Expectations:Course Calendarwasl released items (Due WEEK 3)http://www.k12.wa.us/assessment/WASL/testquestion/2004/RIDMathGr10.docThey represent a range of problem types and a range of mathematics strands your students will be expected to know by 7th and 10th grades respectively. Take some time to study these released items. For each item do the following:Go through this process one test item at a time. Please take notes on your thoughts and insights as you go. We will spend some time discussing those insights in class.Some ideas about talking to studentsSecondary School Math Methods (5-12)The Evergreen State CollegeDr. Anita LengesHHOWOW CANCAN II CREATECREATE, I, IMPLEMENTMPLEMENT, , ANDAND SUPPORTSUPPORT MEANINGFULMEANINGFULMMATHEMATICSATHEMATICS LEARNINGLEARNING OPPORTUNITIESOPPORTUNITIES FORFOR ALLALL MYMYSTUDENTSSTUDENTS??Overview and goals:Mathematics is a subject that is notoriously difficult for many people. At the same time, success in mathematics is critical for students' future educational opportunities. The goal of this course is to help you learn to teach mathematics in a way that makes the content both accessible and rigorous. This workshop is intended to help you:(1) Understand the local and national orientation in mathematics instruction basedon research conducted in the past 2 decades on student learning. (2) Develop some understanding about mathematical inquiryOver these couple of sessions we will develop a framework for understanding mathematics teaching and learning. We will delve into more important ideas about problem-based instruction, inquiry, exemplary curriculum, and unit and lesson planning during winter quarter, 2007. Expectations:The quality of this course will depend on seriousness and thoughtfulness with which we address issues raised by the readings and our experiences. I view this course as a collaborative effort to learn, question, and make sense of some challenging but exciting ideas. Readings:If I do not provide a weblink for an article, I will hand you a copy of it.Burris, C., Heubert, J., Henry, L. (2006). Accelerating mathematics achievement using heterogeneous grouping. American Educational Research Journal 43(1), 105-136.1Horn, I. (2006). Lessons learned from detracked mathematics departments. Theory into Practice 45(1), 72-81. http://www.leaonline.com/doi/pdf/10.1207/s15430421tip4501_10 Martino, A. M., & Maher, C. A. (1999). Teacher questioning to promote justification and generalization in mathematics: what research practice has taught us. Journal of Mathematical Behavior, 18(1), 53-78.Mewborn, D. S., & Huberty, P. D. (1999). Questioning your way to the standards. Teaching Children Mathematics, 6(4), 226-227, 243-246.Available online (though it looses it’s formatting)http://0-proquest.umi.com.cals.evergreen.edu/pqdlink?index=17&did=46824373&SrchMode=3&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1142556593&clientId=10024&aid=1 Schoenfeld, A. H. (2002). Making mathematics work for all children: issues of standards, testing, and equity. Educational Researcher, 31(1), 13-25.Stigler, J.W. & Hiebert, J. (1999). Teaching is a cultural activity. In The Teaching Gap. Pp. 85-101.NCTM Principles and Standards for School Mathematics Chapters 1-3Go to http://www.nctm.org. Select <NCTM Standards>90-Day Free Access to Full Document Sign up and log in for free access to the complete Principles and StandardsHowever – I would strongly advise you to join NCTM. It is an important professional organization to join. 2Course CalendarWe will meet from 1-4pm every Tuesday for the first four weeks of this quarter. We will continue our inquiry into mathematics teaching winter quarter in preparation for your spring placement.WEEK CLASS READINGSWeek 1Tuesday April 4th What is going on in mathematics classrooms? What systems and structures support student learning? What is problematic? Read in this order:Schoenfeld (2002)Burris (2006)Horn (2006)Discuss with teacher thatyou need to conduct a math interview with a student during Week 3.Week 2Tuesday April 11th National vision for math educationMeet together to discuss readings and answer guiding questions. (You may choose to meet in an alternate location. Anita will not be here.)NCTM Standards Chapters 1-3Search National Council of Teachers of Mathematics website: http://www.nctm.org Week 3Tuesday April 18th Teaching as a cultural activity. Framingstudents’ mathematical understanding both in terms of life experience and prior mathematical knowledge and experiences.(Conduct student interview around a mathematical idea. Turn in next week.)Bring your Math EALRs/GLEs from fall quarterDownload the 2004 WASL released items. See “WASL Released items” later in syllabus for description of what to do.Stigler, J.W. & Hiebert,J. (1999)Week 4TuesdayApril 25th Questioning that promotes reasoning(Discuss and turn in interview)Mewborne & Huberty (1999); Martino & Maher (1999)34WASL RELEASED ITEMS (DUE WEEK 3)Download the 2004 Grades 7 & 10 WASL released items for math. http://www.k12.wa.us/assessment/WASL/testquestion/2004/RIDMathGr7.doc http://www.k12.wa.us/assessment/WASL/testquestion/2004/RIDMathGr10.doc They represent a range of problem types and a range of mathematics strands your students will be expected to know by 7th and 10th grades respectively. Take some time to study these released items. For each item do the following: Solve the problem yourself as if you were taking the test Examine the Percent Distribution as students responded across the state.Consider what a student would have had to do to answer each question correctly and incorrectly. What is the logic behind incorrect solutions? (This will help you understand the complexities in the problems as well as the logic in students’ incorrect solutions.) Look carefully at the Strand and Learning Target for the problem. What is being assessed? (This will help you see the relationship between the Essential Academic Learning Requirements, Grade Level Expectations, and the WASL.)Go through this process one test item at a time. Please take notes on your thoughts and insights as you go. We will spend some time discussing those insights in class. CONDUCTING A STUDENT INTERVIEW (CONDUCT 2 – WRITE-UP ONE)This will give you a chance to elicit students’ ideas and ask clarifying questions. You might be surprised how difficult it can be to avoid leading students to your answers and strategies. Talk to your cooperating