TeachingSecondarySchoolMathematicsMATH4090

Spring2013

Teaching is not brain surgery; it is far more complex and difficult to practice effectively." --J.S.C. Emina Alibegovic Office: JWB 312 Phone: 581-67101 email: emina@math.utah.edu Course website: Amanda Cangelosi Class Meetings: JWB 213 T, Th 7:30 10:15 am 2 585-7670 LCB 121 or East High cangelos@math.utah.edu [note the missing i]

https://sites.google.com/site/math40905sp13/

Office hours: We will generally be available after class, but also by appointment. Required Materials Cangelosi, J.S. (2003). Teaching mathematics in secondary and middle school: an interactive approach (3rd ed.). Upper Saddle River, NJ: Prentice-Hall, Inc. Utah Core State Standards - http://www.schools.utah.gov/CURR/mathsec/Core.aspx or http://illustrativemathematics.org A middle school/high school textbook to be checked out from the curriculum library Summary of Course Math 4090 is an invitation to the academic culture of the mathematics teaching profession. You will learn research-based techniques and strategies that lead secondary and middle school students to discover, create, appreciate, and utilize mathematics. The rationale for the course is further articulated in the preface of our textbook. You will learn how to create and implement lessons, keep students engaged, and comprehend the vision of the Utah Core State Standards mathematics curriculum. The following is an excerpt from the syllabus for the equivalent course at the University of Michigan given by Patricio Herbst, which we wholeheartedly support:
Across all of those activities that we will discuss, learn, and practice, there are two general, cross cutting themes. One of them is the need to use (and, actually, develop) our knowledge of the discipline of mathematics in order to teach mathematics for understanding. Your study of mathematics has hopefully prepared you to understand difficult mathematical ideas and to propose and solve interesting problems. You have also become aware of what it means to do mathematics and what mathematics is as a discipline. We expect you to use your knowledge of and skills in advanced mathematics (and not the least, your love of mathematics as well as of children) to look at how this beautiful discipline can be taught and to decipher what students think. From the perspective of a student majoring in mathematics in college, the ideas of school mathematics may look straightforward. Yet, to be able to teach those ideas in a way that honestly represents the nature and the value of the discipline, as something that makes sense, that can be understood and used, is not an easy task. This course will help you think about how mathematical ideas can be developed and used in school in ways that honestly represent the discipline of mathematics.

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Teach hingSecondarySchoo olMathem maticsMA ATH4090

Spring2013

A secon general the that pervad this course is to learn how to use the ma nd, eme des e w athematics cl as a place for the cultivat lass tion and public exercise of th intellect of a children. Par of what it c he all rt means to be edu m ucated includes to be able to state ones poin precisely, to assert ones ri s s nt o ight to th hink before com mmitting an op pinion, to argue ones point, a well as to lis to others, t be e as sten to co onvinced if the argument is compelling, or if one disagre to be able t know what i is that eir r ees to it on disagrees with, etc. Part of what it means to learn to liv in a democra means that you learn ne w f s ve acy t to require and ac o ccept good reasons for doing things, rather than submit to or exercise o au uthoritarianism Mathematics can be great training ground for students to learn to rely on reason, m. s t ds y a true instrumen of democratization. But, so nt ometimes it fail to serve that purpose Ma of ls t any hose intellectua and civil qua al alities are at sta when we te ake each, and we n need to learn ho to foster ow th th hem. How can we make our mathematics cla into one th promotes in w m ass hat ntellectual diver rsity and th celebrates humanity at the same time tha we teach the curriculum. hat h e at e

Ma 4090 is not a panacea fo teaching mathematics. Y will not m ath or m You magically bec come a good m math teacher af taking this class. In fac even after you have taug for a coup of years, y will proba fter ct, y ght ple you ably think that you are a terr rible teacher, and you will have a long l of areas in which to im l list n mprove. If, eve en y aching, you do not think th you have r o hat room for impr rovement, the you actuall are en ly after many years of tea terrible. ntrary to grow wing popular opinion, Math Education i not about p h is preparing children for colle ege Con nor career Should col rs. llege or vocat tional prepara ation be a resu of your tea ult aching, great; but the ; philosoph of Educatio is much lar hy on rger and deep important than that. (St ply tudy the comi (from ic www.xkcd.com) and it mouseover text below.) ts

Mouseover tex M xt: The only thin you have to know are h to ngs how make enough of a livin to stay aliv and how to get your taxe ng ve o es done. All of th fun parts o life are opti d he of ional."

A question for you: r Why do st tudents relent tlessly deman their teache justify the nd ers eir learning of mathematics, but not thei learning of other subject f ir f ts?

Another great Randall Mun A t nroe quote, w which Amanda finds releva to a ant the comic: t I never trust a I anyone who's more excited ab m bout success than about do oing the thing g they w want to be suc ccessful at."

TeachingSecondarySchoolMathematicsMATH4090

Spring2013

Assignments and Grade Determination Assignments and handouts will be posted on the course website after each classlook in there for assigned readings and homework in case they change (and they will) from our original plans. We are going to assume that you have access to the internet and will receive all communications sent to the email address you provide us on the first day of class. You are most welcome to provide feedback, written or oral, personal or anonymous. There is a link on the course website that will allow you to do any of those. Homework (20%) You will be assigned extensive homework almost every day of class. Assignments typically include about 50 pages of reading followed by thoughtful reflective writing. Each homework must be posted on your website by midnight on Sunday before the class meets This is so that Amanda and Emina can review your work in preparation for discussion during the next class. Opportunities (20%) Your opportunity to demonstrate what you learned from Chapter 1 will be assessed by an in-class test January 17th, and your opportunity to demonstrate what you learned in Chapters 2 and 3 will be assessed on January 31st. Lesson Plans and Presentations (30%) You will create four lessons based on what you will learn from Chapters 5 and 6, and you will present each to a subset of the class. Unit Plan (10%) You will create a unit plan of your choice, in accordance with Chapter 4 and cross-referenced with the Utah Core. This will be due on February 3rd and final version will be due on March 2nd. Portfolio (10%) The products you create will help you build your portfolio. Your portfolio will be housed on the world wide web at a service of your choice. Specific requirements for the portfolio will be outlined in the assignment description. Attendance (10%) This course should be treated as your teaching job. You will not skip going to school without notifying your administration and preparing adequately for your day away; likewise, this semester you will be prepared for every class as if you were teaching it. What to Expect During Class Meetings During the 7.5 weeks of our course, we will read nearly the entire textbook and our routine will correspond to the following rough agenda: 1. 2. 3. 4. Exploration of a Secondary Mathematics Activity Discussion of Assignments and Readings Portfolio Development Presentation of Lessons

TeachingSecondarySchoolMathematicsMATH4090
Use of internet in this class

Spring2013

Internet is an awesome resource and you should use it. However, you would not be happy if your students looked up the solution of their homework problems online, and neither will we. You can search for inspiration, and for ideas, but the work you submit and present should be your own. From the Student Code: Plagiarism means the intentional unacknowledged use or incorporation of any other person's work in, or as a basis for, one's own work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as one's own, without attribution, any other individuals words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression. ADA The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations.