University of Texas Brownsville
College of Education
Syllabus
EDCI 6349: Current Issues and Research in Mathematics Education
Fall 2013
Conceptual Framework &
Knowledge Base
The conceptual framework contains four core
concepts that are themes through which we
organize and deliver our programs; hence they
are central to our vision of professional
educators and scholars. These include:
 Inter-culturalism
 Interrelatedness
 Inquiry
 Pedagogical Leadership
College of Education Theme
Teaching, learning and scholarly inquiry for
an intercultural world
College of Education (COE)
Mission Statement
 To prepare highly skilled
professionals to assume roles and
positions in teaching, research, educational leadership, and human development.
 To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the
cultural and linguistically diverse learner.
 To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific educational,
economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas of
science, mathematics, educational technology and intercultural dimension (language,
literacy, culture and interdisciplinary studies in regard to preparing teachers,
counselors, administrators, educational researchers, and professional at all levels, not
only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the
mission of the University and will have national prominence. It will be at the
forefront in programs for English Language Learners and, through teacher
preparation, P-16 and life-long education initiatives will be a model for helping to
close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the local,
regional, and national educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research
regarding the effectiveness of the programs. You will receive one survey in the final
semester prior to graduation regarding your program during your time here. A
second survey will occur within one year following graduation from or completion
of a program, and will be sent to your employer. This survey will focus on the
preparation received at UTB. Please remember that your response to these surveys
is critical to UTB excellence.
Department of Teaching, Learning & Innovation (TLI) Mission Statement
The mission of the Department of Teaching, Learning, and Innovation is to prepare and
develop highly skilled professionals for leadership roles in the educational practice and
service of our region, state and nation, accomplished through rigorous, comprehensive
and innovative curricula.
The undergraduate and post baccalaureate programs engage students in the acquisition of
knowledge, skills and disposition for entering the teaching profession, and in the use of
inquiry to improve pedagogy for diverse learners.
The graduate programs cultivate an active community of scholars who promote research
and develop educational leadership to serve as advocates for educational excellence and
lifetime learning.
Teacher:
Course Times:
Location:
Office hours:
Office Telephone:
Email:
James A. Telese, Ph.D.
Mondays 4:25 PM - 7:05 PM
UBCB 2.110
M-Th 2-3PM
882-7669
James.Telese@utb.edu
About your instructor
Dr. Telese has been teaching at UTB/TSC since 1995, courses like Introduction to Research,
Testing and Measurement, Graduate Mathematics Education courses. He started a graduate
program in mathematics education at UTB/TSC in the C&I Department. He earned a Ph.D. from
Texas A&M University, College Station in 1994 in mathematics education.
Required Text
No text is required. Readings will be provided.
Additional Material
American Psychological Association. (2001). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
Course Description (from catalog):
Current issues will include studies of prominent issues and problems related to mathematics
education and curriculum development. Topic includes multicultural mathematics education,
gender and ethnicity issues regarding mathematics, analysis of learning in the mathematics
classroom, using the internet to enrich the teaching ofMath and review of recent research in
mathematics education.
Course History and Rationale
This course was developed for the master's in C&I degree with an emphasis in mathematics
education. The purpose was to establish a course that has the potential to address various topics
or issues that arise, as well as particular student needs in their work as mathematics educators.
In this course, we will identify and investigate a few of the most current issues and
problems in mathematics education as well as become familiar with the major areas of
research in the field. A significant focus of this course will be on research that can help to
inform practitioners in the teaching and learning of mathematics, especially research that
will help us to better understand teaching practice as it is enacted in the complexity of the
classroom.
Course Objectives
 Describe the nature of quantitative research in mathematics education.
 Describe implications of findings from PISA.
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Describe Situated Cognition Learning Theory.
Design a situated learning activity or assessment task.
Write a rationale for the importance of moving children from additive thinking to
algebraic thinking.
Write a scholarly paper on an issue in mathematics education.
Write a plan to conduct a research study. (optional)
Summarize published research studies in mathematics education.
Apply research findings to mathematics classroom assessment.
Describe issues regarding differentiated instruction.
.
Course evaluation and grading scale
Summaries, and other projects
Research Plan
Issue Paper
45%
30%
25%
90-100
80-89
70-79
60-69
A
B
C
D
Course assignments/requirements
Summaries
Each week turn in a written summary of a mathematics education research study. It’s length
should be 2-3 typed pages, which will include a citation in APA style, a brief description of the
study that presents the purpose and or research questions, the appropriateness of the literature
review, and the highlights of the methodology, i.e., variables, data collection, and results. The
significant part of the summary is to include how you view the study and how the study’s results
could apply to your classroom or classrooms in general.
Research Plan (optional):
This is a 4-5 page paper that describes how you would go about examining a problem using the
scientific method to study the problem. Hence, the components of the paper include:

Introduction
a very brief presentation of previous and related studies to your problem;
a purpose statement;
a hypothesis or research question

Methodology
data collection-what is to be measured, how is it to be measured, describe the
process of how data would be collected

Conclusion-what you hope to learn from conducting the study and how the results might
apply to your situation
Issue Paper (e.g., situated learning, meaningful learning/culturally relevant, teaching ELLs, the
role of the task in mathematics classrooms, etc.)
Choose an issue of personal interest to you and be prepared to make a very brief, 5
minute presentation. For this assignment you are to investigate the research on a
particular problem in the field of mathematics education.

You are to provide a review of relevant research related to the problem you have
identified (consider both pro and con),
 describe any conclusions you might be able to draw as a result of your research,
 identify the sources that you used and that might help us to further investigate
this topic (using APA format).
 Your paper should be NO MORE THAN 5 PAGES, excluding references in
length.
This seems to be a good website to start with:
http://www.ernweb.com/members/main.cfm
The site reports summaries of research studies which would be a good place to begin a
search for information and get ideas.
The purpose of this assignment is to provide you an opportunity to deeply investigate
how research can provide support and guidance on a specific problem in the field of
mathematics education. This is a good opportunity to consider conducting background
research on a field of interest that might lead to further study.
Final Exam (optional): A final will be administered that will cover ideas obtained throughout
the course. It will be in an essay format. You may bring a laptop to type your responses.
Course Schedule
Date
8/26
9/9
9/16
Topics and Activities
Readings
Introduction Situated Learning; Situating
Brown Collins, &
Cognition
Dugid; Roth
Culturally relevant Learning;
Morrison;
Findings from PISA
PISA Report
Young Mathematicians at Work, Additive vs.
What’s Due?
PISA Implications
Multiplicative Thinking, Stamps, Measuring strips
9/23
Young Math at Work II Introducing Turkey dinner
Synthesis paper on
Describing
situated, culturally
relevant Learning
9/30
Young Math at Work III
10/7
Math Education Research
Linking arithmetic to early algebra;
Using stats.
effectively
Van Amoran;
Situated learning
Activity
Rationale for
10/14
Early Algebra and Generalization
Carraher et al
moving from
additive to
algebraic thinking
10/21
Research in Algebra learning
10/28
Work on Issue Paper
11/4
Research in Geometry Learning
11/11
Research in Geometry Learning
11/18
Assessment in Mathematics Education
11/25
Research Article Presentations
12/2
Presentations II
12/9
Final Exam
Haas;
Learning and
Teaching of
Algebra; Carraher;
Palm;
Warren & Copper;
Putman
Gender and Van
Hiele; Rickard
summary
Assessing
measurement
skills;
Izsak summary
Research Plan
Ohlsen;
Allsup et al
Issue Paper
Departmental policies
1. Academic honesty and integrity is expected of all students. This course demands a high level
of scholarly behavior and academic honesty on the part of all students. Examples of academic
dishonesty include but are not limited to: (1) turning in work as original that was used in whole
or part for another course and/or instructor without obtaining permission from this instructor in
advance; (2) turning in another person’s work, in part or in whole, as your own; (3) copying from
professional works without citing them; and (4) any form of cheating on exams. Violations of
academic integrity/honesty while carrying out academic assignments may, at the discretion of the
instructor, receive a zero on the particular work in question, receive an “F” in the course, and/or
be brought before a higher level of governance for possible dismissal from the university.
Discipline may include suspension or expulsion from the University. This is a matter of
professional ethics for anyone involved in the field of education.
According to the UT System Regents' Rules and Regulations, Part One, Chapter VI, Section 3,
Subsection 3.2, Subdivision 3.22: "Scholastic dishonesty includes but is not limited to cheating,
plagiarism, collusion, the submission for credit of any work or materials that are attributable in
whole or in part to another person, taking an examination for another person, any act designed to
give unfair advantage to a student or the attempt to commit such acts."
2. Americans with Disabilities Act: The University of Texas at Brownsville and Texas
Southmost College School of Education does not discriminate on the basis of disability in the
recruitment and admission of students, the recruitment and employment of faculty and staff, and
the operation of any of its programs and activities, as specified by federal laws and regulations.
Copies of this document may be obtained in the Office for Students with Disabilities. The
student has the responsibility of informing the course instructor (at the beginning of the course)
of any disabling condition which will require modification to avoid discrimination.
