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INTRODUCTION The Models of Teaching and Learning Mathematics course is designed to allow you to explore and reflect upon some of the foundational approaches taken toward learning mathematics and its instruction. We will investigate a variety of instructional methods ranging from the historical use of Socratic Questioning through current cutting edge thinking underlying Activity Theories and Social Constructivism. Each of these conceptual frameworks will be carefully analyzed in terms of what they look like from the perspective of the content necessities (i.e., what kind of mathematics does each foster, and what type does it delay), the instructional concerns of the teacher, and the psychological abilities of the learner. The primary focus of this course is on developing an understanding of the conceptual and theoretical underpinnings of mathematics learning and instruction. By doing so, it will enable you to recognize the influences upon current mathematics curriculum each of these approaches have made. This will allow you to become a more selective user of instructional materials and better able to create specific teaching approaches to meet the requirements of your own students and content. It is also expected that this course will enable you to correctly identify an appropriate theoretical construct for use in your own graduate research and to acquaint you with the seminal research and current thinking within that tradition. Multiple instructional strategies that address the needs of diverse learners, integration of technology with application to the classroom, and other education contexts are explicitly addressed in the overview of the course, the course content, and course requirements. Group participation and interaction are important instructional strategies that will be utilized in this course. Students in this course are expected to assist classmates in reflecting on their readings and emerging understandings. It is required that you come prepared, having read all appropriate reading, and ready to participate in discussion. Each week you will need to bring with you a 3” x 5” index card containing three questions you would like to address which arose in your readings. These will be handed in at the end of each class session to guide further readings and instruction. Formal and informal measures of both formative and summative objectives are used to evaluate your learning in this course. These measures are assessed using both qualitative and quantitative methods. The description of the class paper included at the end of the syllabus outlines specific summative objectives and describes how these forms of assessment relate to course grades. The following student objectives outline the formative class components measured via informal observation throughout the course: Student Objectives • To arrive prepared to discuss the assigned readings and the influence their described conceptual framework has upon the teaching and learning of mathematics from the perspective of issues centered on the learner, content and teacher. • To increase your understanding of impacts and influences these approaches toward mathematics have made – both historically and upon current curriculum • To develop your strengths as an instructional leader by engaging in critical analysis of existing methods and trends. • To identify appropriate roles for technology in the instructional process as it is reflected within each of the identified conceptual frameworks. • To participate in building a collaborative research guided classroom community by suggesting additional readings and perspectives based upon your own classroom experience or research and readings.
Program Area Philosophy The Mathematics Education Program Area promotes principles of socially mediated and constructed learning. Under this umbrella, instructional activities have been established requiring students to engage in personal problem solving and the creation of meaningful representations of mathematical ideas. In participating in these activities students strengthen mathematical content understanding while developing process skills and curriculum awareness necessary for leadership within mathematics education communities. Our program reflects the College of Educations Conceptual Framework of Collaboration for Learning and Leading as well as the NCTM Principles and Standards (2000). Special Accommodations UH adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations for students with disabilities. Students with disabilities should register with Disabled Student Services and contact instructor(s) in a timely manner for appropriate accommodations. For students wishing special accommodations for tests and assignments, please contact the Center for Students with Disabilities at 713-743-5400. Models of Teaching and Learning Mathematics Paper Evaluation Guidelines General Paper Topic
Identify two conceptual frames used in
mathematics education that are appropriate The readings available will allow a wide range of potential papers to be developed. To aid in your document preparation it is expected that you have selected the first of your frameworks and have an outline of your proposed discussion for this section prepared by midterm. Selection of the second framework will be made in cooperation with the professor and chosen to allow a strong comparison and contrast to be made. The American Psychological Association’s guides for document preparation will be adhered to for this paper. Your paper must include the following: A) a literature review describing your chosen conceptual frameworks; B) a brief discussion of why and how the instructional methods emerging from these frameworks are in line with current NCTM guidelines; and C) your discussion of what these selected frameworks look like from the perspective of the teacher, content and student. Grading Part A = /20 Points Part B = /20 Points Part C = /60 Points TOTAL = /100 Points
A = 90-100 Points B = 80- 89 Points C = 70- 79 Points D = less than 70 CUIN 7332Models of Teaching and Learning MathematicsMonday, 5:00 p.m. – 8:00 p.m.302B Farrish Hall
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Michael L. Connell, Ph.D. 344 Farrish Hall University of Houston Houston, TX 77204-5872 713-743-8677 |