Ideas

toc =__Catalog description__= 2010-2011: EDU 361 - Secondary/Middle Mathematics Education

for 2011-2012 EDU 361 Methods for Teaching Secondary/Middle Mathematics

Methodological, curricular and professional issues in mathematics education, grades 7-12. Focus includes the following topics: high school and middle school math; implementation of curriculum, instruction, and assessment; connections to local, state and national standards; mathematics anxiety and avoidance; use of materials; problem solving; use of technology; professional development and leadership. This course must be completed with at least a grade of C prior to student teaching in Secondary Mathematics. Prerequisite(s): Secondary/Middle majors; EDU 221; Professional Standing; and at least 24 credit hours in math or computer science at or above MAT 141M or COS 140.

=__Laura Principle__=
 * "The Laura Principle" -- (advice from Laura C. after her student teaching) be sure to talk about the importance of scope and sequence and "how to use a textbook" -- assure students that it's okay to use a textbook and work from a textbook as a reference, **you just have to know how to evaluate what's good and figure out how to supplement/ correct/ etc.** Laura said she really wished she had the reassurance from someone so that she didn't burn herself out trying to create all things new.

=__Concerns__=
 * Need to look up Knowledge Base form in TK20 and update/modify as needed
 * what is our key assessment? need to incorporate that (we may be modeling how to use school validated rubrics AND your own rubrics in a class! LOL)
 * when we make the resource wiki--have each idea/concept on its own page. Then make categories pages with links to individual pages as needed. This makes it much easier to find what you're looking for (you don't have to think...hmmmm, is that under Technology Integration or is that under Stage 3?), and allows you to change your mind about your organizational structure and not have to do serious rebuilding.
 * find an assessment for how you learn math--give it to our students to help them know themselves better as well as use it with their students and what do you do with the information
 * how do we bring literacy in? (reading/speaking/writing/listening) Bob Moses

=__Guest Speakers__= have teachers in the field come in to talk about technology in the math class / other innovative things in today's math class
 * Tracey's mentor from Mt. Abram on SmartBoard
 * Cohort 4 teacher that Theresa had in Information Tools course summer 2010 on Geogebra
 * Cohort 3 teacher -- Lindsay Marston @ Buckfield Middle School-- that did the GPS project with the Appalachian Trail
 * Cohort 2 teacher @ Mt. Blue--Jocelyn / Jo-- on project-based learning
 * Matt Davis about Technology in the math class

other guest speakers
 * Terry Sawyer
 * the current head of the Math Clinic?

=__Field Trips__=

attend two conferences with students
 * state middle level conference @ Sugarloaf 10/20, 10/21
 * ACTEM conference in Augusta 10/13, 10/14 (conversations, connections and collaboration)
 * (Theresa--be sure to get 2nd half of semester 101 class and let Tiana know)
 * on campus--the math clinic

=__Content__=
 * TPACK
 * RTI
 * use the 5 process standards from NCTM as our organizing tool for the teaching and learning sequence of lesson plans ([|NCTM Standards Executive Summary:][|: 12752_exec_pssm.pdf]

=__Materials__=

Official Texts (Bookstore)

 * [|Number Theory for Elementary School Teachers]
 * [|The Art of Motivating Students for Mathematics Instruction]

Required Reading

 * Mathematician's Lament by Paul Lockhart--required
 * Radical Equations: Civil Rights from Mississippi to the Algebra Project by Robert Moses and Charles Cobb--required

Recommended

 * join NCTM

=__Possible Book Talk Books__=
 * Mindstorms: Children, Computers, and Powerful Ideas by Seymour Papert
 * Danica McKellar books
 * Love of mathematics book that Grace got in the summer

=__Research/ Resources__=
 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="http://umfresources.wikispaces.com/file/view/forEDU361interactivemathclassroom.pdf"]] [|forEDU361interactivemathclassroom.pdf]
 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="http://umfresources.wikispaces.com/file/view/WolframAlphaEditorial.pdf"]] [|WolframAlphaEditorial.pdf]
 * Geary's work on mathematics and learning disabilities. pdf file available at: http://web.missouri.edu/~gearyd/JLD04.pdf
 * Khan Academy "What started out as Sal making a few algebra videos for his cousins has grown to over [|2,100 videos] and [|100 self-paced exercises] and assessments covering everything from arithmetic to physics, finance, and history".
 * [|MATH--A Four Letter Word: The Math Anxiety Handbook]
 * [|NCTM Standards Executive Summary] [[file:12752_exec_pssm.pdf]]
 * [|Carnegie Learning]

=__Key Assessments__= brainstorm list:
 * unit including lesson plans
 * book talk
 * designing an effective exam
 * effective formative assessments (both checking for understanding AND giving feedback)
 * assessment for missing foundational skills/diagnostic assessment
 * //develop an RTI//
 * reflection
 * beginning benchmark in terms of personal philosophy of teaching math; how they learned math; reasons for wanting to be a math teacher
 * teacher's manual (like Beth's) -- collective for the whole? individual? connected somehow

