CALIFORNIA STATE UNIVERSITY, EAST BAY
Department of Teacher Education
T Ed 5391-01
Mathematics Methods Course Syllabus
Winter 2015
Dr. Phil Duren
Email: phillip.duren@csueastbay.edu
Office Hours: M 3 to 4 pm (before class)
AE373D
Phone: 510-219-2978
Course Description: Introduction to theory and practice of instructional methodology in a single
subject classroom.
Goal: The major goal of these courses is to help student teachers develop instructional methods
and classroom management techniques that can be used successfully in their classroom
assignments. These courses will lay the groundwork for continued professional development
throughout the candidates teaching career within the guidelines of the California Standards for
the Teaching Profession.
Objectives:
The students will be able to:
I.
Plan a mathematics lesson giving consideration to the following:
A. First five minutes activity,
B. Correcting homework,
C. Teaching the new material,
D. Assigning homework, and
E. The last five minutes activity.
II.
Model classroom management techniques and procedures appropriate to the
district’s assignment.
III.
Pose meaningful questions that encourage active thinking and
participation by all the students.
IV.
Plan and employ remediation techniques for students having
difficulties in mathematics.
V.
Explain the difference between problem solving and word exercises.
VI.
Model problem solving instruction using a strategies approach.
VII.
Discuss curricular issues in the secondary mathematics program.
VIII. Use a graphics calculator or dynamic software as an instructional tool for
teaching a mathematics lesson.
IX.
Use appropriate concrete manipulatives in teaching a mathematics lesson.
X.
Construct appropriate assessment tools for quizzes, chapters, units and
semesters.
XI.
Do formative and summative evaluation on student performance.
Evaluative Criteria:
T Ed 5390 and 5391 will be taught as a continuing class. A letter grade will be given for each
course. The following types of projects or assignments will be given:
I.
Complete lesson plans for a specific assignment given by the instructor and lesson
plans for the student teaching assignment.
II.
Prepare and teach specified lessons to a small group of other student
teachers.
III.
Make and/or use mathematical manipulatives for teaching specified concepts.
IV.
Do presentations of problem solving ideas to the class.
V.
Discuss pros and cons of various curricular issues in secondary
mathematics today.
VI.
Design tests or quizzes for specified content appropriate to the student
teaching assignment.
VII.
Develop content ideas for teaching specific concepts.
Required Readings: There will be a course reader containing all required readings in this course
with the exception of professional journal readings as chosen by the student.
Note: Attendance and active participation at all classes is expected. Absences due to illness or
emergencies need to be made up. Contact me before the class preferably or after class if
necessary to get a make-up assignment. Any in-class assignments not made up will result in a 5
point deduction for 5391 and 5 points will be deducted from your class participation grade for
absences.
Grading Scale for 5391:
94-100%
90-93%
87-89%
83-86%
A
AB+
B
80-82%
77-79%
73-76%
70-72%
60-69
Below 60%
BC+
C
CD
F
Evaluation policy for 5391:
Journal Problem Solving Review
Reading Reflections/Tasks
5 In-Class Assignments
Class participation
TOTAL
10
15
50
25
100
Tentative Outline of Topics:
Session 1A A. Levels of Instruction
B. Concept Development: Variable Expressions and Equations
Session 1B A. Anticipating Student Difficulties
B. Diagnosing Student Error Problems
Reading Assignment: Course Reader pp. __________
Session 2A A. Constructivist Lesson Ideas
B. Adjusting Lessons for Students
Session 2B A. The Art of Questioning
B. Writing and Asking Better Questions
Reading Assignment: Course Reader pp. __________
*Hand in Professional Journal Article Review
Session 3
A. Introduction of Problem Solving in Mathematics
B. Introduction to Mathematics Curricular Websites
C. Problem Solving Experience
Reading Assignment: Course Reader pp. __________
Session 4
A. Problem Solving Skill Development (from Chapter 8 in Reader)
* Student assignments and responsibilities in bold.
CRITIQUE OF INSTRUCTIONAL STRATEGIES ARTICLE
1.
Select an article from a journal on an instructional issue or technique involving problem
solving or conceptual understanding (Mathematics Teaching in the Middle School,
Mathematics Teacher, School Science and Mathematics Journal, Communicator, etc.)
2.
Write a one-page, word processed, double spaced critique that includes the following:
a.
Article name, author, journal, date.
b. One paragraph summarizing the article.
c.
One paragraph giving implications for teaching mathematics in your classroom or
your "building".
d. One paragraph giving your personal reactions with justification.
3.
Evaluation will be based on your grasp of the idea or concept and the clarity of your
paragraphs.
Appropriate article
1 pt.
Summary of article
5 pts.
Implications
5 pts.
Reactions
4 pts.
TOTAL
15 pts.
College of Education and Allied Studies Theme
The theme of the School of Education and Allied Studies is “Preparing leaders committed to
social justice and democracy.” This course relates to the College theme by helping students
differentiate instruction in their classrooms and by students learning how to help all of their
students become better problem solvers.
Earthquake Emergency Information for students at C.S.U., Hayward:
During the earthquake: Duck and cover -- Get under a desk or table. Protect your
head with your arms. Do NOT exit building; objects may fall from roof. Do NOT
use elevators. After the shaking stops: Remain calm. Think about a way out.
Check for potential hazards. When safe, evacuate to an open area. Assemble at
the Outdoor Amphitheater where you will receive further information. Use
telephone (3333) only for genuine emergencies. Expect aftershock.