CI 161: Methods and Materials in Secondary Teaching (3 CR)
Fall Semester, 2010
Only student who are admitted to the single subject credential program are allowed to enroll in this class
Class:
Instructor:
Office Hours:
Course Prerequisite: CI 152 and CI 159 or concurrent enrollment; admission to credential
program; concurrent teaching experience or by instructor approval.
Required Texts:
Linda Huetinck and Sara Munshin (2008). Teaching Mathematics for the 21st Century:
Methods and activities for grades 6-12. Prentice Hall – Third Edition
California Content Standards in Mathematics. Available online at
http://www.cde.ca.gov/be/st/ss/index.asp.
Supplementary Materials: You will be provided various handouts during the class.
Electronic Mail: BlackBoard software and E-mail will be used on a regular basis to
communicate class announcements and encourage peer discussions. All students should
get an email account and become familiar with its use during the first week of classes.
Course Description
CI 161 is a mathematics “methods” course. Most of the course is focused on how to
teach mathematics to middle and secondary school students. The major focus of the course is on
how middle and secondary students learn mathematics and thus what can be done to help them
understand the mathematical concepts they are expected to master. With these points in mind,
the specific objectives of CI 161 are as follows:
Course Learning Goals
1. Students who complete CI 161 should see secondary school mathematics as a discipline involving
exploring, verifying, conjecturing, describing, and so on. Specifically, those who complete CI
161 should be able to help secondary school students to solve word problems, to apply
mathematical thinking to non-routine mathematical questions, and to understand the
computational techniques they are learning.
2. Students who complete CI 161 should understand how secondary school students learn
mathematics. It is only by understanding how students construct their own knowledge of
mathematics that we can understand how best to teach them.
3. Students who complete CI 161 should be aware of the state content standards and specific
mathematical topics taught in each of the grades 6 through 12 and know where to gather
resources to aid in the teaching of those topics. Moreover, students should be able to find or
create mathematical tasks that help lead to understanding of more general concepts.
4. Students who complete CI 161 should be able to engage students in mathematical discourse to
help them understand mathematical ideas. In particular, they should know how the tasks they
expect students to complete relate to the discourse that takes place.
5. Students who complete CI 161 should be able to design a classroom environment that fosters the
development of mathematical thinking and mastery of the state content standards. One key to this
environment is the use of appropriate tools including manipulatives, calculators, the World Wide
Web, and paper and pencil.
6. Students who complete CI 161 should be able to assess progress of secondary school students
who are learning mathematics and be able to adjust instruction for student with special needs.
7. Students who complete CI 161 should be able to communicate verbally about teaching and
learning mathematics and work cooperatively on projects related to teaching.
8. Students who complete CI 161 should understand what it means to be mathematically literate in a
world that relies on calculators and computers to carry out mathematical procedures. In
particular, students should be able to use these technological tools to develop secondary students’
understanding of mathematical concepts.
9. Students who complete CI 161 should be aware of the multicultural composition of today’s
classrooms and be able to teach secondary school mathematics to diverse populations.
Course Assignments
Homework Assignments: There will be daily homework assignments. The assignments will be
due at the beginning of the next class. Homework assignments will include “The Problem of the
Day,” topical problem sets, various readings, presentation preparation, and position papers on
readings. In a position paper you are to present an arguable opinion about an issue from the
assigned reading. Ideas need to be carefully examined in choosing a topic, developing an
argument and organizing your paper. Your position paper should be 1-2 typed pages.
Unacceptable papers will be returned for revision. You are expected to come prepared to discuss
the content of these assignments during class period. There will be a few occasions where you
are asked to read a book related to mathematics education and write a standards-based summary.
Group projects and presentations: You are to teach a sample standards-based mathematics
lesson during the class. For this you will be working with a group of other students. These
lessons should integrate the techniques you have learned in the class up to that time. These
lessons will be based around five technology tools that would help you to enhance your teaching
and effectively address the state content standards. The five units are: 1) Mathematical
Manipulatives, 2) Graphing Calculators, 3) Geometer’s Sketchpad/Geogebra. 4) Computer Based
Laboratories (CBL). 5) Spreadsheets and other useful software. You will be shown how to use
each one of these technological tools before you will be presenting in the class. The presentations
are expected to be 15-20 min. long and you will receive constructive feedback from classmates.
