SU DEPARTMENT OF MATHEMATICS AND COMPUTER SCIENCE
SYLLABUS (Tentative)
MATH 520
Middle School Mathematics in a Teaching
Context with Instructional Technology
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Background: |
New curricular developments in middle school mathematics based on the ADEPT Mathematics courses in Conceptual Algebra, Number Theory, Geometry; Data Analysis and Modeling have been explored and integrated with technology. |
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Objectives: |
To strengthen the background of teachers in the connection between mathematics content and instructional technology. The class will focus on developing mathematics curriculum for grades six through eight that is aligned with NCTM recommendations. |
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Intended Audience: |
Pre-service and in-service elementary and middle school teachers wishing to strengthen their mathematical background. |
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Prerequisite: |
Admission to Graduate Studies (student does not need to be
admitted to a graduate program however) |
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Text: |
Classroom notes, WebCT
(On-Line), Reference: Teaching Mathematics for the 21st Century, Methods
and Activities for Grades 6 –12. |
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Recommended Technology: |
Geometer’s Sketchpad,
Excel, Graphing Calculator, Probes, Electronic Data-Collection Devices and
Inspiration (computer software is
available in campus labs). |
Topics |
Hours
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Topic 1: Curriculum
Design and National Council of Teachers of Mathematics Standards 2000 A reintroduction to curriculum design as it relates to middle school mathematics programs implementing NCTM Standards 2000. In alignment with NCTM standards, "learning mathematics with understanding" (the Learning Principle); "technological tools and environments can give all students opportunities to explore complex problems and mathematical ideas," (the Equity Principle); a curriculum "is more than a collection of activities" and must be coherent, centered on important mathematics, and well articulated (the Curriculum Principle); and technology's influence on both students' learning and on what mathematics is taught (the Technology Principle) will be applied. |
3 |
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Topic 2. Analysis
of Mathematics and Technology
Integration from ADEPT courses A compilation of mathematical concepts and principles emphasized in Conceptual Algebra, Number Theory, Geometry; Data Analysis and Modeling will be constructed as a foundation for aligning middle school mathematics curriculum, noting the integration of technology in developing the mathematical fundamental understandings at the middle school level from these courses. |
6 |
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Topic 3. Technology
Integration Extended -Probes, Electronic Data-Collection Devices Additional technology application will be explored using
probes, electronic data collection devices and instructional software such as
Inspiration used in curriculum design.
A variety of calculator-based laboratories will be completed,
stressing the discovery-based learning approach. |
6 |
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Topic 4. Standards-Based
Curricula with Sample Lessons /Japanese
Lesson Study in Mathematics An examination of the five nationally reviewed middle school curriculum projects and Japanese “lesson study in mathematics” will be done, recognizing common development of instructional strategies and curriculum revision. A comparison of the projects with the mathematical fundamental understandings at the middle school level from the ADEPT courses will be completed. The projects are Connected Mathematics Project, Mathematics in Context, MathScape, Middle School Mathematics Through Applications Project, and Middle Grades Math Thematics (STEM). |
12 |
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Topic 5. Misconceptions
in Middle School Mathematics/Ways to View Learning Case studies illustrating misconceptions and error patterns
in algebra, geometry, and data analysis will be investigated in cooperative
learning groups. As learning styles
are examined, conditions in instructional development are reviewed for
possible misconnections. |
3 |
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Topic 6. Adapting
Existing Curriculum to Align with National and State Standards Modeling instructional sequences and recognizing needed student outcomes, existing middle school mathematics curriculum will be adapted to align the curriculum by developing long range plans. Emphasis will be placed on tasks, environment, discourse and analysis. Connections to Maryland Mathematics Content Standards will be made. |
3 |
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Topic 7. Alternate
Assessment Approaches Illustrating student outcomes using performance assessment and rubrics is one component of standards-based curricula, as well as using multiple sources of evidence. TIMSS Report, Maryland Core Learning Goals, High school Assessment and other state assessment programs will be reviewed. |
6 |
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Topic 8. Presentations of Sample Lessons from Standards-Based Long Range
Plan Presentation of an overview of an adapted standards-based
long range plan with a demonstration of one lesson sequence. |
6 45 |
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Assignments, class participation, group work, technology activities |
25 – 70% |
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Portfolio |
10 – 25% |
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Modified Long Range Plan |
10 – 25% |
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Presentation |
10 – 25% |
This course complies with the University Policy on
Writing Across the Curriculum. It is very
important to be able to communicate mathematics
effectively both orally and in writing.
Students must write a revised long range plan and
keep a journal or portfolio. In addition, all
assignments in this course require clearly written
interpretations of results of the data collection
performed.