2006-2007

St. Francis Xavier University

Secondary Mathematics Methods - Education 423

Broad Course Outcomes:

In this course students will:

• Develop strategies, including the use of manipulatives and technology, to assist in learning and instruction;
• Explore the critical issues of process, content, and assessment, in secondary mathematics;
• Understand the vision for mathematics education as outlined by the National Council of Teachers of Mathematics, and demonstrated in the Atlantic Canada Curriculum;
• Critical analyze current research in mathematics education and its implication for classroom teaching.

Materials:

There is no official text for this course; instead we will draw on a number of readings from various sources. Copies of all readings will be put on reserve in the resource centre for your convenience. When possible, electronic links will be put on the class web site as well.

Other important documents you will want to have access to:

NCTM (2000). Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics

This is available on-line at http://standards.nctm.org/ where you can sign up for a 120 day free trial. Fill out the form and you will be sent an email with your access information. You will need to follow the link in the email to access the log-in page rather than going back to the link above; this seems to be the only way it works. We will be using this document extensively during the first semester.

Nova Scotia Curriculum Documents for Grades 7 to 12.

These documents are available to be borrowed from my office and are also available in the resource center. Many students may wish to have copies of their own. These can be ordered for free from the Nova Scotia Department of Education on their website at www.ednet.ns.ca (Click on Document Depot è Curriculum & Textbooks è Curriculum Documents for NS Schools è Curriculum Documents: MATHEMATICS (Download/ Order On-line) and choose the ones you want to add to your cart, put in your information and they should arrive in a reasonable amount of time).

University Policy on Academic Integrity

St. Francis Xavier University values academic integrity. Please familiarize yourself with the policy in section 3.9 of the academic calendar. Any infractions will be dealt with according to this policy.

Secondary Mathematics Assignments

Semester One

Problem Solving Assignment (10%) Students will be expected to sign up for a day between Sept. 18, 2006 and Nov. 1, 2006. The written component is due on the day of your presentation.

Part A: Problem Presentation

You will be responsible to choose a problem and present it to the class. The problem should be appropriate for a high school course. You will be expected to introduce the problem to the class as though you were the teacher. You will have 20 minutes for your presentation of which at least 10 minutes should be allotted for the class to work on the problem with you facilitating any necessary discussion. It may not be possible to come to a complete solution in the allotted time but that’s okay. You may take a problem from a book, journal, or the Internet, but be sure to cite the source. You may also create a problem of your own.

Part B: Curriculum Connection

You will identify curriculum outcomes from the grades 9 to 12 Nova Scotia provincial curriculum documents that could be addressed by this problem. You will create a one-page document that lists the various courses along with the specific curriculum outcomes that you identified. A brief discussion of these connections should be part of the presentation to the class.

You will submit both the problem and the curriculum connections document. Copies will be made for each class member and will become part of your Secondary Math Portfolio.

Article & Discussion (10%) Due October 4, 2006

You will work with a partner to choose an article from the Mathematics Teacher journal. You will each read the article and then meet to critically discuss the article exploring its implications for the secondary mathematics classroom. Together you will prepare a summary of the article and a summary of your discussion (approximately 2 to 3 pages double-spaced). Each pair will briefly present the article to the class and share a few points from the pairs’ discussion. This will become part of your portfolio.

Each group should choose a different article. Once you have chosen an article, please inform me so that I can ensure that no one else chooses this article.

Unit Plan (20%) Due dates vary, see each component below.

Part A: Initial Lesson Plan (Due October 11, 2006)

You will be expected to submit one lesson plan from your unit plan for feedback. No grade will be given, only comments. This will provide you with initial feedback to guide the rest of the development of your unit plan.

Part B: The Unit Plan (Due November 1, 2006)

Your unit plan must include:

1. A summary of the unit including the specific curriculum outcomes, a summary of each lesson, any required resources, and any additional information that might be necessary for the completion of the unit.
2. Each lesson plan developed in full. You should include the lesson plan that was submitted for part A. If you have made revisions based on the feedback from Part A you should include the new plan, along with the original plan with my comments.
3. An assessment plan including all assessment tools that will be needed (i.e. assignments, question prompts for discussions and interviews, quizzes and tests, etc.)

Semester Two

What does the research say about….? Paper (10%) Due January 25, 2007

As teachers we must also be researchers, reflecting on our daily practice and seeking new ways to improve our teaching. For the purpose of this research paper you are to choose an issue in mathematics education that you are interested in (i.e. high stakes testing, equity, differentiation of instruction, using manipulatives, etc.) and find at least three articles that pertain to this topic.  Write a review of what you have read, including your own thoughts and critical analysis.

Portfolio (25%) Interviews will be held between February 19, 2007 and March 2, 2007. Sign-up sheets will be made available during the first week of January, 2007.

You will be expected to create a portfolio for secondary mathematics education. This will include:

¦     A statement of your philosophy of mathematics education for secondary students.

¦     A curriculum planning component including:

o       The Unit Plan developed first semester, with reflections on the implementation;

o       A series of three consecutive lessons from another grade level and a different strand than the unit;

o       At least two additional lesson plans each from different grades and different strands than the above two parts.

¦     A reflective writing component including:

o       The article and summary that you did for the previous assignment;

o       At least 4 personal reflections (one page double-spaced) on articles read for class. It is suggested that these should be evenly divided between first and second semester articles.

o       At least 2 reflection pieces on issues in mathematics education such as:

§         The role of technology in the mathematics classroom

§         Homework

§         High stakes testing

¦     The Problem Solving Component which will include:

o       Each problem from the presentations in semester one with solutions;

o       A reflective piece on the role of problem solving in the secondary mathematics classroom (approximately 2 double-spaced pages).

¦     A resources component that could include:

o       Activities and games for secondary mathematics education

o       Lists of interesting web sites

o       Technology guides and resources

o       Posters

o       Any other additional resources that you feel are interesting or would enhance your teaching.

You will sign up for an interview during which time you will meet with me to discuss your portfolio. You will be evaluated on the content of your portfolio, however the interview will be your opportunity to emphasise to me what you feel are the key components of your portfolio.

Mathematical Investigation (15%) Due March 6, 2007.

Part A: Investigation

You will be expected to choose an investigation and work on it independently. Time will be allotted in class from time to time to allow you to ask questions of your classmates or to discuss your ideas about your investigation.

Part B: The Mathematical Investigation Fair

You will prepare a presentation of your mathematical investigation in much the same way you would prepare a science fair project. You should include the initial problem and a summary of your thinking as you progressed through your investigation. Possible solutions should be presented. Other classes will be invited to visit our math investigation fair so you should be prepared to answer questions.

Class Mark (10%)

Your class mark comes from attending regularly, being prepared for class each day, and participating in discussions, as well as DOING mathematics while in class.