MATHS 150: Introduction to Secondary Mathematics Education (3)
Syllabus
1. Prerequisite or Parallel: MATHS 165 or permission of the department chair
2. Course Description: An introduction to secondary mathematics teaching. Content includes constructing an informed vision of mathematics and mathematics teaching, developing basic skills for teaching mathematics, and beginning preparation for teacher licensure.
3. Course
Objectives:
1. Students will acquire a rationale for further study of mathematics and mathematics education.
2. Students will examine their own beliefs about teaching mathematics and construct a vision for teaching mathematics that is based on current theories and recommendations from the National Council of Teachers of Mathematics.
3. Students will observe and analyze a range of approaches to mathematics teaching and learning, focusing on the tasks, discourse, environment, and assessment.
4. Students will demonstrate understanding of the licensure process, Interstate New Teacher Assessment and Support Consortium (INTASC) Standards, and Indiana Professional Standards Board IPSB content and developmental level standards. They will begin to determine how they will demonstrate these standards and principles for licensure. They will begin to develop an assessment portfolio.
5. Students will examine technology for learning and teaching mathematics and demonstrate appropriate use of communication technology.
6. Students will develop basic skills for teaching mathematics, especially written and oral communication skills.
7. Students will develop understanding of the nature of reading mathematics textbooks.
4. Course Rationale: This course serves as the introductory course for secondary mathematics teaching majors. The course will guide students to construct an informed vision of mathematics and mathematics teaching, and it will set the stage for continued study of mathematics and mathematics education. The course will also provide opportunities for students to develop basic skills for teaching mathematics. Furthermore, it will help students begin their preparation for teacher licensure.
5. Course Content: The course content consists of three major threads: (1) constructing an informed vision of mathematics and mathematics teaching, (2) beginning preparation for teacher licensure, and (3) developing basic skills for teaching mathematics. Elements of these threads may be woven throughout the course, not necessarily developed sequentially.
A. Construct an informed vision of mathematics and mathematics teaching.
1. Examine personal beliefs about mathematics and mathematics teaching.
2. Introduction to the NCTM Principles and Standards for School Mathematics. Examine:
a. Principles of teaching mathematics.
b. Content of the secondary mathematics curriculum.
c. Mathematical processes.
3. Examine the nature of learning mathematics.
4. Observe and analyze mathematics teaching, focusing on mathematical tasks, classroom discourse, classroom environment, and assessment.
5. Read and discuss ideas presented in professional publications.
6. Compare and contrast the current vision of reform in mathematics education with students previous experiences.
7. Write a first draft of a personal philosophy of mathematics education, describing mathematics, school mathematics, and mathematics teaching and learning. This will be included in the mathematics assessment portfolio.
8. Briefly survey various forms of technology used in learning and teaching mathematics.
B. Begin preparation for teacher licensure.
1. Mathematical knowledge and skills to be attained Examine recommendations for the content preparation of preservice mathematics teachers (NCTM, MAA).
2. Pedagogical knowledge and skills to be attained Examine standards for knowledge, dispositions, and performances of teachers
a. Interstate New Teacher Assessment and Support Consortium (INTASC) Standards
b. Indiana Professional Standards Board (IPSB) Content Standards for Teachers of Mathematics
c. IPSB Developmental Level Standards for Teachers of Early Adolescence and for Teachers of Adolescence/Young Adulthood.
d. International Society for Technology in Education (ISTE) New Educational Technology Standards for Teachers (NETS for Teachers)
3. Introduction to the structure of the Ball State Unit Assessment System formative and summative decision points.
4. Create an electronic template for an assessment portfolio.
5. Begin developing a professional growth plan.
C. Develop basic skills for teaching mathematics.
1. Demonstrate written and oral communication skills.
2. Generate multiple representations for fundamental mathematical concepts.
3. Write a lesson plan to develop a given concept. This will be included in the mathematics assessment portfolio.
4. Examine the nature of reading mathematics textbooks.
6. Course Format: Students are involved in classroom discussions, activities, observations, presentations, library assignments, and computer lab investigations.
7. Methods of Evaluating Student Performance: Methods for evaluating student performance may include but are not limited to the following: class participation, self-assessment, reflections on observations, oral presentations, lesson plan for portfolio, quizzes, tests, and written and electronically generated assignments.
8. Evaluation of the Course: The instruction of the course will be evaluated by departmental student evaluations and peer evaluations. The course is reviewed periodically by the departmental Teacher Education Advisory Committee and the departmental Undergraduate Programs Committee.
9. Addendum: The following resources are among those that could be used in teaching this course:
Annenburg/CPB.
(1996). Teaching Math: A Video Library, 58,
912, The Annenburg/CPB Math and Science Collection. Boston, WGBH
Educational Foundation..
Benson, P. L. (1997). All kids are our kids. San Francisco: Jossey-Bass.
Crouse, R. J., & Sloyer, C. W. (1977). Mathematical questions from the classroom. Boston: Prindle, Weber, & Schmidt.
Indiana Professional Standards Board. (1998). Content Standards for Teachers of Mathematics. [On-line]. Available: http://www.state.in.us/psb/future/future.htm.
Indiana Professional Standards Board. (1998). Developmental level standards for teachers of early adolescence. [On-line]. Available: http://www.state.in.us/psb/future/future.htm.
Indiana Professional Standards Board. (1998). Developmental level standards for teachers of young adulthood. [On-line]. Available: http://www.state.in.us/psb/future/future.htm.
International Society for Technology in Education. (2000). New educational technology standards for teachers. Available: http://www.iste.org.
Interstate New Teacher Assessment and Support Consortium Mathematics Sub-Committee. (1998). Model standards in mathematics for beginning teacher licensing & development: A resource for state dialogue. [On-line]. Available: http://www.ccsso.org/intaspub.html.
Mathematical Association of America. (1991). A call for change: Recommendations for the mathematical preparation of teachers of mathematics. Washington, DC: MAA.
Merseth, K. K., & Karp, J. B. (1997).Cases in Secondary Mathematics Classrooms: Harvard mathematics case development project (prepublication distribution). Cambridge, MA: Harvard University.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: NCTM.
Mathematics Textbooks:
College, High School, Middle School
Traditional and Reform
Other Resources:
Professional journals
NCTM yearbooks
[E. Bremigan/Lorch/Stump/Whitaker, 1/01]