Middle School Math Block I-D
MATH 3309 - Conceptual Mathematics II
MSED 4310 -Teaching Math in Intermediate and Middle Grades
||MSED 4310 |
||Dr. Art Duval
||Dr. Olga Kosheleva |
||EDUC 813 |
|| 747-7441 |
||M 10-11, Tu 2:30-3:30, W, Th 2-3
||Tu 12:30-1:30, and by appt. |
Van de Walle, John
A. (2004). Elementary and Middle School Mathematics: Teaching
Developmentally. 5th Edition. Longman.
Projects and readings will be distributed in the class.
Recommended Manipulative Kit:
Cuisenaire Manipulative Starter Kit
- Learn the mathematical theory underlying middle school
- Incorporate a "Learning Through Teaching" approach in elementary
pre-service teacher preparation.
- Introduce the students to contemporary learning theories and
innovative techniques of teaching and learning elementary and middle
school mathematics based on the national (NCTM), local (TEKS)
Standards, and TExES competencies.
- Provide the students an opportunity to create a successful
learning environment while teaching mathematics in middle school.
- Help the students overcome challenges, reflect upon and grow
from their own experiences of learning and teaching mathematics.
TExES Domains and Competencies:
The Block incorporates field-based team teaching approach. It is
designed using the model of constructive pedagogical cycle (COPEC):
Learning - Rehearsing - Teaching - Reflecting.
Each cycle consists of the following activities: working on a
conceptually rich, multistep mathematical project related to a lesson
in the Wiggs curriculum; rehearsing teaching the lesson before your
peers, teaching this lesson to middle school students, discussing
and reflecting on learning and teaching. Discussions will focus on
how the lessons exemplify the given topic, on how to assess the
effectiveness of the lesson, and on modifications and improvements.
The goal is to create a community of learners, acting and reflecting
on learning and teaching mathematics, and learning how to become
effective teachers of mathematics.
This Block is built on the following set of pedagogical
- Teachers are supposed not only to teach, but also to help
students learn. The teacher's role is to engage students by posing
challenging problems and creating a mathematically friendly learning
- Conceptual learning leads procedural development.
- It is better to solve one problem by several methods than
several problems by one method.
- The purpose of mathematical activity is not to get the right
answer but to promote students' thinking; giving right answers to
students is to do their thinking for them.
- The process of solving a problem is no less important than its
- It doesn't matter if you know how to solve 100 problems, it does
matter how you approach the rest of them.
- Do not be afraid of making mistakes but be afraid of repeating them.
- Fun is a derivative of challenge.
- Pre- and Post-tests
- will be administered for
- It is expected that students
will attend all classes and actively participate in working on
projects and class discussions. Students are expected to prepare for
each class session. If a student misses a session, work will be
assigned at the discretion of the instructor.
Lateness to class is strongly discouraged. Many classes will begin
with a group project/activity or classroom discussion. Your group will
depend upon you to be present and prepared for class. Missed
assignments must be completed. Every unexcused absence or lateness
will reduce your final grade at the rate of .5 point per hour of
missed class time.
- Math Projects
- are weeklong investigations of
conceptually rich multistep problems related to a lesson in the
Connected Math Project used in Wiggs math classes. During class,
students will work on the projects individually and in groups. After
a class discussion in which each group presents its solutions, each
student will turn in a written report. You must write your report
yourself! The format for reports will be provided at the beginning of
Every group of students will teach micro-lessons in an actual
classroom setting at Wiggs. Each group will first present, in a
rehearsal teaching in front of their peers, selected activities from
that lesson (30-45 min.).
Students will prepare and distribute a typed lesson plan for each
micro-lesson prior to teaching the lesson in class. You are
encouraged to show Dr. Kosheleva preliminary drafts. The final
lesson plan is due after each micro-teaching at Wiggs. The lesson
plan format will be provided at the beginning of the semester.
- cover material in math projects and
in readings from van de Walle. In MSED 4310, they will be announced a
week in advance; in MATH 3309, they will be on Feb. 17 and Mar. 30.
- Final Presentation:
- Each student is require
to prepare a final presentation (about 20 min.), about what they have
discovered about math and its teaching from each microteaching and
- Final Oral Exam
- will cover the main concepts
from projects, activities, problems, and readings used in the class
during the semester.
- Final Presentation: Tuesday, April 27
- Final Oral Exam: Tuesday, May 4
|Activity ||Dr. Duval ||Dr. Kosheleva|
|Pre-test || - || 3|
|Participation || 5 || 5|
|Quizzes || 15 || 15|
|Lesson plans/teaching || 10 || 25|
|Project reports || 40 || -|
|Final presentation || 15 || 20|
|Final oral exam || 15 || 25|
|Post-test || - || 7|
- The schedule of assignments will be announced in class. It is
recommended that students exchange telephone numbers and/or e-mail
addresses with a few of their peers.
- Please turn in all assignments on the date they are due, at the
beginning of class. One letter grade will be deducted for late
- Please feel free to speak to us regarding any questions or
concerns. You can reach us during office hours, speak to us after
class, call or e-mail us.
National Council of Teachers of
Mathematics (NCTM), featuring many helpful links, including its
``Principles and Standards''.
Texas Essential Knowledge and Skills
(TEKS) for mathematics at all grade levels. Make sure to
familiarize yoruself with this website and its content.