Click titles of pages or sections to prevent them from printing. Hide non-printable | Print | Go

Back

show properties

SP12 SCED 373 Mathematics and Reading

Methods in Middle and High School, Part I

by Randall GrothVersion 4 (03/28/12 08:52 PM)

Course Information

Course and Instructor

SALISBURY UNIVERSITY

Seidel School of Education and Professional Studies

Department of Education Specialties

SCED 373-001: Mathematics and Reading Methods in Secondary School, Part I Office: TETC 379R

Email address: regroth@salisbury.edu Office phone: 410-677-5061

Office hours: MW 1-3 p.m. or by appointment

Course location/times: TETC 183, MW 3:30-4:45 p.m.

Course Description

Catalog Description: First course of a two-course sequence for analysis of middle and high school programs in

mathematics; emphasis on methods of teaching mathematical concepts and understandings. Course includes

strategies, skills, and instruction in reading in the content area. Required classroom visitations and field experiences

as necessary to complete assignments. Prerequisite: Admission to the Professional Teacher Education Program. Pre-

or Corequisite: SCED 320. Six hours per week: 3 hours lecture/3 hours field experience. Spring semester only.

Course Description: In this course, students will learn about methods of teaching and learning mathematics at the middle and high school levels. The course emphasizes inquiry, problem solving, critical thinking, creation of meaning, collaboration with others, development of democratic classroom models, and self-assessment/evaluation. Students will also learn about methods of applying reading instructional strategies in the mathematics classroom and about integrating technology into the teaching and learning process. In addition to covering specific methods, students will learn about some of the debates concerning the choice of content, instructional methods, materials, and approaches used in mathematics curricula.

Text and Course Materials

Required Textbooks:

(1) Textbook for SCED 373/473 Spring/Fall 2012: Developing Secondary Students'

Mathematical Thinking (Available for free on LiveText - do not copy or distribute without

permission - copyright held by Dr. Randall Groth and SAGE Publications).

(2) Packet of Required Articles on Reading to Learn Mathematics. (Available for free on

LiveText)

Required Materials:

LiveText subscription (This can be purchased through the bookstore. One subscription

covers the entire SU undergraduate career. Subscription cannot be shared.)

Access to the Mathematics Teacher and Mathematics Teaching in the Middle

School (personal subscription with NCTM membership or access through the library)

Access to a graphing calculator (preferably TI-83+/TI-84)

Internet access

Strongly recommended:

Student membership in the National Council of Teachers of Mathematics (NCTM). Sign

up online at www.nctm.org

Expectations and Guidelines

Telecommunication: Candidates are expected to check SU email accounts and LiveText course

pages on a regular basis. Email and LiveText should be checked at least once between class

sessions, and preferably on a daily basis. Notices of changes in class session plans, meeting

locations, etc. will be announced via email; therefore, it is very important for candidates to check

email often.

Professionalism: As part of your preparation for becoming a teacher, you will be expected to act

in a professional manner. This includes:

Appropriate use of portable electronic devices (PEDs): PEDs include, but are not

limited to: cell phones, MP3 players, iPods, and laptop computers. PEDs offer the potential to

open lines of communication and learning not previously possible, but can also serve as

distractions and tools for carrying out misconduct. During class time, PEDs should not be used

(inside or outside the classroom) unless their use has been discussed with the instructor and

agreed to in advance.

Attendance: Candidates are required to attend class, but are allowed to miss one class without

penalty. Each additional absence will lower the final course grade by one letter grade. Class

sessions will be interactive in nature, and it will be very difficult to "make up" missed classes.

Tardies or early departures in excess of 10 minutes will be equivalent to one absence. Chronic

tardies or early departures less than 10 minutes will result in the lowering of the final grade. Any

exceptions should be discussed with the professor BEFORE class.

Field Experience Attendance: Attendance at field placement school is required. Candidates are

expected to be in their assigned classroom one half-day per week (3 hours minimum).

Candidates should participate in classroom activities. Candidates should be sure to dress

appropriately, similarly to the teacher in the classroom.