Case Study: AS a teacher you will need to learn to pay attention to your students’ understanding
of the mathematical concepts you teach in class. You will be asked to write about how well one
of your students mastered the concepts you were trying to teach. You need to identify a student
and keep track of the student’s progress. You will need to explain what you tried to learn about
the student’s understanding of the mathematics that you were teaching.
Class participation and attendance: You are expected to attend every class, participate in
discussions, and critique the presentations of your peers. Attendance is encouraged for these
reasons. First, and most important, activities undertaken in class should be useful to you as a
mathematics teacher. (We assume that you are enrolled in this class to become a better teacher
and that grades, although important, are secondary to self-improvement). Second, exams will
contain questions based on activities done in class. Third, we will record attendance and make
notes about class participation. Students will be allowed one excused absence. A second
absence will cause a 5% drop in the grade. Each subsequent absence will result in another 10T%
drop. You are expected to attend the duration of the class. Missing any 30-minute (beginning,
middle, or end) will be considered a tardy. Two tardies are considered an absence.
Midterm examination and final Examination: There will be a midterm examination and final
examination over standards, content, problem solving, professional knowledge and professional
practice in mathematics education that we discussed during the first half of the class.
Professional Activity:


You are encouraged to join professional mathematics education organizations (CMC, NCTM,
AMTE) and subscribe to the mathematics education journals (i.e. Mathematics Teacher,
Mathematics Teaching in the Middle Schools).
You are encouraged to attend a professional meeting and/or conference.
Grading Policies
Policy on late assignments: Assignments are required to be turned in by the announced due dates.
I will assign late assignments one class period after the due date but your grade will decrease by
25% of the allocated points. After that no credit will be given.
Calculation of final grades: There will be weekly homework assignments worth 40% of the final
grade. Midterm exam is worth 20%; final exam is worth 25%, lesson plans 5%, group
presentation 5%, and case study 5% of the final grade.
A
B
%
90 and above
80-89
C
D
F
70-79
60-69
Below 60
Final Note
It is my goal to help you become the best secondary mathematics teacher that you can be.
Activities and assignments that are interesting and informative for one student are not always
appropriate for another. Although I try to provide class activities and assignments that are useful
to all students in CI 161, let me know if you feel you are not getting as much out of this course or
the assignments as you think you should. To the extent that requests for alternative assignments
seem appropriate and feasible, I will modify activities and assignments to make them more
meaningful for you.
In line with the above comment, let me assure you that “my door is open” should you wish to
discuss matters related to CI 161 or to teaching in general. I am happy to discuss the readings or
course assignments, your grades on assignments, and to provide samples of the types of
questions you might see on a test. Note that I am willing to react to drafts of papers and
assignments as long as I get those drafts far enough in advance to make comments that you can
incorporate into your final draft. If you have a concern, let’s talk about it! I look forward to
working with you this semester.
University Policies:
Students with Disabilities: Upon identifying themselves to the instructor and the university, students with
disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact
Services to Students with Disabilities in Madden Library 1049 (278-2811).
Cheating and Plagiarism: "Cheating is the actual or attempted practice of fraudulent or deceptive acts for the
purpose of improving one's grade or obtaining course credit; such acts also include assisting another student to do
so. Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term
'cheating' not be limited to examination situations only, but that it include any and all actions by a student that are
intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of
cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the
material (i.e., their intellectual property) so used as one's own work." Penalties for cheating and plagiarism range
from a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more
information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Policy/Legal
Statements) or the University Catalog (University Policies).
