SYLLABUS:  MATHS 399

Theory and Practice in Middle School Mathematics (3 credits)

1.   Prerequisite: MATHS 250 or MATHS 202 with grade C- or better; MATHS 393 or MATHS 391 with grade C- or better; a minimum grade-point average of 2.5 in all mathematics courses in the program; admission to Teacher Education; permission to enroll in 300/400 level professional education courses. Parallel: EDJHM 385.

2.   Course Description: Combines theory and practice of teaching middle school mathematics. A deeper investigation into student learning and the development of mathematical concepts and procedures. Class ideas applied in teaching situations.

3.   Course Objectives: The course is designed to deepen preservice teachers’ understanding of issues related to teaching and learning middle school mathematics by combing theory and practice. Students will:

•     develop their understanding of how middle school students learn mathematics.

•     analyze appropriate methods and materials for developing middle school students’ understanding of mathematical concepts and procedures.

•     create and orchestrate lessons for middle school students to construct meaning of mathematical concepts and procedures.

•     assess middle school students’ understanding of mathematical concepts and procedures.

4.   Course Rationale: This course serves as the culminating professional experience for preservice middle school mathematics teachers prior to their immersion in student teaching.  It provides appropriate opportunities for them to deepen their understanding of the issues related to teaching middle school mathematics, to utilize the knowledge acquired in prior mathematics and mathematics education courses, and to apply this knowledge in practical situations related to teaching middle school mathematics.  At the conclusion of the course, students should have an informed vision of mathematics and mathematics teaching that will enable them to move confidently into student teaching, obtain licensure, and enjoy successful professional careers.

5.   Course Content:

Theories of learning mathematics

Methods and materials for teaching specific mathematical concepts and procedures

Detailed writing of lesson plans and unit plans

Supervised teaching in middle school mathematics classrooms

Assessment of student learning

6.   Course Format:

Lecture, interactive discussion in large and small groups, classroom observations, and individual teaching.

7.   Methods of Evaluating Student Performance:

Student evaluation will be based on in-class exams and individual or group projects.  Assessment may also involve take-home exams, other types of homework, quizzes, and presentations.  The evaluation and weight of these components are at the discretion of the individual instructor.

8.   Evaluation of the Course:

The instructor of the course is evaluated by departmental student evaluations and peer evaluation.  The course is reviewed and revised periodically by the Departmental Undergraduate Programs Committee.

9.   Addendum: The following materials are among those that could be used as resources in teaching this course:

Standards for Teaching Mathematics:

NCTM Principles and Standards for School Mathematics (2000).

NCTM Professional Standards for Teaching Mathematics (1991).

Indiana Academic Standards for Mathematics (2000).

Middle School Textbooks:

Traditional textbooks

Contemporary textbooks (e.g., Mathematics in Context, Connected Mathematics)

Supplemental Resources:

NCTM Yearbooks

NCTM Navigations Series

Manipulatives

Computer Software

Graphing Calculators

Professional Journals:

Mathematics Teaching in the Middle School (NCTM)

School Science and Mathematics (SSMA)

Indiana Mathematics Teacher (ICTM)

Revised by S. Stump 3/12/07