
Tutor one or more students for several weeks
Collect and/or distribute homework assignments
Grade homework assignments
Go over homework assignments with class
Take attendance
Work with a small group of students
Present an activity to the class
Attend a faculty meeting (with permission)
Interview one or more (mathematics) teachers
Attend an IEP meeting on a student (with permission)
Attend other classes of a student
Interview a student
ุ Prepare and teach at least four lessons over the course of the semester
Things to remember for your practicum visits: