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COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK

Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.

COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this course)

Teaching

1.Content: Demonstrate a deep and thorough understanding of the key theories and concepts of the subject matter.

2.Pedagogy: Ensure effective planning for instruction and the use of multiple learning and pedagogical content strategies to maximize student learning and promote critical thinking.

3.Technology: Evaluate and use current and emerging technologies in instructionally powerful ways and to assist in the management of educational environment.

4.Diversity: Respond to every student’s uniqueness and foster successful learning experiences by meeting individual differences.

Scholarship

5.Scholarly Inquiry: Understand the tools and methods of inquiry and use data-driven decision making to maximize teaching and learning.

6.Problem Solving: Gather, analyze, and plan a sequence of steps to achieve learning objectives: process a variety of factors in identifying solutions and making sound, well-informed decisions.

Leadership

7.Ethical Values: Apply professional ethics in all educational contexts and have enduring respect for self-confidence in teaching as a profession.

8.Initiative: Demonstrate the qualities of effective leadership to plan with vision and reason, collaborate with all stakeholders, and communicate effectively in interpersonal and public context

COURSE DESCRIPTION

The course will focus on student-centered methods in teaching mathematics. Special attention will be devoted to technological aids to instruction and hands-on mathematics equipment such as computer-aided instruction and mathematics laboratories to stimulate discovery learning. The course will also include the use of action research to assess and inform instruction and strategies to teach, encourage, mentor, and assess student research. This course has a field-based component. This course includes eight hours of field experience.

Prerequisites:Satisfactory completion of EDSE 560: Methods I: Instructional Strategies for Mathematics.

COURSE OBJECTIVES

Upon completion of this course, the learner will be able to do the following:

Design mathematics instruction and its corresponding assessments using various electronic as well as print media.
Provide a rationale for the application of selected electronic classroom practices in teaching mathematics.
Organize a lesson using technology appropriate to the targeted mathematics content or skills.
Critique electronic information and materials related to mathematics.
Develop an understanding of the ethical role of technology in mathematics and society.
Design and carry out action research.
Develop knowledge and skills on how to guide students’ development of research using appropriate research methodologies.
Align curriculum planning with the Qatar National Curriculum Standards for Mathematics.

COURSE LEARNING OUTCOMES

Select, design, and carry out instruction and assessment to teach student-oriented mathematics with the support of appropriate technologies.
Expand students’ use of various technologies in learning mathematics content and skills.
Practice skills needed to use appropriate technologies to investigate problems or situations scientifically.
Analyze and evaluate professional publications on the use of various technologies in teaching, learning, and assessing mathematics.
Create a plan for effective mathematics teaching, learning, and assessment that includes the consistent use of various technologies.
Create a plan for student research in mathematics.
Design a plan for an action research project.
Modify and enhance existing instructional procedures with imbedded use of electronic equipment and/or other technologies in planning and in field placements.
Evaluate commercial products available for mathematics instruction.
Collect self-reflections on performance and practices.

Required texts and documents

Brahier, D. (2005). Teaching Secondary and Middle School Mathematics (2nd Ed.). Boston, MA: Pearson.

Education Institute (2004). National Curriculum Standards for the State of Qatar: Mathematics. Doha, Qatr: Supreme Education Council. Available on the Internet at

Mills, E.G (2007): Action research: A guide for the teacher researcher. (3rd ed).Pearson Education, Inc., Upper Saddle River, NJ

WEB SITES

ERIC (Education Resource Information Center) ERIC www.eric.ed.gov/ERICWebPortal/Home.portalERIC

NCTM (National Council of Mathematics Teachers) www.nctm.org/

Specific reading assignments from the text and supplementary materials will be posted on Blackboard. Some additional reading materials will be provided on the course Blackboard site.

COURSE REQUIREMENTS

Because of the limited classroom time and the nature of some of the activities, some projects and activities must be done outside of the scheduled class time. The time spent outside of class includes 16 hours (clock-time) of observations, mini-teaching, and other directed experiences in a school. Please discuss your plans with either of the instructors on how you will meet these requirements.

