AEDS 450L

Current Practices and Trends in the Teaching of Mathematics

Instructor:

Gwen Johnson

Meeting Time:

Wed, 4:30-6:30

email address:

gwenj@aiken.sc.edu

Office:

Ruth Patrick Science Ed Center

Telephone:

641-3552 (O); 649-6483 (H)

Office Hours:

M, W, F 8:00-9:00 AM or By appointment

Descriptive Information

• Course: AEDS 450L - Current Practices and Trends in the Teaching of Mathematics
  
• Catalog Description:
  • AEDS 450L--Current Practices and Trends in the Teaching of Secondary Mathematics (1) (Prereq: Admission to the Professional Program or special permission of education advisor; Coreq: AEDS 450 and either AEDS 460 or AEDS 462.) A study of the most up to date practices, topics and issues of current interest related to the teaching of mathematics in the secondary school. Special attention will be given to the research base relative to course topics when appropriate. Also open to degreed students seeking certification.

• Intended Audience
  • This course is designed for students who have been admitted to the Professional Program in Education and who are seeking certification in mathematics. A few students seeking recertification may also enroll.

Course Goals and Objectives:

• Course Goals
  • The goals of the course are to 1) provide knowledge and experiences that help prepare preservice teachers in secondary mathematics to select, integrate and translate knowledge and the most up to date methodology from mathematics disciplines appropriate to the school level; 2) provide experiences in designing mathematics instruction for different settings and diverse groups of students; and 3) to explore various issues and problems related to teaching mathematics in the secondary school environment. The course was designed to complement AEDS 450, Methods of Teaching in the High School (Mathematics).
• Instructional Objectives. The student will:
  1. Relate mathematics to other disciplines and real-world problems.
  2. Demonstrate the ability to use graphing calculators, various computers and computer software, and other technologies as tools in teaching mathematics.
  3. Demonstrate the ability to use a variety of instructional manipulatives and visual aids used in the exploration and development of mathematics concepts.
  4. Describe and apply the NCTM guidelines, South Carolina Mathematics Framework and Assessment Standards in planning mathematics instruction.
  5. Develop and use a variety of assessment techniques used to assess mathematics learning such as open-ended questions, portfolios, and performance tasks.
  6. Plan mathematics instruction for students of diverse backgrounds and special needs.
  7. Become familiar with strategies to reduce mathematics anxiety and to create a learning environment in which students feel free to take risks.
  8. Become familiar with professional organizations for mathematics teachers such as NCTM and SCCTM.
  9. Demonstrate a familiarity with the Tech Prep curriculum in mathematics.
  10. Demonstrate the ability to design instruction for various size groups of students.
  11. Become familiar with current research in mathematics education

Course Readings:

• Required Texts:
  • Posamentier, A. S. & Stepelan, J. (1995). Teaching Secondary School Mathematics (4th Ed.). Englewood Cliffs, NJ: Merrill.
• Supplemental Readings: As assigned
  
• Instructional Strategies
  • The methods of instruction used (but not limited to) are discussion, questioning, demonstration, lecture, video tapes, computers/Internet, presentations, small group/cooperative learning, text and other readings, using overhead and dry ink board, writing.

Course Requirements:

• Administrative Requirements:
  • Attendance Policy: The development of high professional standards and attitudes is an important goal of this course. Attendance, punctuality, and participation in class discussion and activities are certainly three areas where professionalism will be expected. Sharing of ideas and reactions to readings and field experiences are an important part of the learning process.
    
    1. Class attendance is mandatory and punctuality is expected. Each class meeting constitutes about 7% of the total class time. Absences may result in deductions from overall grade equivalent to this percentage.
       
    2. Students are responsible for material covered in class during any absence and for checking with the instructor or classmates about any changes in scheduling or assignments that may have been made.
       
    3. If you anticipate being absent, notify the instructor in advance of the absence.

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 USC-A 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 Carolina-Aiken 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.

• Required Activities:

  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.

  1. Methods for developing problem-solving skills in mathematics.
  2. Using graphics calculators in teaching different topics in mathematics.
  3. Using computers in teaching mathematics.
  4. Using manipulatives in teaching mathematics.
  5. Resources and materials for teaching mathematics, including use of the Internet.
  6. Methods for dealing with math anxiety.
  7. Methods for teaching mathematics to diverse groups of students (cultural, learning styles, exceptionalities).
  8. Designing alternative assessments in mathematics.
  9. Instructional strategies for different group sizes.
  10. Using NCTM Standards and SC Mathematics Framework in planning instruction.
  11. Methods for making mathematics relevant to students' daily lives.
  12. Tech Prep and careers in mathematics.
  13. 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.

1. Design a lesson applying use of graphics calculator in teaching a specific math topic.
2. Critique a sample of computer software.
3. Design a lesson utilizing "homemade" math manipulatives that addresses at least two areas of student difference.
4. Identify and download from at least two web sites information for a mathematics lesson plan.
5. Critique a research article examining a method(s) for teaching mathematics.
6. All lessons must reflect NCTM Standards and SC Mathematics Framework and include instruction for varying group sizes and appropriate assessments.

Readings: In Text:

1. Chapter 1: Small Group Learning
2. Chapter 3: Teacher Sensitivity
3. Chapter 4: Planning a Lesson
4. Chapter 5: Strategies for Teaching More Effective Lessons
5. Chapter 9: Problem-solving
6. Chapter 10: Enriching Mathematics Instruction
7. Chapter 11: Assessing, Evaluating, and Grading Students
8. Chapter 12: Extracurricular Activities in Mathematics
9. Chapter 13: Mathematically Deficient Students
10. Chapter 16: Teaching as a Profession
11. Chapter 6: Classroom Questioning

Selected sections from bibliography

Evaluation and Grading

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 (K-12). 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.