Home

=** Methods for Teaching Secondary/Middle Mathematics ** **Syllabus**= = **University of Maine at Farmington, Fall 2011 - EDU 361** =

//The University of Maine Farmington Secondary/Middle Education Program prepares professionally certified educators by working collaboratively using the latest research to offer enriching learning experiences.//

**Professors:** Dr. Theresa Overall and Dr. Grace J. Ward **Office:** 220/226 Education Center **Office Phone:** (207) 778-7049 / (207) 778-7508 **Email:** theresa.overall@maine.edu gward@maine.edu **Class Wiki:** http://edu361fall11.wikispaces.com
 * Office Hours: ** Dr. Theresa: Monday and Thursday 2:00-3:30, Dr. Grace Monday 1:30-3:00 and Thursday 2:00-3:30

__** COURSE MEETING TIME, AND DATES: **__
 * EDU 361 Methods for Teaching Secondary/Middle Mathematics, ** Education Center 112 (12:00 – 1:40 Tuesday and Thursday) (9/1, 9/6, 9/8, 9/13, 9/15, 9/20, 9/27, 10/4, 10/6, 10/11, 10/13, 10/18, 10/20, 10/25, 10/27, 11/3, 11/5, 11/8, 11/10, 11/15, 11/17, 11/22, 11/29, 12/1, 12/6, 12/8).

__** REQUIRED MATERIALS: **__
 * Texts: **
 * Krulik, K. & Posamentier, A. (2012). //The Art of Motivating Students for Mathematics Instruction//. Part of The Practical Guide Series. McGraw Hill: New York, NY. ISBN: 978-0-07-802447-4
 * Meir, B. (2006) //Concept-Rich Mathematics Instruction//. ASCD: Alexandria, VA. ISBN 978-1-4166-0359-7
 * Wall, E. (2010). //Number Theory for Elementary School Teachers.// Part of The Practical Guide Series. McGraw Hill: New York, NY. ISBN: 978-0-07-337847-3
 * Common Core State Standards Initiative (2010) //[|Common Core State Standards] // Washington, DC: National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).


 * Readings: **
 * Lockhart, P. (2009). //A Mathematician’s Lament.// Bellevue Literary Press: New York, NY ISBN 978-1-934137-17-8
 * Moses, R. & Cobb, C. (2001). //Radical Equations: Civil Rights from Mississippi to the Algebra Project//. Beacon Press: Boston, MA. ISBN 978-0-8070-3127-8


 * NCTM Membership: **
 * Join the National Council of Teacher Mathematics.[|Student e-Membership].
 * Purchase //Making it Happen// [|e-book] after you purchased your NCTM membership. Member Price $9.95

Welcome to Methods for Teaching Secondary/Middle Mathematics: Methodological, curricular and professional issues in mathematics education, grades 7-12. Focus includes the following topics: high school and middle school math; implementation of curriculum, instruction, and assessment; connections to local, state and national standards; mathematics anxiety and avoidance; use of materials; problem solving; use of technology; professional development and leadership. This course must be completed with at least a grade of C prior to student teaching in Secondary Mathematics. Prerequisite(s): Secondary/Middle majors; EDU 221; Professional Standing; and at least 24 credit hours in math or computer science at or above MAT 141M or COS 140.
 * __COURSE DESCRIPTION__: **

// • Standard 2 - Demonstrate the ability to integrate the concepts, tools of inquiry, and structures among the disciplines. // // • Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. // // • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. // // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. // // • Standard 6 - Creates and maintains a classroom environment which supports and encourages learning. // // • Standard 7 - Demonstrates the ability to support students’ learning and well-being by engaging students, home, colleagues, and community. // // • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. // // • Standard 9 - Demonstrates an awareness of and commitment to ethical and legal responsibilities of a teacher. // // • Standard 10 - Demonstrates a strong professional ethic and a desire to contribute to the education profession. //
 * ESTABLISHED GOALS: **
 * • ** //Standard 1 - Demonstrates knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches and can create learning experiences that make these aspects of subject matter meaningful to students.//

The University of Maine at Farmington prepares caring teachers, competent educators and confident professionals (C3TEP), grounded in the arts and sciences, who will become the educational leaders of the 21st century.
 * __CONCEPTUAL FRAMEWORK__: University of Maine at Farmington **

Build respectful relationships Create communities of learners Support and encourage successful learning for all students Honor and respond to differences Utilize knowledge of human development
 * Caring Teachers (CT) **

Design, plan, implement and evaluate instruction Use best practices for instruction and assessment Know content and strategies for integration Communicate clearly and effectively Solve problems creatively and constructively Use the tools of a changing world
 * Competent Educators (CE) **

Collaborate effectively with families, communities, and colleagues Practice reflective, self-directed, life-long learning Demonstrate a commitment to ethical and legal responsibilities Contribute to and lead in diverse societies
 * Confident Professional (CP) **

__** UNDERSTANDINGS: **__
 * Students will understand that **
 * mathematics concepts are on a continuum and that mathematics is relevant and useful in the real world.
 * differentiating mathematics instruction is critical for the success of every learner.
 * there is a connection between curriculum, instruction, assessment and local, state, and national mathematics standards.
 * teaching mathematics requires appropriate usage of resources and materials, including technology.


 * __ESSENTIAL QUESTIONS__: **
 * How are mathematics concepts relevant and useful in the real world?
 * Why is it important to differentiate mathematics instruction for every learner and consider the continuum of mathematics concepts?
 * What are the connections between curriculum, instruction, assessment and local, state, and national mathematics standards?
 * How do you select the appropriate resources and materials, including technology, to teach mathematics?


