Knowing and Learning in Mathematics and Science
Course UTED 2010
Spring 2013
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Instructors:
Office: Osborne B346
Phone: 719-255-3529 office
E-mail:
*preferred contact method
Course: Mon/Wed
Room: Osborne B302
Office Hours:
Required Materials: Assigned readings
Required Textbooks:
Preparing Teachers for a Changing World: What
Teachers Should Learn and Be Able to Do
Linda Darling-Hammond (Editor), John Bransford
(Editor)
ISBN: 0-7879-7464-1 (also available in paperback)
Pub date: 2005
How People Learn: Brain, Mind, Experience, and
School: Expanded Edition
John D. Bransford (Editor), Ann L. Brown (Editor),
Rodney R. Cocking (Editor),
ISBN: 0-309-07036-8
National Academy Press
Pub Date: 2000
(See link under “Docsharing” on Bb for online text)
Course Description:
This course focuses on issues of what it means to learn and know science and mathematics. What
are the standards for knowing we will use? How is knowing and learning structured and how
does what we know change and develop? For the science and mathematics educator, what are the
tensions between general, cross-disciplinary characterizations of knowing (e.g. intelligence) and
the specifics of coming to understand powerful ideas in mathematics and science? What are the
links between knowing and developing in learning theory, and the content and evolution of
scientific ideas? Also, current issues and tensions in education will be discussed, especially as it
relates to mathematics and science instruction.
Course Objectives/Expectations
Course Objectives:
Students will be able to:
Evidence of Student Learning:
Construct models of knowing and learning to
guide classroom practice.
Meaningful contributions to class discussions
Analysis of clinical interviews
Written examinations
Articulate various standards for knowing
science and mathematics and articulate the
implications of these standards for
assessment.
Meaningful contributions to class discussions
Analysis of clinical interviews
Written examinations
Articulate what it means to know and learn
relative to cognitive structures and describe
how what people know changes and
develops.
Meaningful contributions to class discussions
Analysis of clinical interviews
Written examinations
Describe various paradigms for evaluating
science and mathematics understanding.
Meaningful contributions to class discussions
Written examinations
Use the clinical interview method to make
sense of someone's reasoning about a topic
related to science or mathematics.
Report including transcription and analysis of
clinical interviews
Rubric given to students before clinical interview to
clarify what will be assessed
Express informed opinions on current issues
and tensions in education, especially as they
relate to mathematics and science instruction.
Meaningful contributions to class discussions
Written examinations
Course Expectations
1. Class Participation and Attendance: Two-hundred points of your grade are based on
attendance and active participation in all class sessions. Please refer to the Participation
Grade Rubric on page 4 regarding point breakdown and expectations.
2. Reading and Writing Competencies: There is a significant amount of reading and
writing associated with the course. Therefore it is expected that students come prepared
to discuss the reading assignments and plan ahead accordingly in order to complete the
issue reflections and projects. It is expected that students use APA or MLA formatting to
complete the three project papers.
3. Clinical Interview: Students are expected to satisfactorily complete one mini Clinical
Interview with an expert/novice pairing on a topic. The clinical interview is an extensive
process of formally interviewing a subject engaged in a problem solving activity. You
will record the interview, transcribe and analyze the problem solving activity. A report
will then be submitted and graded with feedback. If the clinical interview is turned in
late, points will be reduced by 10% for each day late.
4. Timeline Project: Students are expected to satisfactorily complete one Timeline Project,
conducting research on educational psychologists from our readings. The timeline and
accompanying paper will be submitted and graded with feedback. If the timeline project
is turned in late, points will be reduced by 10% for each day late.
5. Exams: Students are expected to demonstrate their understanding of course content
through two written exams.
6. Issue Reflections: There will be reading assignments designed to probe your thinking
about the issues we are studying. Each week toward the end of class, you will complete
and turn in a 1-page reflection referencing our class discussions and ideas from the
readings. Students must be present to complete these in-class reflections. Each of these will be
worth 10 points. There are no make-ups.
7. Final Project: Students are expected to collaborate with their group to produce, teach,
and reflect on a standards-based lesson using pre/post assessments and literature from this
course to inform their lesson planning and instruction. Further details will be outlined in
class.
Assignments/Grading Policy
Assignment:
Due Date:
Points
1. Class participation & attendance
200
2.
3.
4.
5.
