Instructor:
Gwen Johnson
Meeting Time:
Wed, 4:306:30
email address:
gwenj@aiken.sc.edu
Office:
Ruth Patrick Science Ed Center
Telephone:
6413552 (O); 6496483 (H)
Office Hours:
M, W, F 8:009:00 AM or By appointment
Descriptive Information
Course Goals and Objectives:
Course Readings:
Course Requirements:
Late Assignments: No late assignments will be accepted without prior approval. In the event such permission is given, these late assignments will be penalized 10% per day and will not be accepted after the second day beyond the due date. If you are going to be absent on the day an assignment is due, please make arrangements for someone to turn in the assignment for you.Honor Code: All students should be familiar with the USCA Code of Academic Conduct, a copy of which may be found in the Student Handbook. Please review the sections on plagiarism and other forms of cheating. If you have any questions about these policies, feel free to consult with the instructor. Any evidence of violation of these standards will result in appropriate action by the instructor and possible dismissal from the professional program.
The following statement should appear on all assignments:"On my honor as a University of South CarolinaAiken student, I have neither given nor received any unauthorized aid on this assignment/examination. To the best of my knowledge I am not in violation of academic honesty."
Signature
Communication Skills: Communication Skills: Students will be expected to produce high quality work as a part of professional development. All work should reflect the attainment of college level skills in writing and elocution. Papers, lesson plans, and other assignments, except exams, that do not meet these standards will not be acceptable and will possibly be returned for correction and improvement and/or points will be deducted. The Writing Room is available for assistance with writing skills, and your attendance there will be required when deemed necessary.
Disabled Students: Any student having a learning or physical disability which might affect performance in this class should inform the instructor and Dr. Linda Matthews of the Counseling Center to verify your status and to provide the appropriate assistance.
Class participation and discussion. All students will be expected to contribute to class discussions as this will be a primary method of instruction. The following topics will provide a focus for the class.
 Methods for developing problemsolving skills in mathematics.
 Using graphics calculators in teaching different topics in mathematics.
 Using computers in teaching mathematics.
 Using manipulatives in teaching mathematics.
 Resources and materials for teaching mathematics, including use of the Internet.
 Methods for dealing with math anxiety.
 Methods for teaching mathematics to diverse groups of students (cultural, learning styles, exceptionalities).
 Designing alternative assessments in mathematics.
 Instructional strategies for different group sizes.
 Using NCTM Standards and SC Mathematics Framework in planning instruction.
 Methods for making mathematics relevant to students' daily lives.
 Tech Prep and careers in mathematics.
 Methods for enriching learning in mathematics.
Assignments: The following assignments and activities will be used in evaluating your level of achievement in this course. Criterion sheets for each assignment will be provided when an assignment is made. The instructor reserves the right to change and/or delete assignments. Assignments should be typed unless otherwise specified. Computers for word processing are available in B&E 238.
 Design a lesson applying use of graphics calculator in teaching a specific math topic.
 Critique a sample of computer software.
 Design a lesson utilizing "homemade" math manipulatives that addresses at least two areas of student difference.
 Identify and download from at least two web sites information for a mathematics lesson plan.
 Critique a research article examining a method(s) for teaching mathematics.
 All lessons must reflect NCTM Standards and SC Mathematics Framework and include instruction for varying group sizes and appropriate assessments.
Readings: In Text:
 Chapter 1: Small Group Learning
 Chapter 3: Teacher Sensitivity
 Chapter 4: Planning a Lesson
 Chapter 5: Strategies for Teaching More Effective Lessons
 Chapter 9: Problemsolving
 Chapter 10: Enriching Mathematics Instruction
 Chapter 11: Assessing, Evaluating, and Grading Students
 Chapter 12: Extracurricular Activities in Mathematics
 Chapter 13: Mathematically Deficient Students
 Chapter 16: Teaching as a Profession
 Chapter 6: Classroom Questioning
Selected sections from bibliography
Evaluation and Grading
Summary of Points 

Class Discussion 
25 
Assignment #1 
20 
Assignment #2 
10 
Assignment #3 
20 
Assignment #4 
10 
Assignment #5 
15 
Total 
100 









Bibliography
Cangelosi, J.S. (1996). Teaching mathematics in secondary and middle school. Englewood Cliffs, NJ: Merrill, An imprint of Prentice Hall.
Brumgaugh, D., Ashe, D., Ashe, J. & Rock, D. (1997). Teaching secondary mathematics. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Handbook of research on mathematics teaching and learning. (1992). New York: Macmillan.
Mathematics education: A handbook for teachers. (1994). New Zealand: The Wellington College of Education.
NCTM (varies) Addenda Series (K12). Washington, DC: NCTM.
NCTM (1989). Curriculum and Evaluation Standards for School Mathematics. Reston, VA: NCTM, Inc.
NCTM (1970). The Teaching of Secondary School Mathematics (33rd Yearbook). Washington, DC: NCTM.
National Research Council (1989). Everybody Counts: A Report to the Nation on the Future of Mathematics Education. Washington, DC: National Academy Press.
South Carolina State Dept. of Education. (1993). South Carolina Mathematics Framework. Columbia, SC: author.
Thomas, D.A. (1992). Teenagers, teachers, and mathematics. Boston, MA: Allyn and Bacon.
Course Schedule:
Two hours on Wednesday evening.