Teaching Secondary Mathematics
Education 350 – Spring 2000

Instructor: Peder Bolstad
Office: Old Main Annex 1 (ASC)
Phone: 646-3288(w) 645-5209(h)
E-mail: bolstad@stolaf.edu

Class Meetings

Discussions – 8:00-9:25 a.m. TTh (FH10 or SC188)
Microteaching Labs – 7:00-8:00 a.m. TTh (FH10 or FH10L)
(8 days – 2 teaching, 6 as a class member)

Required Texts

Mathematics, Pedagogy, and Secondary Teacher Education (Cooney et al)
Teaching Mathematics: A Sourcebook of Aids, Activities, and Strategies (Sobel & Maletsky)
Every Minute Counts: Making Your Math Class Work (Johnson)
Innumeracy: Mathematical Illiteracy and Its Consequences (Paulos)

Auxiliary Material

Assorted and various materials from such sources as the NCTM, SciMathMN, NREL, MAA, PBS, NPR, C-SPAN and many individual authors will be made available either in the Science Library, the Language lab, or in the "curriculum library" for use in preparing for class sessions or other written assignments. The size of this year’s class may make efficient sharing of these resources particularly important.

Course Requirements:


· Complete all assignments
· Be prepared to discuss assigned readings in class
· Actively participate in all class activities
· Review at least 20 articles or books on the teaching of mathematics
· Compile an annotated "WEBography" of resources in mathematics education
· Keep and submit (on request via e-mail) a journal of reactions to, reflections on and insights about readings, class discussions, problems, activities, etc. Entries are to be made continually and no less frequently than every class period
· Prepare and present two microteaching lessons on the dates assigned and submit your reflections on your teaching via e-mail after viewing your videotape.
· Observe 6 microteaching sessions on the dates assigned and provide a critique of each to your colleagues who teach in those sessions
· Attend the NCTM National Conference in Chicago April 13-15 (or the MCTM Conference in Duluth March 31 - April 1 and report in writing on your experience) or complete an assigned project in lieu of conference participation
· Prepare a problem-based or integrated teaching plan for a 2-3 week unit in high school mathematics (ideally on a topic you will teach during student teaching)
· Complete an alternative assessment project in which you complete two assessment tasks and evaluate tasks completed by other students
· Prepare a portfolio documenting your learning in a mathematics class
· Complete a take-home final examination

Grading Components (Percentages) & Criteria

Class Participation (15%):
Present, on time and prepared for class and microteaching sessions and actively participating in discussions and activities

Microteaching (10%):
Evidence of careful, thorough and thoughtful preparation of both content and presentation

Readings & WEBography (20%):
Evidence of breadth and depth of reading and thinking about math education issues and ideas from journals, books and WEB sites; Timeliness in submitting reviews and care in writing them (spelling, grammar, etc.)

Teaching Plan & Resource File (15%):
Attention to NCTM standards and principles for high school mathematics; Evidence of careful attention to the principles of unit planning (motivation, development, assessment)

Portfolio of Math Learning (5%):
Attention to principles of compiling and presenting portfolios; Evidence of care and thoughtfulness of selection of and reflection on artifacts presented

Journal (10%):
Evidence of timely, regular and thoughtful reflection on class work and experiences; Careful attention to writing journal assignments as well as unstructured entries

Assessment Project (10%):
Successful completion of instructor-assigned performance assessment tasks; Evidence of careful and complete assessment of other students’ assessment tasks

Final Examination (15%):
Evidence of strong understanding of topics covered in class as well as ability to find new information or think about new ideas

Return to the ED 350 home page, Peder's home page or the St. Olaf home page.

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