100
100
100
100
Exam 1
Clinical Interview Project
Exam 2
Timeline Project
6. Issue Reflections
7. Final Project
100
200
Total:
900
Grading Scale
A: 94-100;
B+: 87-89;
C+: 77-79;
D+: 67-69;
F: 0-59
A-: 90-93
B: 84-86;
C: 74-76;
D: 64-66;
B-: 80-83;
C-: 70-73;
D-: 60-63;
Participation Grade Rubric
A participation grade is given to you at the conclusion of each class by the instructor. You can
keep track of your participation point total on Blackboard.
Pts.
Attendance
9-10
Present and
prompt.
Has clearly read the
reading assignments
prior to class; has
reflected upon them
and is prepared to
discuss them.
In small and large group discussions,
participates frequently and appropriately.
Comments are insightful and contribute
positively to the discussion. Respects and
listens to the perspectives and ideas of
classmates.
5-8
Arrives
within the
first 10
minutes of
class.
Has clearly read the
reading assignments
prior to class, though
has not reflected on
them or is moderately
prepared to discuss
them.
In small and large group discussions,
sometimes participates, and participation is
generally appropriate. Comments are
sometimes insightful and contribute
positively to the discussion. Generally,
though not always, respects and listens to
the perspectives and ideas of classmates.
1-4
More than 10 Has skimmed the
minutes late
reading assignments or
to class.
has not read them, and
is clearly unprepared
to discuss them.
0
Absent from
class.
Preparedness
Participation
Does not participate in class discussions, or
participation is inappropriate. Comments
are off-topic or otherwise do not contribute
positively to class discussion.
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g.
Blackboard) and using online research databases. Knowledge of the use of technology-supported
multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need
assistance with building technological skills should speak with their professor to learn about
technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as
not to miss announcements. If your UCCS email address is not your primary one, please have
emails from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards
of ethical and professional conduct. This includes attending class, being adequately prepared,
contributing to class discussions, submitting high caliber work and representing your own work
fairly and honestly. As an important member of a classroom community, attendance and
punctuality is mandatory. You must actively engage in class and group work to maximize your
learning in this course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to
contribute intelligently to the discussion without silencing others. All written assignments must
be computer generated unless otherwise indicated by the professor. Professional behavior will be
expected in your future teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural,
religious, gender, economic, sexual orientation and ability – while striving to provide fair and
equitable treatment and consideration for all. Any student who believes that he/she has not been
treated fairly or equitably for any reason should bring it to the attention of the instructor,
Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in
this course. In compliance with section 504 and the Americans with Disabilities Act (ADA),
UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall,
solely by reason of disability, be excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity…” If you are a student with a
disability and believe you will need accommodations for this class, it is your responsibility to
contact and register with the Disabilities Services Office, and provide them with documentation
of your disability, so they can determine what accommodations are appropriate for your
situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the
Disability Services office has been given to the professor by the student. Please contact
Disability Services for more information about receiving accommodations at Main Hall room
105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any
course, but no later than the end of the first week of classes. At this time, the student should
provide the instructor with a schedule of planned absences, preferably signed by the student's
commander, in order to allow the instructor to evaluate and advise the student on the possible
impact of the absences.
In this course, the instructor will consider absences due to participation in verified military
activities to be excused absences, on par with those due to other unavoidable circumstances such
as illness. If, however, it appears that military obligations will prevent adequate attendance or
performance in the course, the instructor may advise the student to register for the course at
another time, when she/he is more likely to be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at: http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf.
This form is to be used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without
the proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
Semester Overview and Assignments
HPL = How People Learn: Brain, Mind, Experience, and School
PTCW = Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do
Class/Topic
Topic 1:
Course Orientation
Jan. 23
•
•
•
•
Topic 2:
New Theory of Learning
•
•
•
Jan. 28, 30
Topic 3:
The Science of Mind-Tasks
& Representations
Feb. 11
Video and Discussion:
A Private Universe
Discussion: A New Theory of Learning
Activity: Circumference of the Earth Problem
Issue #1 Should Schools Adopt a Constructivist
Approach to Education?
•
•
•
Discussion: Memory and the HPL Framework
Discuss Clinical Interview 1
Issue #2 Do Recent Theories About How
Students Organize Thinking Have Implications
For Classroom Practice?
•
Modeling Cognition: Hobbits and Orcs Problem
Feb. 4, 6
Topic 4:
Modeling Problem Solving
Overview
Orientation: Syllabus and Semester Overview
Activity and Discussion: Interactive Survey on
"The Basics"
Activity: Quiz on Circumference of the Earth
•
•
Readings and Assignments
HPL – Chap. 1
PTCW – Chap. 1
•
PTCW – Chap. 2
•
HPL – Chap. 2
Topic 5:
How Experts Differ from
Novices
Discussion: How Experts Differ from Novices
Video: Dinosaurs
Issue #3 Is Content Expertise Sufficient For
Effective Classroom Teaching?
