Course SyllabusDepartment of Mathematics and Computer Science, Lincoln University
Parmentier, A. & Stepelman, J. (2006) Teaching Secondary School Mathematics, Seventh Ed. Merrill:Upper Saddle River, N.J.
NCTM, Principals and Standards of School Mathematics. NCTM:Reston,VA
***To be provided for each section***
This course is a study of strategies, techniques, materials, technology, and current research used in the teaching of mathematical concepts to high school students. Students will review the traditional and contemporary standards involved in teaching mathematics at the secondary school level; develop an awareness of the professional resources, materials, technology and information available for teachers; prepare unit and lesson plans with related assessment procedures on a variety of topics; and acquire teaching experience by taking part in individual tutoring, observation at a high school, and/or presenting lessons at the appropriate level.PREREQUISITE: Math Ed major, junior or senior status
COURSE GOALS- STUDENT LEARNER OUTCOMES:
The student should
TENTATIVE SCHEDULE OF WEEKLY ASSIGNMENTS:
COURSE ASSESSMENT- LEARNING OPPORTUNITIES*
ATTENDANCE - Students are expected to attend regularly and be prepared to discuss readings and assignments.
MATH JOURNAL - The journal should contain responses and reflections on readings, discussions, observations of students or classes, etc.
TEACHING - Students are expected to take part in hands-on teaching experiences as they arise either in classes at Lincoln or as field experience in a local school. Assignments may include, but are not limited to: tutoring individual students, working with groups, leading problem sessions, grading assignments, preparing and presenting a whole class lesson.
PORTFOLIO - Students will be assessed on a completed portfolio of assignments from the course. The contents will include but not be limited to:
1. Math Autobiography
Write a description of your experiences as a math student since childhood, good and bad, interesting and boring. What kind of teachers have you had, what methods do you remember, what worked and didn't work with you? How did things change as you got older- from elementary school, through middle school, high school, and into college? Be as complete and detailed as possible.
2. Report on NCTM Standards
Explain what NCTM means and what the purpose of the standards is. Give a descriptive summary of the standards for grades 9-12. Compare these with previously traditional methods of math instruction.
3. Syllabus or Class Contract
Devise a syllabus or class contract for a class including class policies on attendance, homework, grading, student behavior etc.
4. Lesson Plans - Notes and a Lesson Plan sheet for each of the 5 different topics (approved by the instructor), presented in class.
5. Unit Plan
The student will develop an outline for presentation of a unit which would include one of the prepared lesson plans (for example a chapter) with proposed assessment.
Each student will prepare an exam/quiz and develop a grading rubric.
A summary of and reflection of observations in a math class/students, either at Lincoln or during field experience at a local school.
8. Instructor Evaluation
Evaluation of a lesson(s) presented at Lincoln or in a local school.
9. Articles -Self-chosen and assigned
Give a summary of the content, a reflection of your thoughts, questions, etc on the article, and describe any applications to your future teaching. The five self-chosen articles can be taken from Internet sites or professional publications such as The Mathematics Teacher.
10. Midterm Essay Exam
The midterm exam will consist of short essays on the major topics students have read and discussed to date.
11. Reflection on the Course
The student will write a reflection on what they have learned from the course and how they hope to apply it in their future classroom.
GRADING STANDARDS- ASSESSMENT TOOLS
The grading scale guideline: **
Lincoln University uses the class method of teaching, which assumes that each student has something to contribute and something to gain by attending class. It further assumes that there is much more instruction absorbed in the classroom than can be tested on examinations. Therefore, students are expected to attend all regularly scheduled class meetings and should exhibit good faith in this regard. For the control of absences, the faculty adopted the following regulations:
Students are responsible for proper conduct and integrity in all of their scholastic work. They must follow a professor's instructions when completing tests, homework, and laboratory reports, and must ask for clarification if the instructions are not clear. In general, students should not give or receive aid when taking exams, or exceed the time limitations specified by the professor. In seeking the truth, in learning to think critically, and in preparing for a life of constructive service, honesty is imperative. Honesty in the classroom and in the preparation of papers is therefore expected of all students. Each student has the responsibility to submit work that is uniquely his or her own. All of this work must be done in accordance with established principles of academic integrity.An act of academic dishonesty or plagiarism may result in failure for a project or in a course. Plagiarism involves representing another person's ideas or scholarship, including material from the Internet, as your own. Cheating or acts of academic dishonesty include (but are not limited to) fabricating data, tampering with grades, copying, and offering or receiving unauthorized assistance or information.
3) The Student Conduct Code:
Students will be held to the rules and regulations of the Student Conduct Code as described in the Lincoln University Student Handbook. In particular, excessive talking, leaving and reentering class, phones or pagers, or other means of disrupting the class will not be tolerated and students may be asked to leave. Students who constantly disrupt class may be asked to leave permanently and will receive an F.4) The Core Curriculum Learner Competencies:
All courses offered through the Department of Mathematics and Computer Science require students to meet at least the following out of the 8 Core Curriculum Learner Competencies:(1) Listen and effectively communicate ideas through written, spoken, and visual means;
(2) Think critically via classifying, analyzing, comparing, contrasting, hypothesizing, synthesizing, extrapolating, and evaluating ideas;
(6) Apply and evaluate quantitative reasoning through the disciplines of mathematics, computational science, laboratory science, selected social sciences and other like-minded approaches that require precision of thought;
(8) Demonstrate positive interpersonal skills by adhering to the principles of freedom, justice, equality, fairness, tolerance, open dialogue and concern for the common good.
* The instructor of a given section of the course may make some modifications to the evaluation as well as to the rest of the syllabi including but not limited to; the grade weights, number of tests, and test total points.
**The grading scale guideline includes a 2-point flexibility.
Please consult with the department chairperson for any program updates or corrections which may not be yet reflected on this page _ last updated 9/10/2007.