UniversityofMassachusettsBoston

College ofAdvancingand ProfessionalStudies

DeborahBoisvert,M.Ed;MBA
Phone(H): 617-308-7313
Phone(M):617-839-0148
Phone(W): 617-287-7295 / EmmanuelSchanzer, Ed.D; BA, Computer Science

Phone (W): 617-792-2438
Course Title: / Special Topics: Teaching Algebraic Video Game Programming with Bootstrap
Prerequisites: / None
Recommended
Technical Skills: / Tobesuccessful in thiscourse,studentsshould have some experience or training teaching computer programming, pre-algebra or algebra in an in-school setting. Experience using web-based applications (Gmail, Office 365, etc.) is recommended, but not required.Studentswill beusingcomputer-mediatedcommunication tools(email,blogs, discussion groups, etc.).Though it is notnecessarytohaveadvancedknowledgeof allof thesetools,studentsshouldbeconfident in theirabilitytolearn thesetoolswithminimalsupport.
CourseDescription: / Thiscourse,whichincludesface-to-facecontentplusadditionalonlinestudy,providesthecontentand pedagogical background necessaryforteaching Bootstrap,a nationally recognizedcurriculumthatintegratesteaching core Algebra concepts with introductory Computer Science. The module can be taught as part of either math or CS/IT classes. The course discusses how to blend best practices from both math and computing education to address pedagogic challenges in each area. Algebra topics covered include Order of Operations, Function Machines, Linear and Piecewise Functions, Inequalities in the Plane, Solving Word Problems, and Multiple Representations of functions. The course is targeted at Science, Technology, Engineering and [especially] Mathematics (STEM) teachers; it does not assume prior Computer Science or programming background (for teachers or students).

Required

Text(s): / Schanzer, E., (20165). Bootstrap:1, Units 1-9. All content may be freely downloaded at
Margolis,Jane (2008). StuckintheShallow End.Cambridge, MA,MITPress.ISBN978-0-262-13504-7

Course

Objectives:

/ Byfullyparticipating in thiscourse,you should beableto:
  • Integrate the Bootstrap curriculum and materials into your CS/IT, Mathematics or Math Applications classroom.
  • Model best practices for teaching mathematics, using computer programming as a vehicle for instruction.
  • Reflect critically on the content, methodologies and practices of the Bootstrap teaching practices.
  • Take part in and add value to a community that provides support, guidance, and mentorship for other educators.
  • Write computer programs using Bootstrap’s programming language.
  • Articulate how teachers can integrate algebra and computer science, and identify the pitfalls that make this challenging.
  • Explain how computer programming addresses specific Common Core Standards for mainstream mathematics.
  • Explain how Bootstrap’s pedagogical techniques model the Common Core Standards for Mathematical Practice.
  • Articulate the role that mathematics plays in issues of equity and opportunity for the students in your district.

Required

Assignments:

/ Background Training: Attend an approved 3-day Bootstrap professional development workshop, completing modules on
  • Cognitive Challenge of Algebra
  • Equity Implications of the Algebra Gap
  • Teaching Order of Operations
  • Teaching Domain and Range
  • Teaching Linear Functions
  • Teaching Word Problems
  • Teaching Inequalities in the Plane
  • Teaching Piecewise Functions
  • Teaching the Distance Formula
A list of eligible workshops is available at
Two as well as two,day-long follow-in-person up sessions: Participants will meet twice to discuss integration and implementation, as well as course assignments. A list of these workshops is available at
Implementation: Design acalendar for this year, identifying when you will integrate each ofBootstrap’s nine unitsinto your classroom schedule.Use this calendar to deliver the course to at least one class of students.
Journal: After your class completes each unit, you will reflectin writing on the content, pedagogy, implementation and math connection. This reflection shouldIdentify ways in which the curriculum servedand/or challenged students. An entry can focus on a specific mathematical concept or pedagogical technique, or a miniature case study of a particular student who was engaged with the material.
Project 1: Op-Ed Piece – What is the connection between algebra and computer science, and why should anyone care? Why is there value in a course that combines the two? Write an op-ed article that discusses the equity and access issues of a course like this. This article should be written either as something you might submit to a national newspaper (Boston Globe, WSJ, etc.) or as something you would want all of your students’ parents to read in the school paper.
Project 2: Assessment Project – Choose three of the Bootstrap Units you have already taught, and describe your assessment plan for those units. For each unit, submit one example of “high quality” student work and another of “low quality” student work. How did you determine whether or not students mastered the content? How did you assess whether they were able to apply what they learned to mathematics? How did you grade this work, and what feedback did you give to the struggling student?
FinalProject:Afteryour experience teaching the curriculum, develop an implementation plan foryourdistrict that includes an annotated scope and sequence, notes on how you assess student mastery of Bootstrap concepts and transfer into algebra, and additional information that would allow another teacher at your school to get implement the curriculum.You may draw from your previous assignments for material here, but this must be coherently integrated into your final project.