•
•
•
HPL – Chap. 3
Read Blackboard article: Improving Teacher Quality:
Lessons From America’s No Child Left Behind
Post 2 responses to discussion question by Feb. 18 class
•
Discussion: Learning and Transfer
•
•
HPL - Chap. 6
PTCW – Chap. 5
•
Discussion: Understanding Curriculum and
Learning Environments
Review for Exam 1
Issue #4 Should Curriculum Decisions Be Tied
To Students’ Lives and Experiences?
•
•
Study for Exam 1
Begin work on Clinical Interview Project – Due Mar. 6
•
Exam 1
•
Clinical Interview Project – Due Mar. 6
•
Activity: Lab Assignment
•
•
•
•
HPL - pp. 164-171 (mathematics)
PTCW – Chap. 6
Clinical Interview Project – Due Mar. 6
Read Gardner articles:
http://www.infed.org/thinkers/gardner.htm
http://www.personal.psu.edu/bxb11/MI/index.htm
Read math wars articles:
http://en.wikipedia.org/wiki/Math_wars
http://www.scientificamerican.com/article.cfm?id=numberswar
Read tracking articles:
http://www.cleverminds.org/pdf/B003-TW-0715.pdf (only
the article on the left)
http://www.education.com/reference/article/track-not-trackmiddle-school/
•
•
•
Feb. 13, 18
Topic 6:
Learning and Transfer
Feb. 20
Topic 7:
The Design of Learning
Environments
Feb. 25
Topic 8:
Exam 1
•
•
Feb. 27
Topic 9:
Lab: Clinical Interview 1
Mar. 4
•
•
Topic 10:
Teaching Subject Matter –
Part I
•
•
•
•
Mar. 6, 11, 13, 18
•
Topic 11:
Teaching Subject Matter –
Part II
•
•
•
Mar. 20, Apr. 1, 3
•
Discussion: Gardner’s Multiple Intelligences
Discussion: Math Education
Discuss Timeline Project
Issue #5 Can Howard Gardner’s Theory of
Multiple Intelligences Transform Educational
Practice?
Issue #6 Is Tracking Effective in Ensuring
Student Success in Mathematics?
Discussion: Science Education
Review for Exam 2
Issue #7 Should All Science Classrooms Be
Required to Focus on Authentic Learning?
Issue #8 TBA – will be assigned prior to Exam 2
and serve as one of the essay questions
•
•
•
Clinical Interview Project Due
HPL – pp. 171-189 (science)
Read Blackboard article: Enacting Classroom Inquiry –
Theorizing Teachers’ Conceptions of Science Teaching
•
•
Study for Exam 2
Begin work on Timeline Project – Due Apr. 22
Topic 12:
Exam 2
•
Exam 2
•
Timeline Project – Due Apr. 22
•
Activity: Lab Assignment
•
•
•
Timeline Project – Due Apr. 22
HPL – Chap. 8
PTCW - Chapters 10 & 11
•
•
•
Discussion: Teacher Learning
Discuss Final Project
Issue #9 Should Teaching Be Highly Scripted or
Routinized in Order to Elicit Student Learning?
•
•
•
Timeline Project – Due Apr. 22
Begin work on Final Project
PTCW – Chap. 8
•
•
Discussion: Assessment
Issue #10 Which Form of Assessment, Formative
or Summative, Will Be More Effective in
Informing Instruction That Will Lead to
Students’ Academic Growth?
•
•
Timeline Project Due
Begin work on Final Project
•
Final Project – presented May 1, May 6, or May 8. Paper
due midnight, May 13.
•
Final Project – presented May 1, May 6, or May 8. Paper
due midnight, May 13.
Apr. 8
Topic 13:
Lab: Timeline Project
Apr. 10
Topic 14:
Teacher Learning
Apr. 15, 17
Topic 15:
Foundations of Assessment
Apr. 22, 24
Topic 16:
Lab: Final Project
Activity: Lab - work on Final Project
Apr. 29
Topic 17:
Final Project Presentations
•
Student Presentations
May 1, 6, 8
Standards Covered:
Colorado Teacher Quality Standards
Quality Standard I: Element a-b
Quality Standard II: Element a
Quality Standard III: Element a-h
Quality Standard IV: Element a, c
National Council of Teachers of Mathematics Standards addressed in this course:
3.4, 7.5, 8.3, 8.6
National Science Teacher Association Standards addressed in this course:
2b, 4a, 5a, 5b, 5d, 5e, 5f, 8a