In C&I 301, you began laying a foundation of understanding in the field of mathematics education. You addressed your growing self-concept both as mathematicians and as mathematics educators. You examined the current issues and trends that are at the forefront of mathematics education as we bridge to the 21st century. Through all of this study, you focused on the vast diversity of students who enter our classrooms and who need to learn mathematics. There are a myriad of mechanisms within the societal structure of schooling that either facilitate or inhibit the participation of diverse students in mathematics. Hopefully, you have begun developing an awareness of these mechanisms through both your coursework and your field experience. If so, you have begun developing an appreciation for the complexities of teaching and learning mathematics in today's ever-changing classrooms.

Last semester, we continued the development of this foundational understanding. C&I 302 focused on the teaching and learning of mathematics at the middle school level. That was the first course where you not only continued the development of theory, but also begin the application of theory into practice. We revisited the issues already in our teacher education experience in the practical context of teaching and learning middle school mathematics.  We also began to refine our beliefs and understandings of those issues.

C&I 303 M is the third in a professional sequence that will help you in the life-long process of becoming a secondary mathematics teacher.  It builds upon the first two courses in the sequence and adds a special focus on the practice of high school mathematics teaching.  Although mathematical investigations and theories of learnning and teaching permeate this as they do all courses in the four course sequence, students in C&I 303 are expected to a) incorporate broad perspectives of mathematics, teaching, and learning into teaching practices appropriate for diverse student populations b) incorporate flexibility and spontaneity into teaching situations c) provide evidence of readiness to enter the mathematics teaching profession.  Participation in community, inquiry, reflection, and classroom teaching situations along with the construction of hardcopy and electronic presentation portfolios will help you prepare yourself for student teaching as well as for the procurement of a teaching position.

Goals: We will join together as a learning community to (1) Investigate special mathematics topics and with the help of reading (esp. from the Mathematics Teacher -- now available in Altgeld library -- and on-line resources), develop strategies for teaching a diverse population of students. (2) Analyze the scope and sequence of high school textbooks/curriculum and develop lesson plans and unit 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) Collaboratively developing and teaching a one week unit to high school students. (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 use perspectives gained to synthesize theory and practice and gain pedagogical content knowledge. (7) Satisfy the criteria established for teacher competence in technology, mathematics, pedagogy, and professional portfolios for secondary teachers.