Tentative Syllabus
Modified from Dr. Douglas Lapp’s Spring 2011 Syllabus
MTH 261 – Fall 2012
Course:
Instructor:
Office:
Office Phone:
Mathematics 261 – Problem-Based Algebra and Calculus for Secondary Teachers
Linda Anderson (Intern) under supervision of Dr. Douglas A. Lapp
202 Pearce Hall
1-989-774-5596
E-mail:
ander2lm@cmich.edu or andersonl@wayland.k12.mi.us
Office Hours:
Tuesday 4:00-5:00 p.m. and Wednesday 4:30-6:30 p.m
Webpage:
https://sites.google.com/site/mth261anderson
Text:
Problem-Based and Technology-Enhanced Algebra and Calculus for Secondary
Teachers (Materials to be handed out in class)
Materials:
USB Flash Drive
2-Inch Binder
For Math 261, you will need a graphing calculator with a Computer Algebra
System (CAS) that will also work with our wireless calculator network. A
computer algebra system is simply a device that will do symbolic
manipulations such as finding symbolic derivatives or integrals, expanding
algebraic expressions, working with matrices, or solving equations exactly.
For this purpose, you will need a TI-Nspire CX CAS that can be used with
the wireless network. Be careful NOT to get the regular TI-Nspire CX since
it does NOT have a computer algebra system. Make sure it is the TI-Nspire
CX CAS. If it does not say “CAS” in the name, it is not the right one. Please
bring it to every class meeting and make sure it has a sufficient charge.
Other Requirements: Membership in the National Council of Teachers of Mathematics (NCTM)
For membership information, visit www.nctm.org and select the student
membership option. This is a reduced price for dues and journals.
Course Description: This course is designed to expose pre-service secondary mathematics teachers to
mathematical content explored through a problem-based and technology enhanced
approach connecting secondary mathematics curricula with undergraduate
mathematics and pedagogical content. In the course, you will investigate
undergraduate mathematical concepts through student-centered explorations and
then reflect on these ideas as they relate to the secondary mathematics classroom.
You will also spend time reading about teaching and learning research pertinent to
the central concepts of algebra and calculus.
The main goal of the course is to integrate mathematics content and the
application of learning theory through classroom case studies and vignettes so
that you will be comfortable making pedagogical decisions during your first
teaching experience. This course will model pedagogical methods set forth by
organizations such as the National Council of Teachers of Mathematics and the
Mathematical Association of America.
This course should be taken in the sophomore or early junior year of the
secondary mathematics program as part of a four-course sequence.
Assessment:
In order to allow for diversity in student learning styles and achievement
measures, you will be assessed using several methods. Since one of our
objectives is to be able to continually learn new technologies and apply both
mathematics content and learning theory to your classroom long after you leave
“formal education”, we want you to be able to learn on your own. For this reason
projects will constitute a large portion of your grade. In addition, you will have
pedagogical reflections, quizzes, a midterm exam, laboratory assignments
conducted in cooperative groups, and a final exam. Some of these assignments
will require significant time outside of class, so be prepared.
Written Assignments: Written assignments will vary in nature. High standards for written work
(grammar, spelling, style and punctuation) will apply. All assignments must be
word-processed on a computer with graphics electronically inserted into the
document. You must learn how to use the computer to present your written work.
A major part of the course grade will be for your assignments and group projects.
These projects that make use of computer and graphing calculator technology will
take the form of an extended, in-depth investigation of topics appropriate for
secondary mathematics classroom. More specific information will be given later.
Remember that written work should be your own. Any use of the words or ideas
of others should be cited appropriately giving due credit to the author(s).
Field-Based Work:
In addition to your time in class, for successful completion of this course, you will
also spend 10-14 hours tutoring depending on the public schools schedule. You
will receive more information about tutoring as we coordinate with the Mount
Pleasant High School. You will be expected to complete assignments related to
your work in the field as part of the course assessment. We may also use video
excerpts of actual classrooms to generate discussions about teaching, learning,
and mathematics. Since you will be guest in a high school, you will need to go
through a criminal background check. This will be coordinated with the
placement office in EHS 421. You will need to go to EHS 421 and get a photo ID
badge that you will wear at all times in the school.