This class will be an interactive model of an inquiry-based, student-centered classroom. It will incorporate the instructional strategies and assessment practices that you should be able to use in your own classrooms as you complete the course work. Methods of presenting and acquiring information will include the following:

Collaborative activities and/or projects / Interactive lectures / Performance assessments
Demonstrations / Mini-lessons / Research
Discussions / Out-of-class activities / Student presentations
Independent assignments / Peer teaching / Use of Blackboard

Use of Blackboard

You are expected to participate in using Blackboard during the course. It is an efficient way to submit assignments, keep in touch with your instructors, follow your own progress, and communicate with others in the class. Specific assignments and discussions will be posted as the term progresses.

FIELD EXPERIENCE

All members of the class are expected to participate in 24 clock hours of Field Experience during the semester of Methods II courses. You should keep a record of the time you spend observing the class. It is your responsibility to make arrangements with your instructors to complete this requirement.

COURSE OUTLINE

Week 1:Overview

Week 2:The Ethics of Technology in Mathematics

Weeks 3, 4:Student Research

Weeks 5, 6:Teacher Research

Week 7:Internet Resources for Mathematics Instruction Mid-term Exam

Weeks 8, 9:Calculator Math

Weeks 10, 11:Models and Simulations in Mathematics

Week 12:Student Use of Microsoft Excel™

Weeks 13Geometry Sketchpad™

Week 14Teaching Mathematics with a Digital Whiteboard

Week 15:Final Exam

Note: English is the language of instruction and learning. All written assignments are to be submitted in English using correct form, grammar, and punctuation. It is also expected that correct English be used in oral communication.

Course matrix

Unit Learning Objectives / QNPS / Course Objectives / Course Learning Outcomes / Assignments/Assessments
Content
Pedagogy
Technology / 1, 2, 6 / 1, 2, 3, 4, 8 / 1, 2, 3, 5, 8 /

Excel™ Lesson Plan
Model/Simulation Lesson Plan
Sketchpad™ Lesson Plan
Mini-teach

Scholarly Inquiry
Ethical Values / 8, 10, 12 / 5, 6 / 4, 7 /

Action Research

Pedagogy / 4 / 7 / 6 /

Student Research Questions

Scholarly Inquiry / 8 / 4, 5 / 4 /

Article Critique

Content
Pedagogy
Ethical Values / 2 / 2, 4, 5, 6, 7, 8 / 1, 4, 5, 6, 7, 9 /

Exams

Scholarly Inquiry
Ethical Values / 12 / 2, 4 / 10 /

Field Experience Journal

ASSESSMENTS

Student Research Questions (5%). Create 10 questions appropriate for student research. For each question, briefly describe what mathematics standards such research might develop. Full description and scoring rubric is located on the class Blackboard site.

Model/Simulation Lesson(10%). Using the standard lesson plan format (located on the class Blackboard site) plan a lesson that uses a technology-based model or simulation. Full description and scoring rubric is located on the class Blackboard site.

Excel™ Lesson(10%). Using the standard lesson plan format (located on the class Blackboard site) plan a lesson that uses Excel in solving mathematics problems. Full description and scoring rubric is located on the class Blackboard site.

Sketchpad™ Lesson(10%). Using the standard lesson plan format (located on the class Blackboard site) plan a lesson that uses Excel in solving mathematics problems. Full description and scoring rubric is located on the class Blackboard site.

Mini-teach(10%). In your field placement setting, teach a lesson in mathematics of at least 30 minutes in length. Turn in your lesson plan with a fully developed reflection section (at least ½ page) evaluating yourself and the lesson. Full description and scoring rubric is located on the class Blackboard site.

Article Critique(10%). Using what we have learned about reported research findings, evaluate an article describing research and/or discoveries in mathematics. Full description and scoring rubric is located on the class Blackboard site.

Action ResearchPlan (10%).Develop a plan for doing action research, including articulating a question, doing a brief literature search, outlining your data collection and analysis plans, and how the findings would be applied to improve learning and teaching in your classroom. Full description and scoring rubric is located on the class Blackboard site.

Field Experience Journal(5%). Keep a journal with brief reflections during your field experience. Full description and scoring rubric is located on the class Blackboard site.

