1. Math 501 textbook (any version)

2. National Research Council (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. 

3. Daniels, H. & Bizar, M. (1998). Methods that matter: Six structures for best practice classrooms. York, ME: Stenhouse.

READINGS DISCUSSION

The following readings from PSSM are required. Additional recommended readings extend to the same topic within the PSSM textbook and further to the content standards. Be ready to discuss in details each of the readings. Instead of discussion an occasional quiz will be given over these readings.  

1. January 18/20 -- Process Standards: p.52 – 67

2. January 25/27 -- Problem Solving: p. 334 - 342

3. February 1/3 -- Reasoning and proof: p. 342 - 348

4. February 8/10 -- Representation: p. 360 - 364

5. February 15/17 -- Connections: p. 354 -360

6. February 22/24 -- Communication: p. 348 - 354

7. (weeks 7 - 15) Each reflective pod will decide on their weekly readings and submit one paragraph long critical analysis of that reading. Every week one person, on a rotating basis, summarizes.

REFLECTIONS

You are a member of a Reflective Pod (online group on the Blackboard site for this class). Your weekly entry will consists of your reflective postings on (a) the topic assigned and (b) the readings of postings of other pod-members. Every week one person, on a rotating basis, summarizes. Read rubric carefully to better understand requirements.

The rubric above is constructed to guide you in self-evaluation of your contributions to your Online Discussion Group. I hope this will encourage creative, high quality discussions related to the learning of mathematics. I hope to build a community of learners engaged in joint knowledge building through discussion. In order to build such a community it is important to include discussions about the broader context of your lives as future teachers and life-long learners. Therefore, I encourage you to broaden your discussions outside of the required reflective discussions.

You will be turning in your scores with self-evaluation. I will periodically check the scores with reference to your actual online contributions.

SELF-EVALUATION

You may choose your own format but it has to include enough detail for me to understand how you are progressing in this class; at least one paragraph long report on each of the following questions. For the full number of points, question #1 will probably require more than one paragraph - select concepts that you find most significant, and go from there...:

1. What did I learn? Be very specific and give enough details. Think about this as being a test on what you have learned so far. Or, if you do not like tests, consider this a journal entry about the mathematics content knowledge and mathematics-specific pedagogical content knowledge (scaffolding) that you have acquired so far. Carefully select what you want to write about (2-3 concepts). Remember to support your statements.

2. What would I like to learn/change?  be very specific. Include dispositions (both for yourself and me).

3. The following two weeks I will focus on . . .  What can YOU do to enhance your learning related to this class? Include dispositions (both for yourself and me).

4. What is your point-average at this moment? How do you feel about it? (Attach a spreadsheet with your grades; include self-evaluation for online reflective journaling).

THE DIGITAL RESOURCE FILE

is a collection of student’s works in digital format, focusing on problem-based learning. Completed file has to be  Technology will be used both as a presentation and integration tool. The resource file consists of the two required components: 5 Problem-sets and Final Exam Presentation.

1.  5 Problem-sets:

Each problem set  starts with an open-ended, real-life related challenging problem focusing on a big mathematical idea  (grades 8-12). The problem-set continues with additional 5-7 problems scaffolding down the main concept.

• appropriate solutions  

• scaffolding for conceptual understanding   

• concepts defined in clear and precise language

• clear list of key concepts/vocabulary  

• See the Problem sets grading rubric (below) for further details.

  Each problem set utilize technology tools in an essential way (e.g. multi-media, digital manipulatives, graphing calculators, spreadsheets, dynamic geometry). More details will be provided in class.

 Criteria: Each student will demonstrate an acceptable or better rating on each of the entries.

2.      Presentation (Final Exam)

Presentation  in class as part of the final exam should include

• a selected challenging problem  - teach us! (ppt)

• interactive ICT integration, and (ppt)

• reflection on strategies that promote metacognition (ppt)

• Artifact that you made to support your ppt presentation (poster, manipulatives, game, ...)

See the Presentation grading rubric (below) for further details.

 

Certification Requirements: Both the state of Kansas and national accreditation requires that university programs for the preparation of teachers and other school personnel be performance-based. In particular, this requires that students not only pass required courses/attain certain GPAs, but also receive satisfactory ratings on certain required assessments, many of those embedded within program coursework.
One or more of those required assessments occur in this course. A title/description of any assessments and associated rubrics and passing criteria follows:

• Digital resource file

Students failing to attain a satisfactory rating on a required assessment may be provided special assistance. The university is not able, however, to recommend individuals for licensure who fail to attain a satisfactory rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPAs.