# Teaching Mathematics, grades 5-12

Professor Hlas

hlascs (@) uwec.edu

Hibbard 530

*There is not one way to teach effectively, but many.*

—Hiebert & Stiegler

## Course Information

A methods course serves as a capstone experience that ties together college mathematics and pedagogy classes by addressing various areas of the Wisconsin Teaching Standards. No one class can fully prepare someone for teaching, so this class is designed to practice skills and develop mindsets for continual improvement after the course ends.

More course information is available on D2L.

### Goals

- Learn to
*think*like a teacher of mathematics. - Anticipate common mathematical misconceptions.
- Develop a mindset of continual and deliberate improvement.

### Structure

- Weekly reading assignments to build vocabulary of a mathematics teacher
- Weekly practice assignments for formative feedback and to practice justifying pedagogical decisions
- Observation of a problem-solving situation with (at least) two students

### Required

*Teaching mathematics in grades 6-12*(Groth, 2013)- Progressions documents for CCSSM (online)

### Recommendations

- Join National Council of Teachers of Mathematics -- http://www.nctm.org
- Join Wisconsin Mathematics Council -- http://www.wismath.org
- Become a Math Lab tutor

### Research background

- Adding it up (Kilpatrick, Swafford, & Findell, 2001)
- How people learn (Bransford & Cocking, 2000)
- How students learn: Mathematics in the classroom (Donovan & Bransford, 2005)
- Implementing CCSSM through problem solving: High school (NCTM, 2012)
- Improving learning in mathematics (Swan, 2005)
- Deliberate practice in teaching: what teachers do for self-improvement (Dunn, 1999)
- 5 practices for orchestrating productive mathematics discussions (Smith, 2011)
- What does mathematics have to do with it? (Boaler, 2015)