 * Students will know... **
 * how to align instruction to the Math Common Core State Standards.
 * how to balance technology, pedagogy and math content in a lesson plan.
 * how to motivate students to learn math.
 * how to use assessment strategies to improve learning of math.
 * how to evaluate resources for teaching math.


 * Students will be able to... **
 * design a unit and lesson plans.
 * utilize diagnostic results to differentiate instruction.
 * critique the appropriate formative assessment “checking for understanding” as part of instruction.
 * reflect on their work in order to improve instruction.
 * consider the local, state and national standards when designing a unit.
 * analyze the different strategies and approaches used in teaching mathematic concepts.

__** PERFORMANCE TASK: **__ Mathematics Unit – Create a unit using Understanding by Design in one of the conceptual categories in The Common Core State Standards for Mathematics. Develop the supporting lesson plans using the University of Maine Farmington Lesson Plan Template and incorporating the TPACK and SAMR models.

__** SELF-ASSESSMENT AND REFLECTION: **__ Pre and post personal philosophy of mathematics teaching and learning.

__** EXPECTATIONS: **__ Teaching is a profession and this course is about teaching and learning. Participation is a critical component of learning and you are expected to arrive to class on time and attend all classes. If an emergency arises, please notify us by phone or e-mail prior to the class.

Assignments are required to be turned in on time, unless prior arrangements have been made in advance. You may have the opportunity to redo some assignments, if they are turned in on time the first time. Redone assignments will be due one week after being returned to you. You must submit the original work, rubric, the revised work and a brief statement of the improvements you made to the assignment. All assigned work must be typed on a word processor using Times font, 12 point font, left justified and free of typographical, spelling and grammatical errors. Please keep a copy of all work submitted until the final grade of the course has been determined.

Academic honesty and integrity are important to the teaching profession. The University of Maine Farmington's (UMF) Code of Academic Integrity is enforced in this course and students are expected to educate themselves. Please take the time to review the code, which is included in the on-line catalog at http://catalog.umf.maine.edu/show.php?type=subcategory&&id=37

Statement on Equal Opportunities - In Accordance with the Americans with Disability Act, students who have documented disabilities will be provided with appropriate accommodations. You must request accommodations in a timely manner through official university documentation. Contact Clair Nelson in the Learning Assistance Center (claire@maine.edu or 778-7295). Then we can discuss, confidentially, how we might best help you.


 * __BENCHMARKS__: Total Points: 625 **

You will create a philosophy statement that answers these four questions: 1) How and what pedagogy will influence your students’ learning of mathematics? 2) How will you know your students understand the mathematic content knowledge? 3) What is the role of technology in teaching and learning mathematics? 4) How do you balance pedagogy, content and technology?
 * Philosophy of Mathematics Teaching and Learning (Pre (20)/Post (30)) - 50 points (Standard 4, 5, 6, CT, CE, CP) **

You must be present and actively engaged in all aspects of the course. You will need to be prepared and a contributing member in all the learning components of the professional leaning community. Teaching is an art and requires dedicated students who will collaborate with one another and are not afraid of taking risk in the process of developing their personal philosophy of mathematics teaching and learning and its implementation. Math Journal Entries will reflect your thinking and writing as a professional math educator.
 * Attendance and Participation in the Learning Process - 100 points (Standard 10, CP) **

You will give a presentation based on one of the chapters in Number Theory for Elementary School Teachers. You will present an overview of the historical perspective, developmental perspective, and the problem set. Building on the developmental perspective in the book you will research and present developmentally appropriate strategies for middle and high school students who need to acquire an understanding and the basic skills. This interactive and hands-on presentation will be between 30 and 45 minutes.
 * Number Theory Presentation - 75 points (Standard 3, 4, 5, CT, CE) **

You will create a mathematics unit using Understanding by Design (Stage 1 and 2) and supportive lesson plans utilizing the UMF Lesson Plan Template and NCTM Process Standards (Problem Solving, Reasoning and Proof, Communication, Connections, and Representation) as part of the Teaching and Learning Sequence (Stage 3). The Connections will include a least one service learning or community-based component. Each lesson will utilize one of Posamentier and Krulik motivational strategies.
 * Mathematics Unit/Lesson Plans - 200 points (Standard 1, 2, 3, 4, 5, 6, 7, CT, CE, CP) **

With teammates, you will give a demonstration/presentation in which you illustrate the use of a technology in mathematics using the SAMR model. Show examples of the four levels: substitution, augmentation, modification and redefinition and how you would use the technology in a math lesson. At least one example needs to include modeling as defined by CCSS and as included in every NCTM content strand. Also, your team will address the ethical and legal implications (or potential problems) of using this technology.
 * Technology Demonstration - 75 points (Standard 5, 9, CE, CP) **

With members of your technology demonstration team you will create a middle school math lesson plan using TPACK and the transformation levels (modification and/or redefinition) of SAMR. You will have 60 minutes with 8th grade gifted and talented students to teach a concept in your team's conceptual area (Algebra, Geometry, Statistics and Probability).
 * Teaching a Lesson to Middle Level Students - 75 points (Standard 1, 2, 3, 4, 5, 6, CT, CE, CP) **

You will create a personal collection of artifacts and resources accumulated during the semester. Using a technology of your choice, organize all the components using a system that you can access and continue to contribute to as a professional educator.
 * Digital Teacher’s Manual - 50 points (Standard 10, CE, CP) **

A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82), C+(77 - 79), C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59).
 * GRADING SCALE: **