Department of Mathematics and Computer Science
Course Syllabus
Course
Number: MAED 4101
Course
Title: Methods and Materials for Secondary Mathematics
Teachers
Credit
Hours: 3 semester hours
Class Times: TR
Withdrawal Deadline: Tuesday, October 7
Instructor: Dr.
Dianna Spence
Office:
E-Mail: djspence@ngcsu.edu
Phone: (706) 864-1808
Web: http://radar.ngcsu.edu/~djspence
Office
Hours: MWF
Text/Materials: Teaching Mathematics
for the 21st Century, 3nd Ed., Linda
Huetinck & Sara N. Munshin,
Prentice-Hall Inc., 2008
Policies and Expectations
Academic Integrity:
All work submitted for credit is expected to
be your own. Students are expected to adhere to the Academic Integrity Policy
for the University: "On my honor, I
will not lie, cheat, steal, plagiarize, evade the
truth or tolerate those who do." Violations of the Academic
Integrity Policy will be reported to the Academic Integrity Council in an
incident report. Please refer to NGCSU’s Undergraduate Bulletin for
additional details.
Withdrawals: You may withdraw with a grade of “W” any time on or before the
withdrawal deadline.
Attendance: Attendance
is required. Any student that is absent more than 14%
of the scheduled class meetings (2 absences) will be dropped with a WF.
Excused
absences:
For
an absence to be excused, you must provide documentation
of a valid extenuating circumstance (e.g., illness, death in the family,
traffic accident, etc.) If this documentation is not provided, the absence is
considered unexcused. Excused
absences will count toward the 14% limit. The word excused only governs how missed assignments will be handled, as
outlined below in “Missed Work”.
Tardiness
and/or early departures:
If
you miss part of a class, you will be charged with a partial absence. Each 15 minutes of class time is worth
approximately 10% of your attendance for the day.
Missed work: Missed work will be handled as noted in the following grid,
depending on whether the work was missed due to excused or unexcused
absence. Note that all in-class
activities, if missed, may not be made up under any circumstances. Excused absences only allow for more lenient
grading of missed work.
|
Type of work |
Unexcused Absence |
Excused Absence |
|
In class assignment |
Grade
of zero is assigned |
Grade
is not counted in classwork average |
|
Homework
due |
See
late work policy below |
Full
credit if submitted by next class; otherwise see
late work policy below. |
|
Micro
Teaching |
Grade
of zero is assigned |
Micro
Teaching rescheduled for another day |
Late work: Homework and assignments
completed outside of class are due at the beginning of class on the
designated due date unless otherwise specified. Assignments turned in late will
be penalized 25% per day (see table below). In-class assignments are not
accepted late.
|
Time of submission |
Highest possible score |
|
By
beginning of class on due date |
100% |
|
By
|
90% |
|
By
|
75% |
|
By
|
50% |
|
By
|
25% |
|
More
than three days late |
Assignment
not accepted; grade is zero. |
Evaluation
and Grading:
Student performance will be evaluated through
a variety of in-class activities, homework assignments, a final exam, and a course
portfolio with a unit plan, evidence of professional development, and evidence
of satisfactory performance in the field.
The portfolio is considered a gateway assessment: To pass the course, minimal performance on
all components and an overall score of C or better on the course portfolio is required. The final exam is open
note and covers topics from assigned readings and class discussions. The student’s overall grade will be computed
as follows.
Participation
and Class Assignments 10%
Homework Assignments 10%
Micro Teaching 20%
Course Portfolio 40%
Final Exam (Open Note) 20%
Letter grades are
assigned according to the following scale:
A 90 –
100%
B 80 –
89%
C 70 –
79%
D 60 –
69%
F 59%
and below
Class evaluations: Class evaluations at NGCSU are
now conducted on-line through Banner.
Evaluation of the class is considered a component of the course and
students will not be permitted to access their course grade until the
evaluation has been completed. The
evaluations will be accessible beginning one week prior to Final Exam
week. Specific instructions will be made
available when the surveys are activated.
Course Content and Resources
Description: A
study and practice of techniques involved in the effective guidance and
instruction of mathematics students in grades 7-12.
Course
Content:
Course
Objectives:
Students will be able to:
1)
select appropriate mathematics manipulatives and instructional technology
for developing student understanding of grades 7-12 mathematics content;
2)
demonstrate proficiency in using mathematics manipulatives such as
pattern blocks, algebra tiles, two-color counters, geoboards,
color tiles, and snap cubes;
3)
plan and present a variety of instructional activities, techniques, and
lessons appropriate for grades 7-12 mathematics objectives and for students’
academic levels, learning styles, and diverse perspectives;
4)
develop and
revise unit and lesson plans that reflect objectives, procedures, assessment
instruments, and scoring rubrics that are consistent with selected strategies,
materials, and assessment techniques;
5)
select, develop,
and utilize various informal and formal assessment techniques for evaluating
students’ understanding of mathematics skills, concepts, and generalizations
that are appropriate for varied academic levels, learning styles, and diverse
perspectives;
6)
critique lesson
plans written and presented by peers;
7)
communicate
mathematics content accurately and effectively for grades 7-12;
8)
monitor classroom
activities with varied levels of student/teacher discourse; and
9)
reflect critically on teaching performance and the selection
of instructional strategies and materials.
