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ST:TEACH MATH W GEOMETER SKTCH (MTED 775 901 SPRING 2010) (T-MTED775-901-200935) > COURSE INFORMATION > SYLLABUS BUILDER
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Course Syllabus
GENERAL INFORMATION
Course Description:
This course focuses on exploring how the teaching and learning of math in grades 6 through calculus is
enhanced by appropriate use of dynamic mathematics software such as Sketchpad. Course activities will
include constructing sketches from scratch and using existing activities and highly-authored sketches to cover
topics in middle school, algebra, geometry, pre-calculus, and calculus. Sketchpad topics such as animation,
action buttons, presentation sketches, custom tools, etc. will also be covered.
Each module of the course will involve a short overview, a set of problems (including relevant GSP sketches
and technology resources), and a set of discussion questions. The primary mode of instruction will be
collaborative problem solving, including developing initial thoughts/responses to particular technologyenhanced mathematical tasks, discussing them with colleagues, and revising your work based on your
conversations and collaboration. The course will emphasize active participation in the learning and teaching
process and will not involve significant amounts of passive learning through lectures or demonstrations.
Course Objectives:
Throughout participation in this course, students will demonstrate growth and competency in each of the
following:
Enhancing mathematics instruction through the appropriate use of dynamic mathematics software
such as Sketchpad
Using dynamic and interactive sketchpad features, including animation, action buttons, presentation
sketches, transformations and iterations, and construction tools
Constructing interactive, dynamic “sketches” by hand for teaching and learning specific mathematics
content
Finding, selecting, and using existing activities and highly-authored sketches to cover topics in middle
school, algebra, geometry, pre-calculus, and calculus
Designing and using custom tools for teaching particular mathematics content
Required Texts and Materials:
There are no texts for you to purchase for this course. All readings are available for electronic download from
this site, from the resources provided in Sketchpad Lesson Link, or through the Drexel Library
(http://library.drexel.edu).
COURSE SPECIFICS
Typical Unit:
Most units will last 1.5 weeks, with one week devoted to learning activities and discussion and one-half week
devoted to revision and presentation of your initial work on the module's instructional tasks. Specifically, each
module will likely include:
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Module Task List: The first item in each module is a "Task List"
that summarizes the key activities and due dates for the week.
An Introduction: A short, introductory lecture – audio, video, or textual (depending on the needs of the
module) – that will introduce the key ideas for the coming module.
Activities: During each module you will work on one or more Sketchpad activities. Work on the
activities is submitted via one or more Blogs (indicated in the Blackboard page by the orange symbol
). Posts to the Blogs initially are private (only seen by the poster and the instructor) and become
public for others to view and comment on after 3-4 days.
Discussing the Activity: In some modules, you will participate in an online discussion focused on an
article or other readings. Discussion prompts will be provided, and you are encouraged to both
respond to the prompts and add your own comments and thoughts on issues that arose as you took
part in these activities.
Revision: The culmination of each module will be revising your initial work on the activities based on
comments form colleagues and the class discussions. Specific foci for your revisions and grading
rubrics will be provided.
Deadlines: There are usually two deadlines per week – Tuesday at midnight ET and Saturday at
midnight ET. These days were selected so that folks who have more time on weekends can do both
parts, as can those who only have time during the week.
GRADING
Weekly Participation: Discussions and Blogs
The primary way we will interact throughout this course is in discussion boards and blogs. Each week, you will
receive a “weekly participation” grade that is based on your active participation in each assigned activity and
discussion. Each week’s discussion board and/or blog will be graded out of 10 points (that is, 10 points for the
discussions and 10 points for the activities). Points will be distributed approximately evenly in the two areas:
1. Completion and Timeliness: Your discussion board and blog posts will be graded based on completing
the appropriate number of posts, comments and replies by the specified deadlines.
2. Quality: Your discussion board postings will also be graded based on the quality of the submission.
Quality does not mean that the posting is “correct” – posts from various points of view are encouraged.
What quality means is that the post
is well written (with correct grammar and spelling)
clearly addresses the issues being addressed,
goes beyond “feelings.”
Your post should meet all three of these criteria.
As an example, a high quality post will start by taking a stance (“I think …” or “I believe …” or “In my
experience …” or “I’m not sure about …”) and then justify or explain your stance. Other examples of
quality include describing and comparing multiple alternative viewpoints, integrating factors and
perspectives, and recognizing inconsistencies and attempting to provide rationales for the
inconsistencies.
Revision and Synthesis Activities/Discussions
Each module will conclude with a revision or synthesis period in which you will either:
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revisit the activities from the module, improve upon them, and reflect on what you've learned, or
complete a new activity that pulls together the ideas from the first activities.
These will take place on a discussion board. Each will be worth 10 points. They will be equally graded on
mathematical correctness and reflection, where reflection includes both reflection on your personal learning
and improvement and reflection on Sketchpad's role in the investigation and learning.
Quizzes
Quizzes will be graded on your successful completion of the assigned tasks.
The number of tasks will correspond to some number of points, which
will be scaled to 15 points.
Midterm and Final
The midterm, which will be a paper designed to support you organize and reflect on your learning around
three themes: content, pedagogy, and technology.
The final project, which will entail the development of a unit or set of lessons that incorporates dynamic
geometry software, will be graded on its content, use of resources, and applicability to your situation.
Calculating your Grade
Assignment
Percent of Grade
Blogs and Discussions
30
Revisions
25
Quizzes
20
Midterm
10
Final
15
Grading Scale
A+ > 97
B+ 87-89
C+ 77-79
D+ 67-69
A 93-96
B 83-86
C 73-76
D 63-66
A- 90-92
B- 80-82
C- 70-72
D- 60-62
F <60
Disability Accommodations
It is the University's policy to provide a learning environment that provides all students with the opportunity to
realize their full potential. To this end, the goal of the Office of Disability Services ("ODS") is to assist students
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with disabilities in becoming self-sufficient, independent, and successful members of the University's
community and to provide students with disabilities with equal opportunity of access to University courses,
programs, facilities, services, and activities.
Students seeking reasonable accommodations for their disabilities must first register with ODS. The staff of
ODS will work closely with students to review medical documentation, assess their individual needs, and link
them with the services necessary to ensure them the opportunity to participate fully in college life. The Office
of Disability Services website can be found at http://www.drexel.edu/ods .
Religious Observances
The University is committed to promoting an environment that supports cultural and spiritual diversity. It is
essential that students contact their instructors at the beginning of the term for religious observance
accommodation requests.
For more information, please review the Office of the Provost Statement on Religious Observances
(http://www.drexel.edu/provost/policies/religious_observances.asp)
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