Teaching Mathematics, grades 5-12
hlascs (@) uwec.edu
We have to recognize that the current educational system is an experiment. —Schoenfeld
There is not one way to teach effectively, but many. —Hiebert & Stiegler
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. Of course, no one class can fully prepare someone for teaching, but this class is designed to practice skills and develop mindsets for continual improvement after the course ends.
This course meets the following Liberal Education Learning Goals and Outcomes: knowledge of human culture and the natural world, critical and creative thinking, effective communication, individual and social responsibility, and respect for diversity among people.
More course information is available on D2L.
- Learn to think like a teacher of mathematics.
- Encourage mathematical thinking in students.
- Anticipate common mathematical misconceptions.
- Develop a mindset of continual and deliberate improvement.
- Weekly readings and writing assignments
- Weekly practice assignments for formative feedback
- Observation of a problem-solving situation with (at least) two students
- Principles to actions (ebook) (NCTM, 2014)
- What's Math Got to Do with It? (Boaler, 2015)
- Mathematics in Wisconsin (online)
- Progressions documents for CCSSM (online)
- Join National Council of Teachers of Mathematics -- http://www.nctm.org
- Join Wisconsin Mathematics Council -- http://www.wismath.org
- Become a Math Lab tutor
- Brain Rules (Medina, 2008)
- Mindsets (Dweck, 2007)
- Teach Like a Champion (Lemov, 2010)
- 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)