Curriculum and Instruction in Mathematics MATH5150

Course Description

Fall 11

This is a two semester sequence of required courses which will provide students who have a strong mathematical background with an opportunity to examine their knowledge in light of its application in the context of teaching. The sequence will explore the main threads of secondary school mathematics from an advanced standpoint, drawing from topics in abstract algebra, analysis, and geometry. To be effective for teaching, this mathematical discussion must be connected to the classroom experience. The development of this connection will be pursued throughout the sequence as described below. Through observations in local schools and watching videos of classroom interactions, the teachers will analyze the mathematical content of the lessons and ways in which it can be developed to encourage students learning. They will consider the teacher's role in promoting students thinking through the exploration of critical understandings, common misconceptions, and effective approaches to developing topics.

To develop an appreciation of the connections between mathematical concepts and a broad view of the curriculum, students in the sequence will examine several secondary mathematics topics in detail. The students will consider what prerequisites are needed, where the topic might lead, connections to other fields or practical applications, and possible historical development of the topic. By placing these topics within an appropriate context, the prospective teachers can learn to make better decisions about their lessons and general mathematics curriculum. Finally, since teaching well requires practice, students in the sequence will design and present lessons frequently, first to their peers in the university classroom for feedback and refinement and then in the secondary classroom followed by debriefing sessions with their lesson study group. The goal is to encourage teachers to take an analytical, reflective approach to their teaching and to set the stage for continued professional growth. Based upon teaching experiences and data gathered from interviews and observations, a teacher will be asked to identify a problem issue, develop a plan of action, and determine a strategy for evaluating the results of the intervention. The student will implement their plan for several weeks. They will collect data on issues related to the plan and proposal for assessing the problem. All data should be written, systematically gathered, and should focus on the issue of concern. The research done can be a part of the M.S. thesis.

Curriculum and Instruction in Mathematics MATH5150

Course details Emina Alibegovic Office: JWB312 Phone: 581-6710 email: emina@math.utah.edu Course website: https://sites.google.com/site/5150f11/ Office hours: I will be available by appointment. Please email me. Class Meetings: T, Th 4:35 6:00 pm JTB 120

Fall 11

Required Materials Stein, Schwan Smith, Henningsen, Silver: Implementing Standards-Based Mathematics Instruction, Boaler, Humphreys: Connecting Mathematical Ideas: Middle School Video Cases to Support Teaching and Learning Common Core State Standards: http://www.schools.utah.gov/curr/Math/Sec/commoncore.htm NCTM Principles and Standards for School Mathematics ( http://www.nctm.org ) Class work Assignments and Grade Determination Due to the reflective, collaborative, and participatory nature of the course, attendance is mandatory. You will only be allowed two unexcused absences (this includes coming late or leaving early). For each additional unexcused absence, 3% points from you FINAL overall course grade will be deducted. Attendance will be taken at the beginning of each class session. You will have some short assignments that will be completed in class individually or as a group as well as some take-home assignments.

Assignments and handouts will also be posted on the course website after each class look there for assigned readings and homework. I am going to assume that you have access to the internet and will receive all emails at the address of your choice that you will provide on the first day of class. Student Interview You will conduct an individual interview with either a middle or high school student. The purpose of this interview is to give you the opportunity to assess students and determine their level of understanding for a particular mathematical concept. You will be asked to develop a set of tasks and follow-up questions that will allow you to see the students thinking. Portfolio and journal Most of you have already started an electronic portfolio that houses your journal. You will keep writing the journal. In order to facilitate this as a meaningful exercise, apart from being encouraged to write your thoughts and ideas, I will ask you to address certain topics specifically. Further, for every assigned reading your journal should contain an entry with at least two questions, statements or discussion topics. Those should be posted by midnight the night before the class in which the reading is to be discussed.

Curriculum and Instruction in Mathematics MATH5150

Fall 11

Lesson Plans, Teaching, Reflection, and Presentation You will be asked to develop several lesson plans. These will be developed collaboratively and collaboratively tested, then improved. You will teach and write a reflection for each lesson. This process will require some careful planning on our part, and we can expect some logistical difficulties, but hopefully not insurmountable. Electronic submissions All assignments should be turned in by email. All assignments are due by 11:59 PM on the day they are due. Make sure to submit those on time. I will accept late assignments, however the assignment x days late will have x*10% reduction in final points. If you are making your portfolio as a website or a blog send an email with web address for your assignment. Promptly update your website with the completed assignments. Grading Attendance/Participation/Readings 20% Daily Assignments/Homework 20% Journal 10% Student Interviews 10% Lesson Plans, Teaching, Reflection, and Presentation 40% Cell phones Use of cell phones during class is prohibited unless I specifically request it. While I completely understand the dependence on electronic devices, being an addict myself, I also do not buy the multitasking nature of todays student. Being actively engaged in the work at hand will require your undivided attention.

ADA The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in this class, reasonable prior notice needs to be given to the instructor and to the Center for Disability Services, 162 Olpin Union Building, 581-5020 to make arrangements for accommodations. Please notify me at the beginning of the semester.