Knowing and Learning in Mathematics and ScienceEDC 385G Time: Wed 5-8PMPersonal InformationDr. Anthony Petrosino Email : [email protected] Professor Office: 512-232-9681Sanchez Building, Room 462-A Fax : 512-471-8460 The University of Texas at AustinAustin, TX 78712 Office Hours: Wednesday 1PM—3PM and by appointmentCourse Number: EDC 385GCourse Name: Knowing and Learning in Mathematics and ScienceRoom Number: SZB 438Unique Number: 085251 . Course Overview: The purpose of this course is to understand different approaches to theorizing and studying mathematics and science learning and epistemology as representedby developments in mathematics and science, educational research, and other social science fields. The course is centered upon the recent publication of the National Academy of Sciences publication “How People Learn” and will consider theories of learning mathematics and science in light of understanding and advancing students' learning, classroom interactions, and the organization ofschools. Issues specific to learning mathematics and science are considered, with attention to the rationale for content-specific theories. Readings will include theoretical expositions, syntheses of empirical research, and case studies of thinking and learning. This course attempts to synthesize the scientific basis of learning mathematics and science. The scientific achievements include a fuller understanding of: (1) memory and the structure of knowledge; (2) problem solving and reasoning; (3) the early foundations of learning; (4) regulatory processes that govern learning, including metacognition; and (5) how symbolic thinking emerges from the culture and community of the learner." A majorproject will focus on studying students' thinking in a particular mathematical or scientific domain. 2. Course ExpectationsPrepare for and participate in class discussion and class work.Hand in a weekly critique of an assigned article. Leading class discussion - Each week a different member(s) of the class will be asked to lead the class discussion. Discussion leaders will be responsible for initiating the discussion with a summary of the week’s readings, for posing questions concerning the readings, and for summarizing the group’s perspectives on the topic. The summary should be no longer than 15 minutes in length in order to allow time for discussion. The format may be a discussion or it may take other creative forms including small group activities, role-playing, brainstorming, etc. Discussion leaders should contact the instructor with plans no later than Friday of the previous week.Participation in class– A major goal of this class is for you to be able to articulate your understanding of theories related to problem-based learning and to describe issues regarding the design of problem-based learning environments. Class discussion is crucial to the development of this skill. By participating in a critical debate of the week’s readings, you and your classmates will improve yourability to speak publicly about issues and ideas and to question (politely) the positions of others. A second goal of this class is for you to learn to work collaboratively to produce a complex project. Part of class time will be used for group project meetings. Missing class puts an unfair burden on the rest of your project group. Attendance – Class discussions are an extremely important part of learning and on-time class attendance is mandatory. If you must miss class, please notify me in advance to discuss the situation. In order for an absence to be excused, students must complete a writing assignment on the discussion topic for that day in addition to the regularly assigned reflection paper. The writing assignment is due within two weeks of the missed class or by the last meeting of class whichever comes earlier.Course research project – 2 OptionsTRADITIONAL: Conceive, implement, analyze and write-up a research project utilizing clinical interviews.NON-TRADITIONAL- incorporate the LEGACY cycle (more details to follow) in the development of a unit you create founded on the principle of the How PeopleLearn framework. 3. Required MaterialReadings – Reading scholarly articles is the primary means for keeping abreast ofdevelopments in the field of the learning sciences. Learning to critique these articles and relate them to your work is an important part of the lifelong learningrequired in today’s rapidly changing world. Each week you will be assigned one or more book chapters or journal articles on a topic related to learning in mathematics and science education. These articles form the basis for your work in this course and it is essential that you read these articles and reflect on them prior to coming to class.The readings can be found in two books and a course pack. The books are: How People Learn : Brain, Mind, Experience, and School by John D. Bransford (Editor), Ann L. Brown (Editor), Rodney R. Cocking (Editor). (also available on the Internet at http://www.nap.edu/books/0309070368/html/). Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexander, VA:ASCD.The course pack can be purchased at Speedway Copying and Printing in the Dobie Mall (512-478-3334). They are open Monday-Friday from 8am-6pm and onSaturday from noon – 6PM. This year we will be using Netpaks.com which willoffer you the choice of downloading the course packet from a browser or picking up a hard copy of the course pak in the brick and mortar store in the Dobie Mall. CLASS MEETINGSDiscussion topics, assigned readings, and class activities8/29 Week 1 Introduction to Course9/5 Week 2 Overview of the Learning SciencesBransford, J., Brophy, S., and Williams, S. (2000). When computer technologies meet the learning sciences: Issues and opportunities. Journal of Applied Developmental Psychology. Vol. 21(1) 59-84.CTGV (2000). Lessons in Anchored Instruction: Lessons from beyond the Ivory Tower. HPL: Chapter 1: Learning- From Speculation to Science9/12 Week 3 Knowledge Centered 1Bransford, J.D., & Schwartz, D. (1999). Rethinking transfer: A simple proposal with multiple implications. In A. Iran-Nejad & P.D. Pearson (Eds.), Review of research in education (Vol.24, pp. 61-100). Washington, DC: American Educational Research Association. HPL: Chapter 3: Learning and TransferChapter 4: How Children Learn9/19 Week 4 Knowledge Centered 2Vellom, R. P. and Anderson, C. W. (1999). Reasoning