MTE 484 Fall 2010 Advanced Methods of Teaching Secondary Mathematics Course Information Prerequisite MTE 482 Meetings Location T Th 3 00 4 15 ECG 317 Instructor Dr Luis Saldanha Office Location ECA 391 Office Hours T Th 4 30 5 30 Otherwise by appointment Phone 480 965 5350 Email Address luis saldanha asu edu Course website http math asu edu saldanha MTE494Webpage pages 19 html Materials Teaching Secondary School Mathematics by Lee Peng Yee optional resource book Student membership in NCTM required Geometers Sketchpad computer program for geometric constructions ASU site license Quicktime installed on your computer You will be watching video that shows teachers teaching and students thinking It is all in Quicktime format If you have a PC go to Quicktime for Windows If you own a Mac then you already have Quicktime About This Course This is both a mathematics course and a course about mathematics pedagogy but it will address both of these components in non traditional ways The mathematical core of the course will focus on ideas of quantity and quantitative reasoning and their foundational role across the 7 12 mathematics curriculum In this course you will often first be students of mathematics yourselves and then leverage this experience to reflect on specific issues of learning and teaching that mathematics As such the course has three foci as objectives That you refine your image of what it means for students to learn mathematics well That you expand your thinking about what makes powerful mathematics tasks and curricula That you develop a mature image of mathematics teaching In other words the overarching objective of the course is that you develop and refine your image of the mathematics that you will teach the mathematics that your students will learn and how your teaching connects them Another focus of the course will be to address how to teach mathematical ideas Without ideas procedures are meaningless soon forgotten and easily confused with other procedures We will address this in specific contexts drawn from the 7 12 mathematics content such as how to teach ideas like fraction ratio rate of change linear function angle measure trigonometric function etc A key tool for supporting your ability to teach mathematics for understanding of ideas is the 1 notion of a conceptual conversation 1 You will develop your ability to design and hold such conversations in the context of purposeful instructional interactions with students and others To aid you in accomplishing these objectives we will recurrently discuss and use the following Didactic Triad Thompson framework for guiding our thinking about these foci and interconnections among them The Didactic Triad Evaluation You will be evaluated on the following four categories of activities 1 Assignments 6 or 7 of them 2 Midterms 2 TBA 3 Project design a lesson sequence presentation 12 09 10 More specific information about each of these activities including evaluation criteria will be provided on the course website at the appropriate time as the course progresses 4 Regular attendance and participation in class are required and will be recorded Class participation entails engaging with in class activities to their completion contributing thoughtfully to related discussions and generally staying on task during the class periods More than a small number 2 or 3 of unexcused absences and or disengagement in class will affect your grade Grade Calculation Assignments 30 Midterms 30 Project 30 Attendance and participation 10 1 We will characterize this notion early in the course 2
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