Teaching Mathematics, grades 5-12
hlascs (@) uwec.edu
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. 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 Canvas.
- Learn to think like a teacher of mathematics.
- Anticipate common mathematical misconceptions.
- Develop a mindset of continual and deliberate improvement.
- 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
- Teaching mathematics in grades 6-12 (Groth, 2013)
- 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
- 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)
- Belief in learning styles may be detrimental (APA)
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.
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. For final grades, total points 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.
The UW-Eau Claire Liberal Education (LE) Core curriculum serves as a strong foundation for all of our academic programs. Our LE Core embodies the Power of [AND] in its design. It has been developed to ensure that you acquire the knowledge AND skills AND responsibility that you will need to actively engage in a global society. Through meeting the requirements of the LE Core you will develop the ability to think critically, creatively and independently. You will learn to integrate and apply your knowledge and develop values essential to becoming a constructive global citizen. The outcomes will empower you and prepare you to deal with complexity, diversity, and change in multiple settings. They will also develop highly marketable skills and lead to life-long learning and civic engagement (see https://www.uwec.edu/ULEC/Liberal-Education-Framework-Learning-Outcome-and-Rubrics.htm).
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.