CoursePolicies:

/ Participation:Participationincludescompleting all required reading andwritingassignmentspriortoclass,thoughtfullyparticipating in discussions,and takingresponsibilityforhelping createa positivelearning situation byarriving promptly,listening respectfully,andparticipating constructively.
Attendance:Youare responsible for allinformation (handouts,announcements,notes,etc.) coveredduring class.
Group Work:Successfulteaching of Bootstrapmodelseffectivegroup interactions;therefore,it is imperativethatstudentsfullyparticipatein all group activities.
LateWork:Studentsareexpectedto submitall assignmentsontime.Lateness ispermittedwithoutpenaltyonlywithwrittenmedicaldocumentationor undergrave,extenuatingcircumstancesthat can besubstantiated.
IncompletePolicy:Gradesof“Incomplete”maybegranted atthe discretion oftheinstructor.Noincompleteswill begivenforpoorperformancein thecourse. An“Incomplete”willonlybe availableto studentswhohavecompleted atleast75%ofthecoursework with atleast a'C' average and
have a substantiatedproblemattheend ofthe semesterthatpreventscompletionof coursework.
Communication Expectations:Students areexpectedto followstandard rulesof“netiquette”in allonlinecommunication.Visitthefollowingsiteforsomeguidelines:
If you havequestionsaboutcoursecontentor assignments,pleasepostthem on thediscussion board. If you have aquestion, it’slikelythatsomeoneelseiswondering thesamething andcan benefitfromtheresponse.Useemail forquestionsof apersonalnature.You canexpect a response to emailswithina24-hourperiod.
Grading: / Gradetypeforthecourseis a wholeor partiallettergrade.(Pleaseseetablebelow)Note:thelowestpassing grade fora graduatestudent is a“C”.Each assignment will receive a letter grade. These grades are weighted (see below) to determine the final letter grade.
PleaseseetheGraduateProgramsCatalogformoredetailedinformationontheUniversity’sgrading policy.
UMassBostonGraduateGradingPolicy
LetterGrade / Percentage / QualityPoints
A / 93-100% / 4.0
A- / 90-92% / 3.7
B+ / 87-89% / 3.3
B / 83-86% / 3.0
B- / 80-82% / 2.7
C+ / 77-79% / 2.3
C / 73-76% / 2.0
F / 70-72% / 0.0
INC / Given underveryrestrictedterms andonlywhen satisfactoryworkhasbeen accomplished inmajorityofcoursework. Contractof completion termsisrequired. / N/A
INC/F / Receivedforfailuretocomply withcontractedcompletion terms. / N/A
W / Received ifwithdrawaloccursbefore thewithdrawal deadline. / N/A
AU / Audit (onlypermitted onspace-availablebasis) / N/A
NA / NotAttending (studentappearedon roster,butneverattendedclass. Student isstillresponsiblefortuitionand feechargesunlesswithdrawal formissubmittedbeforedeadline.NAhasno effecton cumulativeGPA.) / N/A

CourseRubric:

Assignment/Deliverable / RelevantCourseObjective / DesiredBehaviors / Grade
%
Implementation /
  • Integrate the Bootstrap curriculum and materials into your CS/IT, Mathematics or Math Applications classroom.
  • Model best practices for teaching mathematics, using computer programming as a vehicle for instruction.
/
  • Teach the Bootstrap curriculum to at least one class of students, with high fidelity.
/ N/A
(required to pass)
Journal Reflections Submitted via Email /
  • Take part in and add value to a community that provides support, guidance, and mentorship for other educators.
  • Articulate the constraints and affordances of computer programming when used as a math class.
/
  • Thinking critically about the connection between math and computer science content.
  • Discuss how you can integrate computer science into your classroom
/ 15
Project 1 /
  • Articulate the role that mathematics plays in issues of equity and opportunity for the students in your district.
  • Explain how the ways in which computer programming does and does not addresses specific national or state standards for mathematics.Common Core Standards for mainstream mathematics.
  • Explain how Bootstrap’s pedagogical techniques model the Common Core Standards for Mathematical Practice (or your own state standards, if applicable).
/
  • Demonstrate the abilitytoconstruct a clear andinsightfulproblemstatementwithevidence of all relevant contextualfactors.
  • Consistentlygather abroadspectrumofresourcesandinformationandintegratesitwithprior knowledge andproblem-solvingstrategies.
  • Proposes oneormoresolutions/hypotheses thatindicatea deepcomprehension of the problem and are sensitiveto the ethical,logical,andculturalissues.
/ 15
Project 2 /
  • Reflect critically on the content, methodologies and practices of the Bootstrap teaching practices.
  • Write computer programs using Bootstrap’s programming language.
/
  • Teach the Bootstrap curriculum to at least one class of students, with high fidelity.
  • Consistentlygather abroadspectrumofresourcesandinformationandintegratesitwithprior knowledge andproblem-solvingstrategies.
  • Proposes oneormoresolutions/hypotheses thatindicatea deepcomprehension of the problem and are sensitiveto the ethical,logical,andculturalissues.
/ 20
FinalProject /
  • Integrate the Bootstrap curriculum and materials into your CS/IT, Mathematics or Math Applications classroom.
  • Reflect critically on the content, methodologies and practices of the Bootstrap teaching practices.
/
  • Anticipates andevaluatestheeffectsofvariousdesign options
  • Makesdesign decisionsbased onrationalcriteria
  • Identifiessolutionsthataresensitivetocontent coverage,contextualandethical/cultural
/ 25
Group Work /
  • Modelexplicitly the intersectionofcomputerscienceknowledgeandcomputationalthinking practices in the math classroom.
/
  • Worksactively asamember ofthe group
  • Providesuseful ideasandparticipates ingatheringinformation.
  • Contributestothedevelopmentof thetopic/solution.
/ 10
Participation(asdefinedabove) /
  • Take part in and add value to a community that provides support, guidance, and mentorship for other educators.
/
  • Participates in groupmeetingsprepared towork.
  • Takesthe initiativetocontributeand offersrelevantandideas.
  • Listensto,shareswith,andsupportstheeffortsofothers.
/ 10
Attendance(asdefinedabove) /
  • Attendsscheduledmeetingsandstays focusedon thetaskandwhat needs tobedone.
/ 5
Methods: / ClassStructure:Thishybrid courseconsists of:
  • Three days of Professional Development, as part of the standard Bootstrap:1 workshop.
  • Two Saturday follow-up meetings.
  • Successful delivery of the course in a classroom setting
  • Delivery of pre- and post-tests with your students.
  • Reviewing online course resources
  • Reading andanalyzing research articles
  • Completing tasksthat applytheconceptsofthedaily workshop.
  • Homework: participation in an online discussion board, submitting reflections on each unit of the curriculum, developing a scope & sequence, an op-ed article describing the value of an algebra and computer science curriculum to another teacher, a principal, or a parent, and an assessment project to demonstrate how you grade and evaluate student work.

Section504 ofthe AmericanwithDisabilitiesActof1990offerguidelinesforcurriculum modificationsandadaptationsforstudentswithdocumenteddisabilities.If applicable,you mayobtainadaptationrecommendationsfromtheUMassBostonRossCenter(508-287-7430).You need to present and discussthese recommendationswiththe instructor within a reasonableperiod,priortothe endoftheDrop/Addperiod.

