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=** Methods for Teaching Secondary/Middle Mathematics ** **Syllabus**= = **University of Maine at Farmington, Fall 2012 - EDU 361** =

//The University of Maine Farmington Secondary/Middle Education Program prepares professionally certified educators by working collaboratively using the latest research to offer enriching learning experiences.//

**Professors:** Dr. Theresa Overall and Dr. Grace J. Ward **Office:** 220/226 Education Center **Office Phone:** (207) 778-7049 / (207) 778-7508 **Email:** theresa.overall@maine.edu gward@maine.edu **Class Wiki:** http://edu361fall12.wikispaces.com
 * Office Hours: ** Dr. Theresa: Monday 1:30-3:00 and Tuesday 10:00-11:30 Dr. Grace: Monday 1:30-3:00 and Tuesday 2:00-3:30

__** COURSE MEETING TIME, AND DATES: **__


 * EDU 361 Methods for Teaching Secondary/Middle Mathematics, ** Education Center 112 (12:00 – 1:40 Tuesday and Thursday) Education Center 112
 * (9/6, 9/11, 9/13, 9/18, 9/20, 9/25, 9/27, 10/2, 10/4, 10/9, 10/11, 10/16, 10/18, 10/23, 10/25, 10/30, 11/1, 11/6, 11/8, 11/13, 11/15, 11/20, 11/27, 11/29, 12/4, 12/6, 12/11, 12/13)**

__** REQUIRED MATERIALS: **__


 * Texts: **
 * Krulik, K. & Posamentier, A. (2012). //The Art of Motivating Students for Mathematics Instruction//. Part of The Practical Guide Series. McGraw Hill: New York, NY. ISBN: 978-0-07-802447-4
 * Meir, B. (2006) //Concept-Rich Mathematics Instruction//. ASCD: Alexandria, VA. ISBN 978-1-4166-0359-7
 * Wall, E. (2010). //Number Theory for Elementary School Teachers.// Part of The Practical Guide Series. McGraw Hill: New York, NY. ISBN: 978-0-07-337847-3
 * Common Core State Standards Initiative (2010) //[|Common Core State Standards] // Washington, DC: National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).
 * International Society for Technology in Education (2007) //[|National Educational Technology Standards for Students]// Eugene, OR: ISTE.
 * International Society for Technology in Education (2008) //[|National Educational Technology Standards for Teachers]// Eugene, OR: ISTE.


 * Readings: **
 * Meir, B. (2006) //Concept-Rich Mathematics Instruction//. ASCD: Alexandria, VA. ISBN 978-1-4166-0359-7
 * Lockhart, P. (2009). //A Mathematician’s Lament.// Bellevue Literary Press: New York, NY ISBN 978-1-934137-17-8
 * Moses, R. & Cobb, C. (2001). //Radical Equations: Civil Rights from Mississippi to the Algebra Project//. Beacon Press: Boston, MA. ISBN 978-0-8070-3127-8


 * NCTM Membership: **
 * Join the National Council of Teacher Mathematics.[|Student e-Membership].
 * Purchase //Making it Happen// [|e-book] after you purchased your NCTM membership. Member Price $9.95


 * __COURSE DESCRIPTION__: **

Welcome to Methods for Teaching Secondary/Middle Mathematics: Methodological, curricular and professional issues in mathematics education, grades 7-12. Focus includes the following topics: high school and middle school math; implementation of curriculum, instruction, and assessment; connections to local, state and national standards; mathematics anxiety and avoidance; use of materials; problem solving; use of technology; professional development and leadership. This course must be completed with at least a grade of C prior to student teaching in Secondary Mathematics. Prerequisite(s): Secondary/Middle majors; EDU 221; Professional Standing; and at least 24 credit hours in math or computer science at or above MAT 141M or COS 140.