=__Hooks / Hands-on__= > NOW go figure this out.... take the last 2 digits of the year you were born plus the age you will be this year and it WILL EQUAL TO 111. >> >> Happy to chat and drag him into it as well. It has been an interesting ride in the schools with teachers that are great fit and do well by him and others that don’t. Having our grads at least have a little exposure to alternate methods sounds like a great idea. >> >> Thanks for thinking of us. >> >> Fred >> >> From: Theresa Overall >> Sent: Wednesday, April 27, 2011 9:37 PM >> To: Fred >> Subject: Fwd: Wikispaces - http://edorigami.wikispaces.com/ >> >> Hey Fred, >> The featured wiki for this month is Educational Origami and that made me think of your son. It was so great to hear you and Andrea talk about your son. What a cool kid! Grace Ward and I will be teaching math methods in the fall for secondary and middle education majors and I would love to talk to you and potentially your son about finding a way to work with him to help future math teachers do a better job of helping visual geniuses like your son apply traditional, abstract, math to very mathematical but non-traditional and concrete things like Origami. I just know there are connections that could be made that aren't being made. I don't know enough about it but I want to learn more and I want to make sure that UMF's graduates recognize it. Anyway, that's a discussion for another day, but I did want to forward the Origami wiki link to you. >> :>Theresa
 * This year we will experience 4 unusual dates.... 1/1/11, 1/11/11, 11/1/11, 11/11/11
 * the slope stick and building a staircase....
 * Napier's rods
 * abacus
 * 3D figures--surface area, volume, etc.
 * [[image:Picture_1.png]]
 * Origami :
 * Theresa,

=__Glossary__=
 * combine with a journal? -- have students respond to prompts and record their philosophies/theories/ideas (maybe video journals like Survivor . . . let them do audio recordings?)
 * find the research on the power of writing in the math curriculum, journaling, etc.
 * have students create/keep an electronic glossary that can be linked to/included in their teacher's manual
 * similar in design (and openness) to 221 glossary
 * focus on TPACK/ maybe end up with Technology terms, Pedagogy terms, Content--Math specific terms
 * what is your definition of mathematics?
 * Theresa tell the Topocam summer camp story math and science attitudes, definition of math, etc.
 * pull in definitions and terms from other countries

=__Philosophy__=
 * write a philosophy statement right away at beginning of semester, modify it/make changes to it in mid semester, then write a final one
 * maybe all on one wiki page with lines between each one, or separate wiki pages?

=__Teacher Toolbox__=
 * include glossary and philosophy
 * technology tools--what are they, when to use them, samples, resources for how to use it (think Jenn T.)

=__$$$__=
 * NCTM membership
 * NCTM book on common core standards

=__Technology__=
 * per Tracey . . . we really need to give them a lot of time using the Smartboard and exploring Smartboard resources--there's almost one in every math classroom anymore and even if they're Type I, they make your life so easy
 * check out iclickr (I'll be introducing it to 221 or 101 soon)
 * we can't forget how to evaluate math software
 * evaluating and modifying WebQuests--this was an alternative assignment for a softball player who didn't get the regular WebQuest analysis done on time. She found the exercise very helpful. It could be an interesting/beneficial exercise: [[file:using 4 webQuests in my classroom.docx]]
 * Algebra
 * Grapher
 * graphing calculator ([|Calculator] is a scientific/graphing calculator software package on the MLTI image AND built into the Mac operating system)
 * Geometry
 * Logo/Scratch
 * Geogebra
 * Geometer's Sketch Pad
 * [|Omni GraphSketcher] Combines the data plotting power of charting applications with the ease of a basic drawing program. on the MLTI image
 * Google Sketch Up
 * learner.org
 * Data Analysis and Probability
 * Spreadsheets ([|Numbers] is on the MLTI image)
 * data analysis tool (fathom, tinker, [|Logger Pro] is on the MLTI image, [|Data Studio] is on the MLTI image. . . )
 * Multi-purpose
 * Interactive Whiteboard
 * GPS/GIS ([|MyWorld GIS] is on the MLTI image)
 * National Manipulatives Library
 * [|Freemind] (mind mapping) on the MLTI image
 * [|NoteShare]Collaborative Multimedia Digital Notebook. Create, organize, share, publish. (on the MLTI image)
 * [|NetLogo] is on the MLTI image
 * Other Internet Resources
 * Kahn Academy
 * Math Planet
 * Educational Origami
 * [|what's on the MLTI image]

=__Outline__= > > ===module 3===
 * ===module 1===
 * ( 2 weeks + 1 day in week 1)
 * philosophy statement (pre)
 * read Mathematician's Lament
 * pick unit group and topic and scope and sequence
 * start math journal
 * ===module 2===
 * (5 weeks)
 * develop stage 1 and 2 of units
 * read part 1 of Radical Equations
 * Number Theory presentation
 * finish 2 lessons
 * team technology presentation
 * start digital teacher manual
 * math journal entries
 * (5 weeks + Thanksgiving week- possible trip to Boston + finals week - interviews using digital teaching manual)
 * read part 2 of Radical Equations (done before Thanksgiving week)
 * finish last 4 lessons (done before Thanksgiving week)
 * develop team middle level lesson
 * teach middle level lesson
 * philosophy statement (post)
 * finish compiling and then present digital teacher manual
 * math journal entries

=__To-Do__=
 * email guest speakers Oct. Nov.
 * Email Anthony about Math Madness form
 * Make Rubrics for all Products
 * Finalize with Andrea
 * find a good research article about the power of writing in the math curriculum / why communication is part of the process standard for NCTM / Bob Moses' writing on the importance of public speaking in his classes . ..

=__Details__=
 * use Smartboard every day . . . take turns being in charge of setting it up for the day
 * practice writing on the board using big numbers--big enough to see, very different experience than writing on paper

These were the ideas we captured before we started (and during the time that we were) designing the course. The list is long. We want to keep it for documentation purposes. But it's time to start fresh. For more ideas and new ideas, go to our new page of ideas about improvements/changes to make to the course as we're teaching it.