University of Texas at El Paso
College of Education
Department of Teacher Education


SCED 4367
"Teaching Mathematics in the Secondary School"


Instructor: Dr. Mourat A. Tchoshanov
Office: EDUC603
Phone: (915) 747-7668
E-mail: mouratt@utep.edu		 Semester:
Sections:
Room:
Office hours:


Required Text Selected books and readings



Course Objectives

  1. Explore innovative learning theories and techniques of teaching and learning mathematics: problem-based, inquiry, open-ended approach.

  2. Study how to apply general and content methods of teaching and learning secondary mathematics in diverse classroom settings.

  3. Help the students to create successful learning environment in teaching and learning of secondary mathematics.


Course Structure

Each class session will consists of a brief lecture and/or students’ presentation, problem solving activities and interviews, and group discussion of actual fragments of secondary mathematics teaching. Most of the teaching episodes will be micro-lessons created and taught by students. The discussion will focus on how the lessons exemplify the given standard, on how to assess the effectiveness of the lesson, and on modifications and improvements.


Course Syllabus

Class Topic/Issue Presentations
1. Introduction and Overview. Reflection on Learning and Teaching of Mathematics Experiences.
2. Standards and Current Reform Movement. Rethinking the Goals of School Mathematics. Web Site Inquiry.
3. Developing Students’ Mathematical Problem Solving Skills. Problem Solving Peer Interview. J. Polya
4. Conceptual vs. Procedural Understanding of Mathematics Concepts. Web Site Inquiry. R. Skemp
5. Constructing Mathematical Knowledge through Inquiry. Problem Solving Peer Interview. R. Borasi
6. Open-Ended Approach in Teaching and Learning of Mathematics. Web Site Inquiry. Sh. Shimada
7. Visualization and Development of Geometric Thinking. Technology in Teaching and Learning Mathematics. Problem Solving Peer Interview. P. Van Hiele
8. Multicultural Mathematics Classroom: Teaching Techniques and Learning Activities. Web Site Inquiry. C. Zaslavsky
9. Alternative Assessment Techniques in Mathematics Classroom. Problem Solving Peer Interview. J. Stenmark
10. Developing Number Sense and Operation: Models, Manipulatives, and Word Problems. Web Site Inquiry. Teaching
Micro-lessons.
11. Constructing In-depth Understanding of Patterns, Functions, and Algebra Concepts. Problem Solving Peer Interview. Teaching
Micro-lessons
12. Development of Geometric and Spatial Thinking. Obtaining Real-Life Measurement Skills. Web Site Inquiry. Teaching
Micro-lessons
13. Inquiry-based Teaching and Learning of Data Analysis, Statistics, and Probability. Problem Solving Peer Interview. Teaching
Micro-lessons
14. Constructive Visualization in Teaching and Learning Calculus Concepts. Web Site Inquiry. Teaching
Micro-lessons
15. Final Examination



Course Requirements

  1. It is expected that students will attend all classes and actively participate in class discussions.

  2. On-going math journal writing including student’s own thoughts, questions, and classroom reflections. Student journals will be collected and rated at least twice during the semester.

  3. Portfolio: The portfolio will be developed during the semester, will be reviewed, and rated at the end of the semester.


The Complete Portfolio must include the following components (all assignments are to be type-written, double-spaced, 12 pt. Font, 1 inch margins):

  1. The Critique (both positive and negative aspects) of a teaching resource such as a unit (a minimum of three lesson-plans) found on the World Wide Web (or a published resource) (5-7 pages). Include copies of the critiqued sources.

  2. Book Review - to be presented and discussed in class – each student must distribute an outline of presentation with examples of classroom activities (6-8 pages).

  3. Two Exemplary Problem Solving Protocols (PSP) (1-2 pages each) of peer interviews, including the description of problem solving process (how the problem was solved, what techniques have been used, what questions have been asked, etc.).

  4. Two Exemplary Lesson Plans (5-7 pages each) for the chosen grade level, including detailed description of teacher’s and students’ actions and a set of classroom activities related to the Standard. One of the lesson plans is for teaching micro-lesson in class, and the second one – for lesson videotaped in an actual classroom setting at school.

  5. Lesson Videotape (20-25 min) should include a fragment of student’s teaching of mathematics in an actual classroom setting in secondary school.

  6. The Reflection-paper on teaching and learning of secondary mathematics. This paper should also include reflection on your learning experience as you developed the portfolio and reflection on observed and conducted lessons.


Grade Distribution

Classroom participation/preparation 15%
Portfolio:
#1 - Critique 10%
#2 - Book Review 15%
#3 - Two Exemplary PSP 10%
#4 - Two Exemplary Lesson Plans 15%
#5 - Lesson Videotape 10%
#6 - Reflecion-Paper 15%
Journal 10%


Grading Scale:
90 - 100 = A (Excellent - 4.0) 80 - 89 = B (Good - 3.0)
70 - 79 = C (Average - 2.0) 60 - 69 = D (Passing - 1.0)
0 - 59 = F (Failure - 0.0)


Deadlines
 Course drop -
Complete Portfolio -


Notes

Selected Books


Main Page Syllabi Teaching Philosophy Course Materials
Math Education Links Visual Mathematics Activity Theory Vita and publications Photo Gallery