Exams (30%). Two exams, a mid term and a final, each worth 15% of your grade, will be administered in class. Exams will be composed of one-answer (e.g. multiple choice), short answer, and applied knowledge (essay-type) questions.

GRADING SYSTEM

A = 90% - 100%I = Incomplete

B+ = 85% - 89.99P= Pass

B = 80% - 84.99%NP= Not Pass

C+ = 75% - 79.99%

C = 70% - 74.99%

D+ = 65% - 69.99%

D = 60% - 64.99%

F = Below 59.99%

ACADEMIC HONESTY

Qatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37in the QatarUniversity Student Handbook.

Topic Outline
Week # / Date / Topic / Readings/Assignment(s)
1 / Intro and course overview / Syllabus
2 / Ethics in Mathematics and Mathematics Teaching /

The Ethics Center for Science and Technology
History of Science and Ethics Internet Resources
Online Ethics Organization
Center for the Study of Ethics in the Professions at ITT Illinois Institute of Technology

3 / Student research /

In-class work related to Ppt information (On Blackboard)
Evaluating Questions
Student Research Plan
Student Research Projects (I and II)
Websites for Research
Assignment: Create a list of five possible questions appropriate for student research. Relate each to specific curriculum standards for mathematics

4
5 / Teacher research /

In-class work related to Ppt information (On Blackboard)
Enquiring Minds: A Guide
Framing Research Questions
Selecting Data Collection Tools
Teaching Research Skills
Assignment: Create a list of three possible questions appropriate for teacher research and identify three references (citations) for each one

6
7 / Using the Web in Instruction and
Mid-term Exam / In-class: Develop a collection of web-based resources to supplement an existing lesson, including assessments and rubrics (Include citations)
8 / Calculator Mathematics / Candidates will practice calculator-based instruction during class.
9
10 / Models and Simulations in Mathematics / Assignment: Develop a lesson in mathematics that uses a technology-based model or simulation to teach standards-based mathematics at the secondary level.
11
12 / Excel™ and Mathematics Math / Assignment: Develop a lesson in mathematics that uses a Excel™ to teach standards-based mathematics at the secondary level.
13 / Geometry Sketchpad™ / In class and on exams. Investigate / describe how the use of Geometry Sketchpad™ can support students in achieving mastery of geometry curriculum standards.
14 / Digital Whiteboards / In class and on exams: Investigate / describe how digital whiteboards can support students in achieving mastery of curriculum standards in mathematics.
13 / Using interactive boards / Modify an existing mathematics lesson to integrate the use of an interactive board.
14 / Review
15 / Review and Final Exam

COURSE POLICIES

Attendance and participation

Each candidate is expected to attend class and contribute to the community of learners by being a positive participant in discussions, presentations, and hands-on projects.
In-class exams are a mandatory component of this class. Contact one of the class instructors if you are not able to attend because of a certified emergency.

Assignment format and specifications

All assignments

Should be submitted on the specified due date; if turned in later, they are subject to point deductions.

If written and unless otherwise specified, all assignments

Must be produced using a computer—word processor, spreadsheet, PowerPoint, etc.
Should be word-processed: either 1.5 or double-spaced, and no smaller than 10-point standard font, such as Times New Roman.
Should include the following information in a footer that appears on each page:

-Assignment title

-Candidate’s name

-Course title

-Date

-Page number (if more than a single page.)

Should include appropriate citations and references in APA style.
Should use correct grammar and spelling in English.

Appendix

Qatar National Professional Standards for TeacherS

Structure innovative and flexible learning experiences for individuals and groups of students.
Use teaching strategies and resources to engage students in effective learning.
Foster language literacy and numeracy development.
Create safe, supportive, and challenging learning environments.
Construct learning experiences that connect with the world beyond school.
Apply information and communication technology in managing student learning.
Assess and report on student learning.
Apply knowledge of students and how they learn to support student learning and development.
Apply teaching/subject area knowledge to support student learning.
Work as a member of professional teams.
Build partnerships with families and the community.
Reflect on, evaluate, and improve professional practice.

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In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all".QatarUniversity seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities.

Special Needs Section
Student Activities building
Men’sCampus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email: ; Office hours: 7:30 AM – 2:30 PM