Education 350 Policy, Spring 2005

Education 350: Teaching Secondary Mathematics

Spring 2005

Instructor: Martha Wallace

OMH 103

x3408

wallace@stolaf.edu

Office Hours: click here for current schedule

Class Meetings:

Class Work: 9:35-11:00 TTH

Microteaching Labs: 12:55-1:50 W

Purchased Texts

Rubenstein, Beckmann, Thompson, Teaching and Learning Middle Grades Mathematics, 2004
Johnson, Every Minute Counts
PSSM: Principles and Standards for School Mathematics

Obtaining Course Materials:

You will have numerous assignments out of the Rubenstein and the PSSM books. The Johnson book is a quick read, so that you could borrow one for the assignment, but the reason it is on the list is that previous students always advise it as a required book since it is very helpful when they start teaching. The first two listed texts are in the college bookstore.

You may obtain the PSSM book in several ways listed in order of benefits to you:

You may join the National Council of Teachers of Mathematics as a student member for $36 for one year. Your membership gives you electronic access to the PSSM as well as monthly journal of your choice (elementary, middle, or high school) and many other resources. This would be the best choice if you are able to read PSSM on line.
You may purchase a printed version as a member yourself or through the instructor (to obtain the member discount). The cost is approximately $45.
You may sign up for 90 days of free on-line access to PSSM without joining NCTM. This is the least desireable, but an available method if you cannot afford the other two options.

Course Requirements:

As a pre-professional course, this class will require substantial time and attention from you. You will be expected to treat this course as you would a professional responsibility and to meet the class requirements in a timely and professional manner. Completing all of the requirements in a timely and acceptable manner will earn you at least a B in the course. However, if you do not meet the requirements, you will earn a grade of C+ or below. (You must earn a B- or above in each of your professional education courses in order to begin student teaching.)

Complete all assignments listed below and others given in class.
Read and be prepared to discuss articles and handouts assigned.
Be prepared for and actively participate in all class activities.
Review at least 20 articles and books on teaching mathematics, at least two each week, and post your review on the web. Some of these reviews will be on topics of your choosing. Others will be on topics announced in class.
Report on a web search for resources on mathematics education.
Attend the Minnesota's Future Teacher's Conference in St. Paul on February 26, the MAA North Central Section Spring Meeting at St. Olaf on April 22-23, or the Minnesota Council of Teachers of Mathematics Conference in Duluth on April 28-29 or complete alternate professional development assignment.
Keep a journal of reflections and reactions to readings and class discussions,responses to questions posed in class, and solutions to problems. This is your reflective journal. You should write in it no less often than following every class period. If you do not have a specific prompt for your reflection, you should write whatever comes to your mind about teaching mathematics or about the class. Journals should be done on the computer and submitted electronically.
Prepare and present 2 microteaching lessons, at least one using computer or calculator technology. Each series of micro lessons will have specific topic requirements.
Observe and critique all microteaching lessons.
Prepare two teaching units: one from a sequential text and one from an integrated text. Each should be a problem-based teaching plan for a two or three week unit in high school mathematics. At least one plan should be on a topic that you will teach during student teaching, and ideally, both will be on the same topic..
Prepare a resource file that you will use when you are teaching your unit plans.
Prepare a portfolio documenting your attainment of BOT requirements in mathematics.
Complete a take-home final.

Grade Components:


Component	Criteria	Percent of Grade
Class participation	Present, on time and prepared for every class activity, including microteaching. Has done assigned reading and other preparation and participates actively in discussions and activities.	20%
Micro Teaching	Evidence of careful and thorough preparation, both in content and in presentation. Attention to established principles of lesson planning, to standards for school mathematics, and to modifications needed for class circumstances. Evidence that the plan is different from plans presented in Education 330.	10%
Article Reviews and Web Search	Evidence of both wide and deep reading and thinking about issues and ideas in journals. Timeliness in reporting on readings and care in writing and posting reviews (including correct grammar, spelling, and web form).	25%
Unit plans and resource file	Attention to NCTM standards and principles for high school mathematics. Fit with possible student teaching assignment. Evidence of careful attention to principles of unit planning, including motivation, development, assessment.	15%
Portfolio of mathematics learning	Attention to principles of compiling and presenting portfolios. Evidence of care and thoughtfulness of selection of and reflection on artifacts presented.	5%
Reflective Journal	Evidence of timely, regular and thoughtful reflection on class work and experiences. Attention to each journal assignment made by the instructor as well as unstructured entries.	10%
Final exam	Evidence of strong understanding of topics covered in class as well as ability to find new information or think about new ideas.	15%

Supplementary Texts and Other Resources


Borrowed Texts (from instructor):
Artzt & Newman, How to Use Cooperative Learning in the Mathematics Class	NCTM C & E, Curriculum and Evaluation Standards
NREL Standards, Science and Mathematics Standards in the Classroom	NREL Inquiry, Inquiry Strategies for Science and Mathematics Learning
SciMathMN, Minnesota Mathematics Framework	Stenmark, Mathematics Assessment, Myths, Models
NRC, Helping Children Learn Mathematics	Ma, Knowing and Teaching Elementary Mathematics


Other Readings: Located in Science Library or *From Instructor
*Teaching Statistics	Brumbaugh, Teaching Secondary Mathematics*
Barnett, Fractions, Decimals, Ratios, Percents*	Brahier: Teaching Secondary and Middle School Mathematics*
Johnson 2: Making Minutes Count Even More*	Johnson 3, Motivation Counts*
* Sobel and Maletsky Teaching Mathematics	* COUNTS, Everybody Counts
* MSEB, Reshaping School Mathematics	* NCTM Professional, Professional Standards for Teaching Mathematics
NCTM, Navigations Series for Algebra, Geometry, Probability, Data Analysis*	* NCTM, Addendas for Middle and Upper Grades
* NCTM, Addenda: Geometry From Multiple Perspectives	* NCTM, Addenda: Geometry in the Middle Grades
* NCTM, Addenda: Patterns and Functions	* NCTM, Addenda: A Core Curriculum
* NCTM, Addenda: Algebra in a Technological World	* NCTM, Assessment Standards
NCTM Yearbooks	Mathematics Teacher Journals
*Mathematics Teaching in the Middle School Journals	Teaching Children Mathematics Journals
Mathematics Magazine Journals	School Science and Mathematics Journals
Books in early QA's

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