Quizzes:
The quizzes will be over basic mathematics and pedagogical topics related to the
course materials. You will also be expected to use basic functionality of the
technology used in various explorations.
Exams:
The Midterm and Final Exam will test your ability to apply what has been
discussed in the course in an on-demand setting. You will be given mathematical
investigations as well as pedagogical questions where you must analyze students’
mathematical work or classroom situations. These exams will give an individual
assessment of your ability to deal with both technological use and application of
mathematical and pedagogical ideas in the learning and teaching of mathematics.
Lab Activities:
Throughout the semester you will participate in lab activities designed to help you
make connections between the undergraduate and secondary mathematics
curricula. I think that you will not lonely find these labs helpful in generating
ideas for your future teaching, but you will also find that concepts you were
taught through memorization during your own school experience will begin to
actually make sense. The use of technology in the mathematics classroom can
foster an atmosphere of conjecture and proof. Students will be able to explore
patterns that they could not before – this is one advantage of technology use and
we will model this environment in this course.
You may also be expected to explore concepts using the computer and software
such as TI-Nspire CAS and Logger Pro, as well as hand-held technology such as
the TI-Nspire CAS hand-held, Lab Pro, CBL2 and CBR. If you need to complete
assignments on the computer, it is your responsibility to spend time outside of
class in the Mac Lab in 404 Pearce Hall. Since we will be using the computers,
there may be times that our class will meet in the lab or we will use the laptop lab.
As you work in cooperative groups, consider making use of wikis to aid in the
collaboration. We will use them from time to time in class so if you are not
familiar with wikis, we will give you an introduction.
Curriculum Project:
You will be expected to develop a student-centered activity that could be used in a
high school algebra class. In addition to the student handout, the activity should
include a Teacher Notes section that explains goals and objectives of the activity,
a summary of the mathematical ideas related to the activity, and expected student
answers to questions in the activity.
Facebook Group:
In order to encourage discourse about mathematics, please join the Facebook
Group titled Math 261 fall 2012 Anderson. This is a place where you can post
questions and communicate about course-related ideas. I hope this will serve as a
community for you and that you will find it helpful in working through homework
or class investigations. My intention is that you will help each other by chiming in
when people need help. I will try to check in occasionally and answer unresolved
questions as best I can. I may from time-to-time give you a question to respond to
on the group. In addition to responding to my question, here you can also respond
to each other’s comments as well, forming a true professional community for
sharing ideas about mathematics and mathematics education. This group also
gives me the ability to post video clips of technology use to help you learn some
functionality of the TI-Nspire CAS. Check it out and join the group. If you have
rouble finding it you can type in the URL directly:
http://www.facebook.com/groups/275170449249867/
Evaluation:
Field-Based
Quizzes
Midterm Exam
Assignments & Labs
Curriculum Project
Pedagogical Reflections
Final Exam
Total
=10%
=15%
=15%
=20%
=10%
=10%
=20%
=100%
Your grade will then be figured on the following percent scale based on the
breakdown given above. I reserve the right to adjust grades; however, I will never
adjust you down. Your grade will always be at least based on the scale given
below. You will be able to check your grades online from the Math 261 web
page. Your login name will be your name exactly as it appears on the daily signin sheet for class (Last name, First name) and your Student ID Code is your CMU
ID number (not including the leading zeros).
[92, 100]
[90, 92)
[88, 90)
[82, 88)
[80, 82)
[78, 80)
[72, 78)
[70, 72)
[68, 70)
[62, 68)
[60, 62)
[0, 60)
Class Attendance:
A
AB+
B
BC+
C
CD+
D
DE
Class attendance is required. Attendance will be taken each class period. More
than 1 unexcused absence will cause your grade to be lowered a third of a letter
grade for each occurrence (e.g. 2 missed classes would change a B to a B-, 3
missed classes would change a B to a C+)
CMU provides students with disabilities reasonable accommodations to participate in educational
programs, activities, or services. Students with disabilities requiring accommodations to participate in
class activities or meet course requirements should first register with theoffice of Student Disability
Services (250 Foust Hall, telephone #989-774-3018, TDD #2568), and then contact me as soon as
possible.