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!1!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: [email protected] 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!2!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


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ASU MTE 494 - Syllabus

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