A Course Syllabus
for
Math 4870
Methods of Teaching Mathematics
(Two semester hours credit)
and
Math 4820
Secondary Field Experience II
(One semester hour credit)
in the
Department of Mathematics and Computer Science of the
COLLEGE OF SCIENCE AND TECHNOLOGY
Catalog Description (Math 4870):
An investigation of methods, issues, and resources relevant to the teaching of secondary school mathematics. Prerequisites: admission to Teacher Education Program; double majors must take a methods course for each major; methods should be taken concurrently with Math 4820 during the Professional Semester. Not available for graduate credit.
Catalog Description (Math 4820):
Experiences in the secondary school classroom that provide the teacher candidate more advanced involvement in the teaching-learning process. Prerequisites: admission to Teacher Education Program; should be taken concurrently with Math 4870 during the Professional Semester. Not available for graduate credit.
UNIVERSIITY OF CENTRAL MISSOURI
Warrensburg, Missouri
2008-2009
I. Purpose of the Courses
The purpose of the courses are to:
A. Study and apply various theories and methods in the learning/teaching of mathematics.
B. Develop techniques and strategies useful in teaching mathematics.
C. Explore procedures and techniques useful in managing classroom instruction in mathematics in the area of secondary education.
D. Provide opportunities for a variety of practicum experiences.
E. Relate content of methods course to secondary practicum experiences.
II. Role of Course in the Teacher Education Model
To achieve the purpose of this course, there are two central, predominant themes:
A. Mathematics is the investigation, communication, and application of patterns. Thus, the learning/teaching of mathematics should incorporate this definition in the process.
B. Knowing each child is a unique human being with their own unique way of thinking and learning, there will be a focus on a multitude of methods of teaching the same content areas as well as a focus on teaching diverse and exceptional populations.
III. Objectives and Desired Student Competencies
Upon completion of the course the student should be able to:
A. Describe how various learning theories apply to the teaching and learning of mathematics.
B. Diagnose a specific learning difficulty and make provisions for remediation.
C. Construct exercises and evaluation items for different levels of cognitive instruction.
D. Make provisions for remedial, “at risk,” and/or gifted students.
E. Develop detailed lesson plans for providing math instruction.
F. Incorporate various resources in the preparation of a given plan of instruction.
G. Understand the importance of and resources for continued professional development.
H. Recognize and respond to the needs of a multicultural society.
I. Demonstrate an understanding of and ability to use connections between and among mathematical ideas.
J. Use a variety of representations to communicate mathematical ideas.
IV. Course Content Outline
Text: Teaching Secondary and Middle School Mathematics, 2nd ed., by Daniel Brahier. Allyn and Bacon, 2005.
A. The Mathematics Curriculum - An Overview
1. NCTM Standards
2. Review of current mathematics textbooks used in Missouri high schools
B. How Students Learn Mathematics
1. Learning theories
2. Application to classroom learning
3. Some basic principles and guidelines for teaching mathematics
C. Special Recognition Through Field Experience of the Needs of:
1. Remedial students
2. “At Risk” students
3. Students in a multicultural society
D. Instructional Models/Theories
1. Theory: Piaget, Guilford, Gayne, Dienes, Ausubel, Bruner, Skinner, and Van Hieles
2. Teaching/Learning Models: Expository, Advanced Organizer, Discovery, Games, Labs, Individualized, Group, Cooperative, and Spiral
3. Integration
4. Use of technology
E. Teaching for Understanding
1. Levels of understanding
2. Activities and materials
3. Evaluation
4. Constructivism
F. Teaching for Problem Solving
1. What is the problem?
2. Nature of problem solving
3. Strategies for solving problems
4. Useful strategies for teaching problem solving
5. Evaluation
G. Managing the Classroom
1. The art of questioning
2. Providing for slow/gifted learners
3. How to individualize instruction
4. Use of games/labs
5. Use of small group/lectures
6. Cooperative learning
H. Evaluation
1. Cognitive/affective domains
2. The question of assessment
3. Test construction/marking
4. General procedures for preparing tests
I. Resources for a Mathematics Teacher
J. Observations in Mathematics Classrooms
V. Grading and Evaluation
Grades will be based on the following:
Math 4870
1. Development of a unit plan including activities and assessment
2. Presentation of numerous graded mini-lessons
3. Class participation
4. Numerous assignments
Math 4820
1. Complete 25 hours of observation in mathematics classrooms.
2. Journal of daily observations
3. Written assignments.
A sample grading scale:
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F 0-59%
TEACHER EDUCATION
1. Conceptual Framework information
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.
2. Course Objectives - In your Course Objectives section, please include the MoSTEP and/or content area standards and student outcomes that are covered in the course. This can be accomplished by listing the objectives in your own words and citing the relevant standard, or by including the entire standard as a course objective. For example:
Upon completion of the course, the student will be able to (a) describe four major philosophical models of human behavior, (b) use a variety of strategies to record and graphically display classroom behavior and social skills, (c) conduct a functional behavioral assessment, and (d) select appropriate interventions to improve active engagement in learning, prosocial behavior, and self-efficacy. (MoSTEP 1.2.6) or
MoSTEP 1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.