As a faculty member, I am required by law to provide "reasonable accomodation" to students
with disabilities, so as not to discriminate on the basis of that disability. Student responsibility
primarily rests with informing faculty at the beginning of the semester and in providing
authorized documentation through designated administrative channels.
3. Should our classroom meeting site become unavailable for any reason, another location has
been provided in order to take exams or make presentations that might have been interrupted.
4. Medical Reimbursement: University students will be responsible for their own transportation,
meals, and health care while participating in the field-based program. University students bear
the burden of any expenses incurred in conjunction with injuries that may occur during fieldbased classes/components, or student teaching. The university will not reimburse the student for
any expenses related to injuries or illness.
Course policies (including attendance and drop policy)
1. Attendance is essential. Students may miss one class period. Each succeeding absence will
result in the possible lowering of the course grade by 5 points subtracted from the final course
total, depending upon the nature of the absence. Arriving late or leaving early can also be a
distraction and is unprofessional; therefore, two tardies will be counted as one absence.
2. Complete all assignments by the due date listed on the syllabus or announced in class. Late
assignments are not acceptable.
3. Please type all assignments. Use double spacing and 12pt font. The student's name should be
on every page of every assignment submitted. It is also generally recommended that students
keep photocopies of work turned in.
4. The instructor reserves the right to make changes in the syllabus, as deemed necessary.
Students will be notified of any and all changes.
SATISFACTORY ACADEMIC PROGRESS (SAP)
The following REVISED policy applies to new and returning UTB/TSC students registered
for classes in the 2007-2008 academic year.
UTB/TSC monitors academic progress every fall and spring semester to identify those
students who are experiencing difficulty with their courses. Satisfactory Academic
Progress (SAP) is based upon two components: GPA of 2.0 or higher and successful
course completion of at least 70% of course work attempted. Students remain in good
standing with the university and Financial Aid when both criteria are met. Students who
do not maintain these required minimum standards will be placed on probation or
suspension as appropriate. The complete Satisfactory Academic Progress policy and the
Undergraduate Satisfactory Academic Progress for Financial Aid policy can be found in
the current Undergraduate Catalog. For more information, please visit MyUTBTSC
Blackboard http://myutbtsc.blackboard.com; click on the Satisfactory Academic
Progress link.
ACADEMIC INTEGRITY
Students are expected to be above reproach in all scholastic activities. Students who
engage in scholastic dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and expulsion from the University. Scholastic
dishonesty includes but is not limited to cheating, plagiarism, collusion, submission for
credit of any work or materials that are attributable in whole or in part to another
person, taking an examination for another person, any act designed to give unfair
advantage to a student, or the attempt to commit such acts. Since scholastic dishonesty
harms the individual, all students and the integrity of the University, policies on
scholastic dishonesty will be strictly enforced. (Board of Regents Rules and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do not
allow your peers to pressure you to cheat. Your grade, academic standing and personal
reputation are at stake.
ACADEMIC RESPONSIBILITIES
Students are expected to be diligent in their studies and attend class regularly and on
time. Students are responsible for all class work and assignments. On recommendation
of the instructor concerned and with the approval of the Dean, students may, at any
time, be dropped from courses. This may result in a “W” or “F” on the student’s
permanent record.
EMERGENCY ACADEMIC CONTINUITY PLAN
In compliance with the Emergency UTB/TSC Academic Continuity Plan, academic
courses, partially or entirely, will be made available on the MyUTBTSC Blackboard
course management system. This allows faculty members and students to continue
their teaching and learning via MyUTBTSC Blackboard http://myutbtsc.blackboard.com,
in case the university shuts down as a result of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying faculty
members and students of their responsibilities as a hurricane approaches our region. If
the university is forced to shut down, faculty will notify their course(s). To receive credit
for a course, it is the student’s responsibility to complete all the requirements for that
course. Failure to access course materials once reasonably possible can result in a
reduction of your overall grade in the class.
To facilitate the completion of class, most or all of the communication between students
and the institution, the instructor, and fellow classmates will take place using the
features in your MyUTBTSC Blackboard and UTB email system. Therefore, all students
must use Scorpion Online to provide a current email address. Students may update
their email address by following the link titled “Validate your e-Mail Account” in
MyUTBTSC Blackboard Portal. In the event of a disaster, that disrupts normal
operations, all students and faculty must make every effort to access an internetenabled computer as often as possible to continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early in the
semester so that the appropriate arrangements may be made. In accordance with
federal law, a student requesting accommodations must provide documentation of
his/her disability to the Disability Services counselor. For more information, visit
Disability Services in the Lightner Center, call 956-882-7374 or e-mail
steve.wilder@utb.edu.