Middle School Math Block I-D

Spring 2004

Wiggs Middle School

Other resources

Syllabus
MATH 3309 - Conceptual Mathematics II
MSED 4310 -Teaching Math in Intermediate and Middle Grades

Instructors:

Course:	MATH 3309	MSED 4310
Instructor:	Dr. Art Duval	Dr. Olga Kosheleva
Office:	BELL 303	EDUC 813
Phone:	747-6846	747-7588
Fax:	747-6502	747-7441
e-mail:	`artduval@math.utep.edu`	olgak-AT-utep.edu
Office hours:	M 10-11, Tu 2:30-3:30, W, Th 2-3	Tu 12:30-1:30, and by appt.

Required Text:

Van de Walle, John A. (2004). Elementary and Middle School Mathematics: Teaching Developmentally. 5th Edition. Longman.

Course Materials:

Projects and readings will be distributed in the class.

Recommended Manipulative Kit:

Cuisenaire Manipulative Starter Kit

Block Objectives:

Learn the mathematical theory underlying middle school mathematics.
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:

Mathematics 4-8

Block Structure:

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.

Block Philosophy:

This Block is built on the following set of pedagogical beliefs:

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 atmosphere.
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 solution.
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.

Course Requirements:

Pre- and Post-tests: will be administered for assessment purposes.
Participation:: 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 the semester.
Micro-Lessons:: 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.
Quizzes: 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 math project.
Final Oral Exam: will cover the main concepts from projects, activities, problems, and readings used in the class during the semester.

Dates:

Final Presentation: Tuesday, April 27
Final Oral Exam: Tuesday, May 4

Grade Distribution:

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

Notes:

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 assignments.
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.

Additional websites:

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.