**//__ESTABLISHED GOALS__: Common Core Teaching Standards//**

Standard #1: Learner Development. The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allows each learner to reach his or her full potential. Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, encourage positive social interaction, active engagement in learning, and self motivation.
 * __// The Learner and Learning //__**

//__ **Content** __// Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners. Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher's on-going planning and instruction. Standard #7: Planning for Instruction. The teacher draws upon knowledge of content areas, cross -disciplinary skills, learners, the community and pedagogy to plan instruction that supports every student in meeting rigorous learning goals. Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
 * __//Instructional Practice//__**

Standard #9: Professional Learning and Ethical Practices. The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
 * __// Professional Responsibility //__**

__//**NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS (NETS-T)**//__

1. Facilitate and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the National Educational Technology Standards for Students (NETS-S). 3. Model Digital Age Work and Learning. Teachers exhibits knowledge, skills, and work processes representative of an innovative professional in a global and digital society. 4. Promote and Model Digital Citizenship and Responsibility. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. 5. Engage in Professional Growth and Leadership. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

**//__CONCEPTUAL FRAMEWORK:__//** **//University of Maine at Farmington//**

The University of Maine at Farmington prepares caring teachers, competent educators and confident professionals (C3TEP), grounded in the arts and sciences, who will become the educational leaders of the 21st century.

• Caring Teachers (CT) o Build respectful relationships o Create communities of learners o Support and encourage successful learning for all students o Honor and respond to differences o Utilize knowledge of human development

• Competent Educators (CE) o Design, plan, implement and evaluate instruction o Use best practices for instruction and assessment o Know content and strategies for integration o Communicate clearly and effectively o Solve problems creatively and constructively o Use the tools of a changing world

• Confident Professional (CP) o Collaborate effectively with families, communities, and colleagues o Practice reflective, self-directed, life-long learning o Demonstrate a commitment to ethical and legal responsibilities o Contribute to and lead in diverse societies

__** UNDERSTANDINGS: **__


 * Students will understand that... **
 * mathematics concepts are on a continuum and that mathematics is relevant and useful in the real world.
 * differentiating mathematics instruction is critical for the success of every learner.
 * there is a connection between curriculum, instruction, assessment and local, state, and national mathematics standards.
 * teaching mathematics requires appropriate usage of resources and materials, including technology.


 * __ESSENTIAL QUESTIONS__: **


 * How are mathematics concepts relevant and useful in the real world?
 * Why is it important to differentiate mathematics instruction for every learner and consider the continuum of mathematics concepts?
 * What are the connections between curriculum, instruction, assessment and local, state, and national mathematics standards?
 * How do you select the appropriate resources and materials, including technology, to teach mathematics?


 * Students will know... **


 * how to align instruction to the Math Common Core State Standards.
 * how to balance technology, pedagogy and math content in a lesson plan.
 * how to motivate students to learn math.
 * how to use assessment strategies to improve learning of math.
 * how to evaluate resources for teaching math.


 * Students will be able to... **


 * design a unit and lesson plans (curriculum, instruction and assessment).
 * utilize diagnostic results to differentiate instruction.
 * critique the appropriate formative assessment “checking for understanding” as part of instruction and develop appropriate summative assessments.
 * reflect on their work in order to improve instruction.
 * consider the local, state and national standards when designing a unit.
 * analyze the different strategies, approaches and resources (including technology) used in teaching mathematics.

__** PERFORMANCE TASK: **__

Mathematics Unit – Create a unit using Understanding by Design in one of the conceptual categories in The Common Core State Standards for Mathematics. Develop the supporting lesson plans using the University of Maine Farmington Lesson Plan Template and incorporating the Technological Pedagogical Content Knowledge (TPACK) Model; the Substitution, Augmentation, Modification, Redefinition (SAMR) Model for Enhancing Technology Integration; and the National Educational Technology Standards for Students (NETS-S).

__** SELF-ASSESSMENT AND REFLECTION: **__ Pre and post personal philosophy of mathematics teaching and learning.

__** EXPECTATIONS: **__

Teaching is a profession and this course is about teaching and learning. Participation is a critical component of learning and you are expected to arrive to class on time and attend all classes. If an emergency arises, please notify us by phone or e-mail prior to the class.

Assignments are required to be turned in on time, unless prior arrangements have been made in advance. You may have the opportunity to redo some assignments, if they are turned in on time the first time. Redone assignments will be due one week after being returned to you. You must submit the original work, rubric, the revised work and a brief statement of the improvements you made to the assignment. All assigned work must be typed on a word processor using Times font, 12 point font, left justified and free of typographical, spelling and grammatical errors. Please keep a copy of all work submitted until the final grade of the course has been determined.