TheUniversityofMassachusettsBoston iscommittedto ensuring equalacademicopportunitiesandinclusion forstudentswithdisabilitiesbasedontheprinciples ofindependent living,accessibleuniversaldesign anddiversity. I am availabletodiscuss appropriateacademicaccommodationsthatmayberequiredforstudentwithdisabilities.Requestsforacademicaccommodationsaretobemadeduring thefirstthreeweeksof thesemester,except for unusualcircumstances.Studentsare encouraged to registerwith RossCenterinthe campuscenter,room 2111.Thephonenumber is617-287-7430.Forfurtherinformation see:

You areadvisedtoretainacopyofthissyllabus inyourpersonalfilesforusewhen applying for futuredegrees,certification,licensure,ortransferof credit.

Students arerequired toadheretotheCodeof StudentConduct,including requirementsfortheAcademicHonestyPolicy,delineatedin theUniversityofMassachusettsBostonUndergraduateProgramCatalog.

Eachstudentin thiscourseis expectedto abidebytheUniversity ofMassachusettsBoston AcademicHonestyPolicy. Anyworksubmitted by astudent inthiscourseforacademiccreditwillbethestudent'sownwork.

You areencouragedtostudytogetherandtodiscussinformationand conceptscovered in lectureandthesectionswithotherstudents.You can give"consulting"help to or receive"consulting"help fromsuchstudents. However,thispermissiblecooperationshould neverinvolveone studenthaving possessionof acopyofallorpartofworkdonebysomeoneelse, in theform of anemail, anemail attachmentfile, adiskette,or a hardcopy.Should copying occur,boththestudentwhocopied workfromanotherstudentand thestudentwhogavematerial tobecopiedwillbothautomaticallyreceive azeroforthe assignment.PenaltyforviolationofthisPolicycan alsobeextended toincludefailureof thecourseandUniversitydisciplinaryaction.Formoreinformation see:

This course is basedon an intensivemodelthatmeetsface-tofacefor21hours from February 16-18 and has components of onlineworkthroughout Spring 2015.All workis due on orbeforeJune 10, 2015. Lessons and Unit plans will be shared with educators on Project GUTS’ website; All teachers are contributing their works under the Creative Commons license to share and use with educators nationwide and internationally.

Activity / Readings/Discussions
Professional Development
(21 hrs) /
  • Attend 3-day Bootstrap workshop (you may choose from any of the 3-day workshops listed at
  • Develop and submit a Scope & Sequence for your classroom this year, which integrates Bootstrap into your practice for the current semester.
/ “Critical Juncture Ahead! Proceed with Caution to Introduce the Concept of Function”
“Learning by Understanding: The Role of Multiple Representations in Learning Algebra”
Day 1 /
  • Share Scope and Sequence plans
  • Group work: Practice-teach various lessons from Units 1-5
  • Group work: Assess examples of student work
  • Select topics for Project 1
/ Bootstrap Curriculum, Units 1-5
“Stuck in The Shallow End”
Day 2 /
  • Discuss Journal Reflections
  • Presentations for Project 1
  • Group work: Practice-teach various lessons from Units 6-8
/ Bootstrap Curriculum, Units 6-9

Abelson, Hal; Ledeen, Ken Lewis, Harry 2008. Blown to Bits. Upper Saddle River, NJ: Addison and Wesley. ISBN 0-13-713559-9; freely downloadable at

Schanzer, E., (20165). Bootstrap:1, Units 1-9. All content may be freely downloaded at

Margolis,Jane (2008). StuckintheShallow End.Cambridge, MA,MITPress.ISBN978-0-262-13504-7

Ponce, G. A. (2007). Critical Juncture Ahead! Proceed with Caution to Introduce the Concept of Function. Mathematics Teacher. 101(2), 136-144

Brenner et al. (1997). Learning by Understanding: The Role of Multiple Representations in Learning Algebra. American Educational Research Journal. 34(4), 663-689