Kutztown University
Kutztown, Pennsylvania
SEU 323: Methods of Teaching Secondary School Mathematics
I. Three semester hours; three clock hours; required of all Secondary Education Mathematics majors.
II. Catalog Description
SEU 323: Methods of Teaching Secondary School Mathematics
3 s.h., 3 c.h.
Methods, techniques and evaluative instruments applicable to the teaching of secondary school
mathematics. Each student is expected to observe several mathematics classes in action, participate as
teacher in a simulated classroom situation, tutor at least one mathematics student, prepare teaching
plans and participate in classroom discussions of the above activities as well as the variety of readings
that are assigned.
III. Course Objectives:
The student will be able to:
A. plan effective daily lessons in teaching the various branches of secondary mathematics.
B. plan longer units for teaching secondary mathematics.
C. use correct mathematical terminology and correct pronunciation.
D. explain topics in mathematics clearly and concisely.
E. select intelligently and use wisely a variety of appropriate method in the classroom, including
lecture, laboratory method, individualized instruction and AV materials.
F. lead the student through a logical development of mathematics so that his/her performance in the
subject is based upon his understanding and not just upon memorization of a sequence of steps.
G. think through mathematics as the student does. While teaching he/she should be able to
temporarily make his/her student’s perspective his/her own.
H. inspire students to appreciate the place of mathematics in today’s world and its beauty and
usefulness as well as its limitations.
I. become a lifelong learner.
SEU 323: Methods of Teaching Secondary School Mathematics
IV. Course Outline (General Topics Covered):
A. What is mathematics? What are the logical structures underlying elementary mathematics?
B. The psychology of learning mathematics.
C. The goals and objectives in teaching mathematics
D. Homework.
E. Selection and use of mathematics textbooks.
F. Selection and use of other materials including games, puzzles, and programmed instruction.
G. Testing in mathematics.
H. Construction of a mathematics unit.
I. How to help the slow learner in mathematics.
J. An independent project of the student's choosing aimed at his/her individual goals.
K. Teacher as Lifelong Learner.
V. Course Procedures:
Early in the semester a series of mini-lessons is conducted. Each student "teaches" a lesson to a
group of his/her fellow students on the secondary level. The fellow students, in turn, put themselves in
the place of high school students - ask questions, make mistakes, and occasionally create a discipline
problem.
Most of the topics listed above are discussed as an outgrowth of these mini-lessons. In this way there
is some "live" action to refer to as well as the readings. These topics that are missed or slighted are
scheduled for discussion during class periods later in the semester.
VI. Instructional Resources
Airasian, P.W. (1996). Assessment in the classroom. New York: McGraw-Hill.
Ameis, G.A., & Ebenezer, J. V. (2006). Mathematics on the Internet: A resource for K-12 teachers
(3rd Ed.). Upper Saddle River, NJ: Prentice Hall.
Artzt, A. F. & Newman, C.M. (1990). How to use cooperative learning in the mathematics class.
Reston, VA: National Council of Teachers of Mathematics.
Bluestein, J. (1995). Mentors, masters, and Mrs. MacGregor. Deerfield Beach, FL: Heath
Communications, Inc.
Boaler, j., & Humphreys, C. (2005). Connecting mathematical ideas: Middle school video cases to
support teaching and learning. Portsmouth, NH: Heinemann.
Cangelosi, J.S. (2003). Teaching mathematics in secondary and middle school: An interactive
approach (3rd Ed.). Upper Saddle River, NJ: Prentice Hall.
Campbell, D.M., Cignetti, P.B., Melenyzer, B.J., Nettles, D.H., & Wyman, R.M. (1997). How to
develop a professional portfolio. Boston: Allyn and Bacon.
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SEU 323: Methods of Teaching Secondary School Mathematics
Churma, M. (1999). A guide to integrating technology standards into the curriculum. Upper
Saddle River, NJ: Merrill
Cooney, T.J., Davis, E.J. & Henderson, K.B. (1975). Dynamics of teaching secondary school
mathematics. Prospect Heights, IL: Waveland Press.
