2009-2010

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 in the Atlantic Canada Curriculum and supported by agencies such as the National Council of Teachers of Mathematics;
• 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.

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://nctm.org/standards/ where you can read an executive summary or sign up for a 120 day free trial to get full access.

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.

Attendance

Students are reminded that attendance is mandatory for all B.Ed. classes. If you are unable to attend class and have a legitimate reason for doing so, you should send an email prior to the class advising me of the reason why you are unable to attend. You will be expected to make up any missed work. If you accumulate two or more unexplained absences you will be reported to the B.Ed. chair.

Equity and Respect

The Faculty of Education is committed to providing an environment of equity and respect for all people and to educating faculty and students in developing teaching and learning contexts welcoming to all.  Our intentions are to work alongside you to shape a classroom space and teaching practice which appreciate, foster and promote values of human dignity, equity, non-discrimination and respect for diversity.

Secondary Mathematics Assignments

Note: All course assignments must be submitted in all classes before individual students are permitted to begin practicum. While individual excellence will be rewarded, it is expected that the class average of marks will normally fall between 78 and 84.

Semester One

Problem Solving Assignment (5%) Students will be expected to sign up for a day between Sept. 14, 2009 and Nov. 9, 2009. 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. You will submit both the problem and the curriculum connections document.

Engaging and Open Activities (15%) Due October 19 or 21, 2009

q     You will be randomly assigned to a group of three and each group will be randomly assigned a specific math course at the secondary level.

q     Your group will choose a unit from your assigned course for which to develop a series of 5 to 6 engaging activities. You should include at least two of the following types of activities:

o       An open activity (in process and /or product)

o       An example space activity

o       An investigation or inquiry activity

o       A non-routine problem

q     You will also work on a 2-3 page write-up collaboratively. The write-up should include:

o       the Atlantic Canada Curriculum outcomes addressed by each activity

o       pre-requisite knowledge required to do each activity

o       notes to teacher on each activity including set-up procedures, materials required, and a description of the expectations for student participation

o       strategies for adaptations and extensions

o       assessment notes for the activity

q     You will present your activities in class and allow your peers time to engage with the tasks.

q     You will submit:

o       Your write-up

o       Each of the activities

o       A one page reflection (written individually) from each group member that focuses on the process of developing and implementing the activities

Unit Plan (25%) Due dates vary, see each component below.

Part A: Initial Lesson Plan (Due September 30, 2009)

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 October 28, 2009)

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. Three additional lesson plans developed in full. You should include the lesson plan that was submitted for part A with revisions based on the feedback.
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 28, 2010

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 from March 1 - 5, 2010.

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.

o       A lesson implemented during field experience along with reflections and recommendations.

o       Two additional lesson plans each from different grades and different strands than the above parts

¦     Learning Centers: You may work with a partner or in a group of three for this piece. Choose a topic (Not from your Unit Plan) and grade level, then create at least 5 learning center activities that would engage students in learning the mathematics and enable the teacher to assess student understanding. The tasks should be designed so that all students can participate. They should also have sufficient variety so that students can engage with the center multiple times. Include:

o       Outcomes addressed by the learning center activities.

o       Instructions and print resources for all center activities.

o       Assessment tools for each center activity.

¦     A reflective writing component including:

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 (but not limited to):

§         The role of technology in the mathematics classroom

§         Homework

§         High stakes testing

¦     A collection of good problems / tasks:

o       Include your engaging and open tasks assignment from first semester

o       Throughout the year you should work at collecting and designing additional open problems and tasks that allow for all students to contribute in a meaningful way. You should collect at least 10 middle school (6 to 9) problems or tasks and at least 10 for high school (10 to 12).

¦     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 (10%) Due March 9, 2010.

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. You may also want to include activities for our visitors that allow them to engage with the mathematics.

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.