Mathematics Group - Edu Rm 385
Field Groups - Local Schools
Instructional Team (office hourse by appointment)
Class Communication Network:
This electronic course home page will contain assignments, resources, and links to valuable information including the 301 and 302 home pages. You will assist in keeping the home page up to date.
This listserve provides all members of the class the opportunity to send messages to the entire class as well as receive messages that were sent to the entire class. Please be concise in your messages and please use a descriptive subject header to alert readers of the content.
Overview:
Goals:
1. Investigate special mathematics topics and with the help of readings (esp. from the Mathematics Teacher and on-line resources), develop strategies for teaching students.
2. Analyze the scope and sequence of high school textbooks and develop long-term and short-term plans. Relate textbook materials to the curricula suggested by NCTM.
3. Delve into assessment and evaluation, develop assessment protocols for students, curriculum, teaching practices, and personal professional development.
4. Develop and teach mathematics units to high school students for one week
5. Investigate the special responsibilities accorded to teachers as public servants.
6. Revisit the ideas introduced through readings in C&I 301 and 302 and prepare for a presentation at the annual NCTM conference in Chicago.
7. Satisfy the criteria established for teacher competence in technology, mathematics, pedagogy, and professional portfolios for secondary teachers.
Professional Sequence Requirements:
There are three components in this program that continue throughout the 301-304 sequence. The components are:
1) Participation as an active member of a community of learners;
2) Inquiry into teaching and learning; and
3) Reflective writing about self, about self as a student of teaching, and as a student of students. Writings are intended to be cumulative across the four semesters and to be integrated with the other courses in the professional sequence. While grades in C&I 301 - 303 will be based (primarily) on performance in individual courses, grades in C&I 304 will be based (primarily) on the cumulative performance across semesters.
Required Readings
(These books will be used throughout the sequence of courses. A few additional books may be required for later courses.)
Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: ASCD.
Harmin, M. (1994). Inspiring active learning: A handbook for teachers. Alexandria, VA: ASCD.
Illinois State Board of Education. (1997). Illinois learning standards. [available on www or provided, courtesy of ISBE]
Illinois State Board of Education. (1997). Preparing educators for the 21st century, draft. [provided, courtesy of ISBE]
House, P. A. & Coxford, A. F. (1995). NCTM 1995 yearbook: Connecting mathematics across the curriculum: Reston, VA: NCTM [available at reduced rate with NCTM membership]
National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author. [available on www at http://www.enc.org/reform/journals/ENC2280/280dtoc1.htm]
National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author. [available at reduced rate with NCTM membership]
National Council of Teachers of Mathematics. (1998). Principles and Standards for School Mathematics, Draft. Reston, VA: Author. [301-304] [available on www http://www.nctm.org/standards2000/]
Nieto, S. (1996). Affirming diversity. White Plaines, NY: Longman. [available under Professor Gutiérrez’s 301]
• Articles and other short publications will supplement the course readings. Those common to all will be available on the www or from a copy service or made available for copying as we deem them appropriate. Input from the class will help determine common article readings for all. In most cases individuals will choose readings in areas of particular interest.
Recommended Optional Readings
Cooney, T. J., Brown, S., Dossey, J., Schrage G., & Whittman, E. (1996). Mathematics pedagogy and secondary teacher education: Reweaving the frayed braid. Boston MA: Heinemann.
Evaluation:
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20% |
Class and Field Participation |
Attend all classes and field assignments. Be punctual. Be prepared. Participate in large group, small group, and individual investigations, discussions, writings, presentations, and quizzes. |
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10% |
Professionalism |
Dress, speak, and act professionally at all times. Take initiative and help others. Focus on the positive qualities of classmates and contribute to a positive working climate. During class time, address all members of the class by surname preceded by Mr., Ms., or Mrs. as appropriate. Take the initiative to inform instructors about your progress as well as obstacles to your professional development. Meet with field-based teacher/mentor to discuss progress. |
|
10% |
Journals/Reflector list/Webboard |
Provide novel and positive insights into knowing oneself, diverse cultures, mathematics, teaching, learning, classroom and school contexts, and classroom and behavioral management. Respond constructively to others’ comments. |
|
50% |
Papers/Projects/Presentations/ Teaching |
Submit typed or easily readable papers in the specified form (electronic or hardcopy or both). Include references (APA style) whenever possible. Your papers, student work, and comments from your fieldwork will contribute to your working portfolio. We expect your writings to indicate not only progress but your readiness for mathematics teaching. Your planned and spontaneous teaching will be used as indicators of your readiness to teach. |
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10% |
Portfolio |
Hardcopy and electronic presentation portfolios & organized working portfolio |