Within the scope of this course, there are seven broad areas of topics that we will seek to address and explore together. They are:
1. Revisit the issues of "reform" and "standards". Why is there a perceived need for reform in school mathematics? What is the status of those reforms? How do standards address the concerns of reform? Reexamination of Illinois Learning Standards (1997) and NCTM Curriculum & Evaluation Standards (1989) in comparison to the Principles and Standards 2000 for School Mathematics (NCTM, 2000). Reflect on your growing understanding of "reforms" and "standards" as agents of change in the mathematics classroom. Analyze critically the prevalent issues and standards of today.
2. Learning styles and cognition. How do middle grade students learn mathematics? Who are middle grade students? How do learning styles begin to develop in students? What types of activities are developmentally appropriate for the young adolescent in the middle grades? What are controversies in how young students learn mathematics?
3. Curriculum planning. Given issues 1 and 2, how does one go about planning curriculum? How does one make decisions about the scope and sequence of curricular material? Discussion of and practice in developing objectives, unit concepts, unit plans, and individual lesson plans. How does one go about the daily/weekly/long-term task of lesson planning?
4. Mathematics content. What is the content of middle school mathematics? We will explore the content areas of number theory and operations; geometry; measurement; probability & statistics; and patterns, functions, & algebra.
5. Methods and technology. What are techniques that foster optimal learning environments in middle school mathematics? We will explore the use of appropriate manipulatives, cooperative learning, and integrated/interdisciplinary instruction. Emergent technology will be emphasized, including graphing calculators, software (such as Geometer's Sketchpad), Internet and WWW mathematics resources, among others.
6. Assessment. Assessment is one of the driving forces that can facilitate or inhibit the goal of equity in mathematics instruction. How learning is assessed affects greatly our perception of what is learned. Assessment reflects that which is valued (whether intentionally or unintentionally) and thus, assessment often drives instruction. What is the importance of formative and summative assessment? What are authentic means of assessing student learning? We will discuss rubric grading, portfolios, projects, open-ended problems, and writing in mathematics as well as traditional notions of homework and tests.
7. Pulling it all together. How has exposure to and experience with middle school mathematics influenced your beliefs of/about the teaching and learning of mathematics? How do issues of equity arise in the context of the middle school mathematics classroom? How does your growing body of knowledge & beliefs negotiate the complexities of these issues to work towards the goal of "mathematics for all"? It is important that you reassess your continued development at the end of Year 1 to discern the growth you need to make in Year 2 of the program.