FACULTY OF EDUCATION
ED/MATH 3051 6.0 Fall/Winter 2014-2015
Teaching Mathematics in the Intermediate/Senior Divisions
Course Outline
Course Director: Dr. Tina Rapke
Tel: (416) 736 2100 Ext 88780
Email: trapke@edu.yorku.ca
Office: WC 257
Office Hours: Monday 11:30-12:30, Thursday 11-12, or by appointment
Course meeting dates:
Fall - Sept 8, 15, 22, 29, Oct 6, 20, 27 Nov 3, 10, 17, 24, Dec 1.
Winter – Jan 5, 12, 19, 26, Feb 2, 9, 23, Mar 2, 9, 16, 23, 30.
Course Time: Mondays 8:30 to 11:30
Course Location: TEL 3072
Course Description
This course will provide opportunities for teacher candidates to broaden their understanding of
what mathematics is and what it means to teach mathematics in ways for mathematical
understanding. Fundamental principles related to equity, student learning, teaching, curriculum,
assessment and technology guide the development of the course.
Pedagogical strategies and course activities will be supported by current theories of learning and
teaching mathematics. In addition, recurring themes throughout the course will be the processes
of problem solving and problem posing, reasoning, communication, and connections.
Course Learning Objectives
On completion of this course, it is expected that candidates will demonstrate:
 knowledge of the characteristics of students’ cognitive development and its implications for
effective teaching and learning in mathematics;
 knowledge of Ministry mathematics requirements for students in the Intermediate, or
Intermediate and Senior divisions;
 understanding of concepts, skills and processes that contribute to the development of
mathematical fluency in strands such as: number sense and algebra, linear relations,
measurement and geometry, analytic geometry, mathematical models, polynomial functions,
trigonometry, and data management.
 skill in devising relevant mathematical activities appropriate for an active-learning program
involving diverse learners;
 skill in creating a learning environment that fosters students’ development in mathematics;
 confidence in their ability to teach mathematics effectively to students in the Intermediate or
Intermediate and Senior divisions.
Assignment Submission: Proper academic performance depends on students doing their work not only
well, but on time. Accordingly, assignments for this course must be received on the due date specified for
the assignment.
Due Dates/Lateness/Penalties & Missed Assignments
If you cannot make a due date, it is your responsibility to negotiate in person with the course director.
Grading: The grading scheme for the course conforms to the 9 -point grading system used in
undergraduate programs at York (e.g., A+ = 9, A = 8, B+ - 7, C+ = 5, etc.). Assignments will bear
either a letter grade designation or a corresponding number grade (e.g. A+ = 90 to 100, A = 80 to 90,
B+ = 75 to 79, etc.)
(For a full description of York grading system see the York University Undergraduate Calendar http://calendars.registrar.yorku.ca/pdfs/ug2004cal/calug04_5_acadinfo.pdf)
Attendance
- Full attendance is required for the duration of the course. If you are unable to attend class, please inform
me beforehand. Unexcused absences, lateness and partial attendance (i.e. leaving early or attending only
half of the class) will result in a lowering of your grade.
- Regular attendance is expected unless an emergency situation arises. A record of attendance will be kept.
- Marks may be deducted for more than one unexcused absence.
- You may be penalized for unexplained absences.
- Each absence from class could result in a lowered grade if not supported by a doctor’s note or some other
documentation.
Required Readings will be made available on the course website
Students with special needs are asked to contact the course director within the first week or two of
classes so that appropriate arrangements can be made. It is York University’s policy to support
students who have identified special needs. If you believe you will experience difficulty fulfilling
the course requirements, please arrange to see the course director.
Evaluation
The final grade for the course will be based on the following items weighted as indicated:
Teaching Narrative
15%
Peer Dialogue:
40%
Class summary:
15%
Mid-Course Summative Task:
15%
Project:
15%
Teaching Narrative-15%-Due: Mar 30
On the first day of class, you will compose a video of length three minutes or less. At the end of the course,
you will reflect on that video and discuss how your perspective has developed. The course director and
teacher candidates will co-construct the evaluation criteria. The criteria will be posted on the course site.
Peer Dialogue-40%-Due: Ongoing
At the end of each session, teacher candidates will exchange journals and provide an entry in each others’
journals. The journals can take many forms (such as blogs, emails, videos, etc.) The journal is a space for
teacher candidates to ask relevant questions, share experiences and provide feedback and information to
enhance learning and their teaching practice. These responses might include questions about the
mathematics documented in the journal and citations to relevant literature, internet resources, and teaching
ideas. This assignment will allow teacher candidates to display their engagement with current literature and
teaching resources. They will also demonstrate the ability to express their commitment to each other’s wellbeing and learning through the positive influence, professional judgment, integrity, and empathy. The
course director and teacher candidates will co-construct the evaluation criteria. The criteria will be posted
on the course site. Each missing entry will result in a deduction of 2%.
Class Summary-15%
For one class, teacher candidates will produce a short video that summarizes their experiences during that
class and links their experiences to current literature. The course director and teacher candidates will coconstruct the evaluation criteria. The criteria will be posted on the course site. This assignment will be due
the following class.
Mid-Course Summative task-15%- Due: Nov 17 and Nov 24
Working in a group, teacher candidates will pose four questions for their peers to solve. The questions
should be based on the mathematics studied during the course and have a focus on the mathematics
teachers do and the decisions they make in their daily practice. Teacher candidates will provide a solution
key to their posed problems. The solution key should demonstrate that teacher candidates have anticipated
multiple answers/solutions to the problems, including misconceptions and errors. On Nov 24, 2014, teacher
candidates will exchange, provide solutions to and assess each others’ problems and solutions. This task
will allow teacher candidates to experience a range of assessment and evaluation methods.
Project-15%- Due Mar 30.
Teacher candidates will form groups of 3 to 4 people. Teacher candidates will negotiate a topic of interest
with the course director. Teacher candidates will present their project to the rest of their peers on the final
day of class. The course director and teacher candidates will co-construct the evaluation. The criteria will
be posted on the course site.
IMPORTANT COURSE INFORMATION FOR STUDENTs
Academic Honesty and Integrity
York students are required to maintain high standards of academic integrity and are subject to the Senate
Policy on Academic Honesty (http://www.yorku.ca/secretariat/legislation/senate/acadhone.htm).
There is also an academic integrity website with complete information about academic honesty. Students
are expected to review the materials on the Academic Integrity website
(http://www.yorku.ca/academicintegrity).
Access/Disability
York provides services for students with disabilities (including physical, medical, learning and
psychiatric disabilities) needing accommodation related to teaching and evaluation
methods/materials.
It is the student's responsibility to register with disability services as early as possible to ensure that
appropriate academic accommodation can be provided with advance notice. You are encouraged to
schedule a time early in the term to meet with each professor to discuss your accommodation needs.
Failure to make these arrangements may jeopardize your opportunity to receive academic
accommodations.
Additional information is available at www.yorku.ca/disabilityservices or from disability service
providers:
• Office for Persons with Disabilities: N108 Ross, 416-736-5140, www.yorku.ca/opd
• Learning and Psychiatric Disabilities Programs - Counselling & Development Centre: 130 BSB,
416-736-5297, www.yorku.ca/cdc
• Atkinson students - Atkinson Counselling & Supervision Centre: 114 Atkinson, 416-736- 5225,
www.yorku.ca/atkcsc
• Glendon students - Glendon Counselling & Career Centre: Glendon Hall 111, 416-487- 6709,
www.glendon.yorku.ca/counselling
.
Ethics Review Process
York students are subject to the York University Policy for the Ethics Review Process for Research
Involving Human Participants. In particular, students proposing to undertake research involving
human participants (e.g., interviewing the director of a company or government agency, having
students complete a questionnaire, etc.) are required to submit an Application for Ethical Approval
of Research Involving Human Participants at least one month before you plan to begin the research.
If you are in doubt as to whether this requirement applies to you, contact your Course Director
immediately
Religious Observance Accommodation
York University is committed to respecting the religious beliefs and practices of all members of the
community, and making accommodations for observances of special significance to adherents.
Should any of the dates specified in this syllabus for an in-class test or examination pose such a
conflict for you, contact the Course Director within the first three weeks of class. Similarly, should
an assignment to be completed in a lab, practicum placement, workshop, etc., scheduled later in the
term pose such a conflict, contact the Course director immediately.
Please note that to arrange an alternative date or time for an examination scheduled in the formal
examination periods (December and April/May), students must complete an Examination
Accommodation Form, which can be obtained from Student Client Services, Student Services Centre
or online at http://www.registrar.yorku.ca/pdf/exam_accommodation.pdf
Student Conduct
Students and instructors are expected to maintain a professional relationship characterized by courtesy
and mutual respect and to refrain from actions disruptive to such a relationship. Moreover, it is the
responsibility of the instructor to maintain an appropriate academic atmosphere in the classroom, and
the responsibility of the student to cooperate in that endeavour. Further, the instructor is the best
person to decide, in the first instance, whether such an atmosphere is present in the class. A
statement of the policy and procedures involving disruptive and/or harassing behaviour by students
in academic situations is available on the York website
http://www.yorku.ca/secretariat/legislation/senate/harass.htm
Please note that this information is subject to periodic update. For the most current information, please
go to the CCAS webpage (see Reports, Initiatives, Documents):
http://www.yorku.ca/secretariat/senate_cte_main_pages/ccas.