Mathematics Education 5031 Policy, Spring 2000

Mathematics Education 5031

Teaching Mathematics: Geometric Structures

Policy: Spring 2000

  • Guidelines for unit plans
  • Guidelines for article reviews
  • Back to Home Page
    •    
    • Instructor: Martha Wallace
    • Office at U of M: Peik Hall 230
    • Office Phone at St. Olaf: 507-646-3408
    • E-mail: wallace@stolaf.edu
  • Course Web Page: http://www.stolaf.edu/people/wallace/Courses/UGeom/
  • Class Meetings: 8:00 - 10:15 MW
  • Office Hours: 10:30 -11:30 MW

    •  

    Texts and Other Resources

    Purchased Texts:


    • [LTG] National Council of Teachers of Mathematics, Learning and Teaching Geometry, K-12 (1987 Yearbook). NCTM, 1987. ISBN: 0-87353-235-X
    • [GMP] National Council of Teachers of Mathematics, Addenda: Geometry From Multiple Perspectives: Addenda Series, Grades 9-12. NCTM, 1991. ISBN: 0-87353-330-5
    • [DJ1] Johnson, David R., Every Minute Counts.
    • [FLAT] Abbott, Edwin A. Flatland: A Romance of Many Dimensions. Dover Publications, 1992. ISBN 0-486-27263-X
    • [TOP] Barr, Stephen. Experiments in Topology. Dover Publications, 1964. ISBN 0-486-25933-1
    • [PACK-X] Course Packet available at Paradigm Copies. For example, [PACK-3] refers to reading 3 in the packet

    Previously Purchased or Available on Internet:


    Borrowed from Instructor or Department
     
    • [Serra], Discovering Geometry
    • [EDC], Connected Geometry, CD ROM

    Required Tools


    • compass, straightedge, protractor
    • graphing calculator
    • colored pencils or pens
    • computer disk

    Course Requirements:

    1. Complete all assignments listed below and others given in class. Be prepared for unannounced quizzes on assignments.
    2. Read and be prepared to discuss extra handouts as given in class.
    3. Be prepared for and actively participate in all class activities.
    4. Review at least 8 articles or books on teaching geometry, at least one before each Monday class meeting, and post your review on the web. Some of these reviews will be on topics of your choosing. Some will be on topics announced in class. Many articles will be handed out in class but you are encouraged to find some of your own as well.
    5. Report on a web search for resources on teaching geometry. You will contribute an annotated list of at least five web sources to the class web resource list.
    6. 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. Journals should be either hand-written or (preferably) typed. They should be submitted in their entirety each time journals are collected (approximately four times during the term).
    7. Keep a journal of reflections and reactions to your practicum experience, containing an entry for every observation. This journal may be combined with the class reflection journal if you wish.
    8. Prepare, present and self-critique 2 microteaching lessons and one real lesson in your practicum. One of your class microteaching lessons will be from a sequential text series, the other from one of the NSF -sponsored integrated curricula. Your practicum lesson will be appropriate for your practicum experience.
    9. Observe and critique the microteaching lessons of your classmates in class and a video of the practicum lesson from a classmate, who will also critique your lesson.
    10. Prepare a plan for a two to three week unit in high school mathematics. Ideally, this should be a unit that you can use during your student teaching.
    11. Complete a performance package in geometry for the Minnesota graduation rule.
    12. Work and be prepared to discuss all geometry problems assigned. Some of these problems (or similar problems) will be on the final exam.
    13. In a group of four, prepare a 30-minute class presentation tracing geometry through one of the NSF integrated curricula.
    14. Compile a portfolio of your learnings in this class and complete a final exam.

    Grading

    Component

    Criteria

    Percent of Grade

    Class participation

    Present, on time and prepared for every class activity, including readings, projects, and problems. Has done assigned reading and other preparation and participates actively in discussions and activities.

    15%

    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.

    10%

    Readings and Web Search

    Evidence of both wide and deep reading and thinking about issues and ideas in journals and thorough web search. Timeliness in reporting on readings and care in writing and posting reviews (including correct grammar, spelling, and web form).

    15%

    Teaching unit plan

    Attention to NCTM standards and principles for high school mathematics. Fit with scheduled student teaching assignment. Evidence of careful attention to principles of unit planning, including motivation, development, assessment.

    15%

    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%

    Portfolio and 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%

    Performance Package

    Successful completion of state performance assessment task. Evidence of careful and complete assessment of other students' work.

    10%

    Practicum

    Participation in all assigned practicum experiences. Evidence (primarily through journal entries and class discussions) of responsible and thoughtful engagement.

    10%

    MN Standards of Effective Practice for Teachers Addressed:

    Primary Attention

    Secondary Attention

     

    Disclaimer