Instructional Methods:
This
course will develop a mathematical and pedagogical knowledge base that fosters
the development of the classroom teacher as a facilitator, decision maker, and
leader through the use of a variety of:
·
instructional
strategies and methods including lecture, guided discussion, modeling,
cooperative and collaborative learning groups, student presentations,
individual and group projects, and hands-on activities;
·
mathematics
manipulative materials such as pattern blocks, algebra tiles, two-color
counters, geoboards, color tiles, and snap cubes;
·
instructional
technology such as graphing calculators, CBR’s and CBL’s, TI-Graph Link, TI InterActive!,
and web sites; and
·
instructional materials, assessment techniques, and scoring rubrics
that reflect the spirit of the NCTM Principles and Standards for School Mathematics, NCTM Professional
Standards for Teaching Mathematics, and
NCTM Assessment Standards for
School Mathematics and that actively engage students in the learning
process.
As essential learning tools
for the mathematics classroom, manipulatives such as algebra tiles, two-color
counters, pattern blocks, tangrams, geoboards, and snap cubes; a graphing calculator such as a
TI-83 Plus; data collection devices including the CBL2 and CBR; and mathematics
software such as The Geometer’s Sketchpad and TI-InterActive!
are integral components of this course.
·
Mathematics Teaching in the Middle School (NCTM)
·
Mathematics Teacher (NCTM)
·
Principles and Standards for School Mathematics (NCTM)
·
Professional Standards for Teaching Mathematics (NCTM)
·
Assessment Standards for School Mathematics (NCTM)
·
Navigations
Series Grades 9-12 (NCTM)
·
Addenda Series Grades 9-12 (NCTM)
·
Addenda Series Grades 5-8 (NCTM)
·
Mathematics Assessment, Myths, Models, Good Questions,
and Practical Suggestions, J. K. Stenmark, Ed., NCTM, 1991
·
Assessing Student Performance, Grant Wiggins, Jossey-Bass
Publishers, 1993
·
She Does Math!, Marla Parker, Ed., The Mathematical Association
of
·
Multicultural and Gender Equity in the
Mathematics Classroom: The Gift of
Diversity, Janet Trentacosta & J. Kenney,
Eds., NCTM, 1997)
World Wide Web Resources:
·
National Library
of Virtual Manipulatives – http://nlvm.usu.edu/en/nav/index.html
·
Project Interactivate – www.shodor.org/interactivate
·
Wolfram MathWorld – http://mathworld.wolfram.com
·
National
Council of Teachers of Mathematics – www.nctm.org
·
ENC Online: A
K-12 Math and
·
TEAMS
Mathematics Resources – http://teams.lacoe.edu/teachers/index.asp
·
Math
Nerds – www.mathnerds.com
·
SOS
Mathematics – www.sosmath.com
·
Transformations
– www.utc.edu/~cpmawata
·
Intermath
– www.intermath-uga.gatech.edu/
·
Math
Archives – http://archives.math.utk.edu
·
Math
Forum Internet Library – http://mathforum.org/library/
·
Cooperative
Learning – http://cspace.unb.ca/nbco/pigs
·
Georgia
Council of Teachers of Mathematics (GCTM) – www.gctm.org
·
Georgia Performance Standards – http://www.georgiastandards.org/
·
Helping Your Child Learn Math – www.ed.gov/pubs/parents/Math
·
Teachers’
Net Lesson Plan Exchange – http://teachers.net/lessons/
·
Multicultural
Pavilion – http://ww.edchange.org/multicultural/
·
·
Key Curriculum
Press – www.keypress.com
·
Teachnology – http://www.teachnology.com/
Metacognitive Model & Teacher Education Program Competencies:
The NGCSU Graduate Mathematics Education Program prepares teachers to
assume within the school community the roles of Decision-Maker, Facilitator,
and Leader as identified in the metacognitive
model. Twelve Teacher Education Program
competencies reflecting the model are aligned to a specific role. Overlap into more than one role and
mathematics course may occur. Current
research and professional standards identify these competencies as important
for effective teaching (NBPTS and ASCD Framework).
|
Decision-Maker |
Facilitator |
Leader |
|
Assessment |
Individual Differences |
Ethical Perspectives |
|
Planning |
Subject Matter Knowledge |
Reflection/Metacognition |
|
Problem Solver |
Communication |
Professional Leadership |
|
Methods, Materials, Resources |
Classroom Management |
Research & Evaluation |
Disabilities and Accommodations: