# 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)

## Grading

It is important to accurately show your mathematical thinking and to communicate clearly. If any concerns arise regarding grading, please contact the instructor outside of class time. Preservice teachers are awarded "math teacher points" (MTP) for demonstration of mathematical or teacher-like thinking in their work.

### Practice assignments (13 × 10 MTP )

Practice assignments are open-ended and usually given *before* class discussion in order to gauge prior knowledge of common teaching tasks. Expect them to be challenging. Expect to discuss them in class. Expect feedback for improvement.

Additionally, each practice assignment requires justification of some aspect of the assignment. This is designed to prepare for edTPA, which requires justification of pedagogical decisions.

### Problem solving observation (50 MTP)

Each preservice teacher will pose an original mathematical problem to two students: one struggling and one advanced, then observe how they solve the problem. The results of these observations will be presented to the class and written up for the cooperating teacher.

#### Fine print

**Attendance** A record of attendance will be periodically collected. This is done to maintain accurate class rosters and to assess the impact of attendance on student achievement. Poor attendance may impact group activities.

If you will be absent, it is your responsibility to find out what was missed by checking D2L or contacting fellow classmates. Authorized absences (school functions or emergencies) may be made up for full credit. Non-authorized absences may complete an assignment before it is returned to receive 75% credit. All other make-ups receive 50% credit and must be completed within two weeks of the original due date.

**Entry-level switching** The Department of Mathematics allows students within entry level mathematics courses (i.e., 010, 020, 104, 106, 108, 109, 111, 112, 113, 114, or 246) to move up to a higher numbered course during the first *two* weeks of a semester or move down during the first *three* weeks. Please contact the instructor for more details.

**Midterm grades** will be based on percentage of points completed at the time of midterm submission. **Final grades** will be rounded up to the nearest whole number to determine a letter grade. Individual scores or grades will not modified because they represent a student's progress in the class throughout the semester.

**Student Accommodations** Any student who has a disability and is in need of classroom accommodations, please contact the instructor and the Services for Students with Disabilities Office in Centennial Hall 2106 to determine accommodations before contacting the instructor.

**Academic Integrity** Any academic misconduct in this course as a serious offense. The disciplinary procedures and penalties for academic misconduct are described on the UW-Eau Claire Dean of Students web site.

**Civility** As members of this class, we are members of a larger learning community where excellence is achieved through civility. Our actions affect everyone in our community. Courtesy is reciprocated and extends beyond our local setting, whether in future jobs, classes, or communities. Civility is not learned individually, it is practiced as a community.