Academic honesty and integrity are important to the teaching profession. The University of Maine Farmington's (UMF) Code of Academic Integrity is enforced in this course and students are expected to educate themselves. Please take the time to review the code, which is included in the on-line catalog at http://catalog.umf.maine.edu/show.php?type=subcategory&&id=37

Statement on Equal Opportunities - In Accordance with the Americans with Disability Act, students who have documented disabilities will be provided with appropriate accommodations. You must request accommodations in a timely manner through official university documentation. Contact Clair Nelson in the Learning Assistance Center (claire@maine.edu or 778-7295). Then we can discuss, confidentially, how we might best help you.


 * __BENCHMARKS__: Total Points: 700 **

You will create a philosophy statement that answers these four questions: 1) How and what pedagogy will influence your students’ learning of mathematics? 2) How will you know your students understand the mathematics content knowledge? 3) What is the role of technology in teaching and learning mathematics? 4) How do you balance pedagogy, content and technology?
 * Philosophy of Mathematics Teaching and Learning (Pre (20)/Post (30)) - 50 points (Standard #3, #7, #8, NETS 1, CT, CE, CP) **

You must be present and actively engaged in all aspects of the course. You will need to be prepared and a contributing member in all the learning components of the professional leaning community. Teaching is an art and requires dedicated students who will collaborate with one another and are not afraid of taking risk in the process of developing their personal philosophy of mathematics teaching and learning and its implementation. Math Journal Entries will reflect your thinking and writing as a professional math educator.
 * Attendance and Participation in the Learning Process - 100 points (Standard #9, #10, NETS 5 CP) **

You will give a presentation based on one of the chapters in Number Theory for Elementary School Teachers. You will present an overview of the historical perspective, developmental perspective, and the problem set. Building on the developmental perspective in the book you will research and present developmentally appropriate strategies for middle and high school students who need to acquire an understanding and the basic skills. This interactive and hands-on presentation will be between 30 and 45 minutes.
 * Number Theory Presentation - 75 points (Standard #1, #2, #8, NETS 1, 2, CT, CE) **

You will create a mathematics unit using Understanding by Design (Stage 1 and 2) and supportive lesson plans utilizing the UMF Lesson Plan Template and NCTM Process Standards (Problem Solving, Reasoning and Proof, Communication, Connections, and Representation) as part of the Teaching and Learning Sequence (Stage 3). The Connections will include a least one service learning or community-based component. Each lesson will utilize one of Posamentier and Krulik motivational strategies.
 * Mathematics Unit/Lesson Plans - 200 points (Standard #1, #2, #3, #4, #5, #6, #7, #8 NETS 1, 2, 3, 4, CT, CE, CP) **

With teammates, you will give a demonstration/presentation in which you illustrate the use of a technology in mathematics using the SAMR model. Show examples of the four levels: substitution, augmentation, modification and redefinition and how you would use the technology in a math lesson. At least one example needs to include modeling as defined by CCSS and as included in every NCTM content strand. Also, your team will address the ethical and legal implications (or potential problems) of using this technology.
 * Technology Demonstration - 75 points (Standard #8, #9, #10 NETS 1, 2, 3, 4, 5, CE, CP) **

With members of your technology demonstration team you will create a middle school math lesson plan using TPACK and the transformation levels (modification and/or redefinition) of SAMR. You will have 60 minutes with 8th grade gifted and talented students to teach a concept in your team's conceptual area (Algebra, Geometry, Statistics and Probability).
 * Teaching a Lesson to Middle Level Students - 75 points (Standard #1, #2, #3, #4, #5, #6, #7, #8, #10 NETS 1, 2, 3, 4, CT, CE, CP) **

With members of your technology demonstration team you will create a learning experience using TPACK and the transformation levels (modification and/or redefinition) of SAMR. You create a standards based activity for ELL high school students.
 * Facilitate a Learning Experience with English Language Learners (ELL) - 75 points (Standard #1, #2, #3, #4, #5, #6, #7, #8, #10 NETS 1, 2, 3, 4, CT, CE, CP) **

You will create a personal collection of artifacts and resources accumulated during the semester. Using a technology of your choice, organize all the components using a system that you can access and continue to contribute to as a professional educator.
 * Digital Teacher’s Manual - 50 points (Standard #9, #10, NETS 1, 2, 3, 4, 5, CE, CP) **


 * GRADING SCALE: **

A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82), C+(77 - 79), C (73-76) C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59).