Issues in secondary mathematics
hlascs (@) uwec.edu
What mathematics really consists of is problems and solutions —Paul Halmos
An integrated study of mathematical topics taught in grades 5-12 with a focus on increasing pedagogical content knowledge. Topics covered include algebraic, geometric, and other relevant issues in secondary mathematics.
More course information is posted on Canvas.
- Explore current research about teaching algebra, geometry, and statistics and probability.
- Weekly readings and annotated bibliography
- Research project: Literature review on mathematics education topic
- Develop 3-4 formative assessment probes during class
- Test and finalize one formative assessment probe with actual students
- Adding it up (Kilpatrick, Swafford, & Findell, 2001)
- How people learn (Bransford & Cocking, 2000)
- How students learn: Mathematics in the classroom (Donovan & Bransford, 2005)
- Improving learning in mathematics (Swan, 2005)
- 5 practices for orchestrating productive mathematics discussions (Smith, 2011)
- What does mathematics have to do with it? (Boaler, 2015)
- Visible Maths (Mattock)
- Progressions documents for CCSSM (online)
- Nix the Tricks
Math Teaching Points (MTP) are gained for demonstration of mathematical ideas and/or related teaching ideas, or what is commonly called "pedagogical content knowledge".
Weekly writing assignments (12 × 8 MTP)
There will be readings for each week's topic. Most of these weeks require a written assignment summarize the readings from the week.
Literature review (30 MTP)
Students will pick a topic in mathematics education, then read relevant research on the topic.
Formative assessment probe (30 MTP)
Preservice teachers will develop formative assessment probes during class. Individually, preservice teachers will test one of these probes with target students and make revisions based on student data.
Final presentation (20 MTP)
Preservice teachers will present their literature review or the results of their formative assessment probe test to the class during the final exam time.
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. Assignments for non-authorized absences may be completed late for 75% credit if the assignment has not been returned to the class yet. All other make-ups receive 50% credit and must be completed within two weeks of the original due date or the last day of classes, whichever occurs first.
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.