Cooney, T.J., Brown, S.I., Dossey, J.A., Schrage, G., & Wittmann, E.C. (1999). Mathematics,
pedagogy, and secondary teacher education. Portsmouth, NH: Heinemann.
Cuevas, G. & Driscoll, M. (Eds.). (1993). Reaching all students with mathematics. Reston, VA:
National Council of Teachers of Mathematics.
Ebersole, Dennis C. (1993).College Algebra and Trigonometry: Graphing Calculator
Investigations. New York, NY: Harper Collins.
George, P.S., McEwin, C.K., & Jenkins, J.M. (2000). The exemplary high school. Fort Worth, TX:
Harcourt Brace.
Huetinck, L., & Munshin, S.N. (2004). Teaching mathematics for the 21st century: Methods and
activities for grades 6-12 (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
Kellough, R.D. (1999). Surviving your first year of teaching: Guidelines for success. Upper
Saddle River, NJ: Merrill.
McQueen, T. (1992). Essentials of classroom management and discipline. New York, NY: Harper
Collins Publishers, Inc.
National Council of Teachers of Mathematics. (1989a). Curriculum and evaluation standards for
school mathematics. Reston, VA: National Council of Teachers of Mathematics.
National Council of Teachers of Mathematics. (1989b). Effective mathematics teaching. Reston,
VA: National Council of Teachers of Mathematics.
National Council of Teachers of Mathematics. (1991). Professional standards for teaching
mathematics. Reston, VA: National Council of Teachers of Mathematics.
National Council of Teachers of Mathematics. (1995). Assessment standards for school
mathematics. Reston, VA: National Council of Teachers of Mathematics.
National Council of Teachers of Mathematics. (2000). Principles and standards for school
mathematics. Reston, VA: National Council of Teachers of Mathematics.
Peitgen, Heinz-Otto; Jürgens, Hartmut; et. al. (1991). Fractals for the Classroom: Strategic
Activities, Volumes One & Two. New York, NY: Springer-Verlag.
Perrone, V. (2000). Lessons for new teachers. Boston: McGraw-Hill.
Posamentier, A.S., Smith, B .S., & Stepelman, J. (2006). Teaching secondary mathematics (7th
ed.). Upper Saddle River, NJ: Merrill.
Posner, G.J. (2000). Field experience: A guide to reflective teaching. New York: Longman.
Pryor, C.R. (2000). Democratic practice workbook: Activities for the field experience. Boston:
McGraw-Hill.
Roe, E.P., & Ross, B.D. (2001). Student teaching and field experiences handbook (5th ed.). Upper
Saddle River, NJ: Merrill.
Stein, M., Kinder, D., Silbert, J. Carnine, D.W. (2006). Designing effective mathematics
instruction: A direct instruction approach (4th Ed.). Upper Saddle River, NJ: Prentice Hall.
Stull, A.T., & Ryder, R.J. (1999). Education on the internet: A student’s guide. Upper Saddle
River, NJ: Merrill.
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SEU 323: Methods of Teaching Secondary School Mathematics
Tucker, B.F., Singleton A.H., & Weaver, T.L. (2006). Teaching mathematics to all children:
Designing and adapting instruction to meet the needs of diverse learners (2nd ed.). Upper Saddle
River, NJ: Prentice Hall.
Usiskin, Z., Peressini, A., Marchisotto, E.A., & Stanley, D. (2003). Mathematics for high school
teachers: An advanced perspective. Upper Saddle River, NJ: Prentice Hall.
Wales, C.E., A.H. Nardi and R.A. Stager. (1987) Thinking skills: Making a choice. Morgantown,
WV: Center for Guided Design, West Virginia University.
Wentz, P.J. (2001). The student teaching experience: Cases from the classroom. Upper Saddle
River, NJ: Prentice Hall.
Wiseman, D.L., Cooner, D.D., & Knight, S.L. (2005). Becoming a teacher in a field-based setting:
An introduction to education and classrooms (3rd ed.). Belmont, CA: Wadsworth.
The NCTM Yearbooks, Mathematics Teacher and Arithmetic Teacher and the Addenda Series to
the Standards may also be used as references.
2006
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