Computers: "At California State University, Fresno, computers and communications links to remote resources are
recognized as being integral to the education and research experience. Every student is required to have his/her own
computer or have other personal access to a workstation (including a modem and a printer) with all the
recommended software. The minimum and recommended standards for the workstations and software, which may
vary by academic major, are updated periodically and are available from Information Technology Services or the
University Bookstore. In the curriculum and class assignments, students are presumed to have 24-hour access to a
computer workstation and the necessary communication links to the University's information resources."
Disruptive Classroom Behavior: "The classroom is a special environment in which students and faculty come
together to promote learning and growth. It is essential to this learning environment that respect for the rights of
others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom
are maintained. ... Differences of viewpoint or concerns should be expressed in terms which are supportive of the
learning process, creating an environment in which students and faculty may learn to reason with clarity and
compassion, to share of themselves without losing their identities, and to develop and understanding of the
community in which they live . . . Student conduct which disrupts the learning process shall not be tolerated and
may lead to disciplinary action and/or removal from class."
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the material.
The copy in this course has been provided for private study, scholarship, or research. Other uses may require
permission from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S.
(Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use policies, the University
encourages you to visit its copyright web page.
Changes
Instructor reserves the right to change the schedule and procedure outlined in the syllabus as appropriate. It is your
responsibility to update these changes when the are announced in the class. If you are absent from the class it is
your responsibility to check on announcements made while you were absent.
Tentative Course Outline
Day #
Date
Topic
Reading/HW
1
Aug 23
Introduction
Role of mathematics, teacher’s role in mathematics
classroom
Sample classroom video
Problem solving in the mathematics classroom
2
Aug 30
History, reforms and NCTM standards
Cooperative learning
Study team strategies
 CH 1 Pg 1-20
 Problem of the
day (POD) 1
 Writing
assignment 1
(W1)
 CH 3 Pg 69-86
 POD 2
 Handouts
 W2
3
Sep 06
Sep 13
Labor day – No class
Use of Mathematical Manipulatives in classroom
Hand on experience with Pattern blocks, algebra tiles,
geoboards
Sample secondary school teaching video
Use of World Wide Web for resources
4
Sep 20
5
Sep 27
6
Oct 04
Teaching Standards based curricula
California Frameworks
Standards Vs Frameworks
Planning a lesson
Mathematical Manipulatives – Presentations 1,
Technology in the mathematics classroom
Introduction – Using Graphing calculators
Mathematical Manipulatives – Presentations 2,
Technology in the mathematics classroom (contd.)
Student Motivation and Classroom Management
7
Oct 11
8
Oct 18
9
Oct 25
10
Nov 01
CBL – Presentations 5
Classroom communication
Introduction – Use of Geometer’s sketchpad
 POD 10
 CH 7 pg 228-247
 W6
11
Nov 8
Geogebra – Presentations 6
Classroom communication (contd.)
 POD 11
 LP 4
Graphing calculator – presentation 3
Student Motivation & Classroom Managements (contd.)
Planning Instruction
Review
Midterm Exam
Introduction – Using CBL
Exam overview
CBL – presentations 4
International Studies, TIMMS video
Teaching Algebra topics
 Handouts
 POD 3
 Internet lesson
resource
assignment
 Summary of the
booklet (adding it
up)

 CH 6 pg 201-227
 POD 4
 Lesson plan
assignment (LP 1)
 CH 3
 POD 5
 W3
 CH 2
 Zjsmfpiyd
 POD 6
 LP 2
 POD 7
 Handouts
 W4





TIMSS Handouts
POD 8
POD 9
W5
LP 3
12
Nov 15
Geogebra – Presentations 7
13
Nov 22
Geogebra – Presentations 8
Planning Student Assessment
14
Nov 29
15









POD 12
CH 9
Handouts
W7
POD 13
CH 8
W8
POD 14
Handouts
Spread sheets and other technologies – Presentations 9
Lesson study and professional development and other
opportunities
Dec 06 Review
 Case Study Due
Final Exam Preparation & Faculty Consultation Days: Dec 9 & 10
Final Exam Monday Dec. 13, 8:00 PM – 10:00 PM