Participation: It's not just enough to show up! Participate in class discussions and activities by

making meaningful, thoughtful contributions. Be sure you don't monopolize discussions; actively

include other class members.

Dispositions: The values, commitments, and professional ethics that influence behaviors toward students,

families, colleagues, and communities and affect student learning, motivation, and development as well as the

educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as

caring, fairness, honesty, responsibility, and social justice. For example, they might include a belief that all

students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive

learning environment

I. Relationship with Students

Treats students with respect Responds to student concerns Makes use of student diversity as an asset in instruction and for the school Creates a positive and inclusive community of learners Advocates for fairness, equity and social justice in the school Models curiosity and a spirit of intellectual inquiry

II. Relationship to the School and Community

Behaves with honesty and integrity Shows initiative Reflects on personal priorities, commitments and practices Uses community resources to support student learning Adjusts to school standards of appearance, hygiene, demeanor and rapport Is dependable with respect to schedule and assignments

III. Relationship with the Profession

Remains current in the profession (research, practices, standards etc.) Accepts problem situations as opportunities to grow Interacts with other professionals in constructive ways Contributes to meeting shared professional responsibilities Seeks continued professional development Maintains a sense of professional purpose

Preparation: Complete readings and other assignments on time and be ready to fully participate

in class activities.

Respect: Be considerate of others. Do not talk while others are talking; avoid eating during

presentations; do not use foul language; and behave in an ethical manner.

Assignment Due Dates: All assignments are expected at the beginning of the class session on

the assignment due date in class. Late assignments, if accepted, will receive a grade no higher

than 80% of the original point value. No assignments will be accepted after the last day of

classes.

Electronic Copies: Candidates should keep electronic copies of assignments whenever possible.

These will be needed for LiveText portfolios. It is also a good idea for candidates to obtain

digital photos of themselves presenting assignments or participating in activities.

Collection of Student Work: As is typical in professional programs, copies of some or all

candidate assignments will be kept for departmental purposes. These may include faculty and

course assessments, departmental review, and/or program accreditation. Candidates will not

necessarily be informed of these uses. If there is an assignment that a candidate does not want

kept for this purpose, the candidate should notify the professor.

Academic Integrity: Candidates are expected to maintain high standards of academic integrity.

In all cases, work handed in for individual assignments must be completed by the candidate

alone and must cite all third-party sources used. Any use of material without a complete citation

will be considered plagiarism. Plagiarism on papers, cheating on exams, quizzes and weekly

assignments (both giving and/or taking assistance), or engaging in other acts generally

considered unethical, will result in an F for that exam or project and referral to the appropriate

University officials.

Inclement Weather: Should inclement weather result in classes being cancelled, information

will be given to all local radio and television stations. Unless dire circumstances exist, the

institution remains open for business. Candidates must exercise their best judgment about

whether to attend class. Different conditions prevail for each individual under inclement weather

situations, so the decision should be an independent one. In the event that inclement weather

prevents a candidate from attending class when the university is open, the candidate should

contact the professor by phone or email right away - before class if at all possible.

Severe Weather: In the event of severe weather (i.e., a tornado warning or hurricane warning)

the safest course of action is to remain in the building and move to interior areas with no

windows (i.e., some office spaces, restrooms, hallways, etc.) until you are notified that the threat

posed by the system has been downgraded. Remain with your group so that your instructor might

know your location during the weather event.

Fire Safety: In the event that the fire alarm sounds, REMAIN CALM! Collect any important

personal belongings and move in an orderly fashion to the nearest exit. Continue out the exit at

least 100 feet from the building and wait for permission to re-enter. University Police or another

authorized individual will notify that the building may be re-entered.

Field Placement Requirements:

1. Background Affirmation

You must complete a Background Affirmation form each year before a school placement can be

made. The information that you provide may be shared with prospective schools for their

consideration as part of your field placement.

2. Field Placement Request:

You must complete a Field Placement Request for each semester where you are enrolled in a

class (foundations, methods, internship) that requires you to observe, assist or teach in school.

Use the link below to complete the Background Affirmation and the Field Placement Request

forms: http://www.salisbury.edu/pds/candidate_tools.html

Conceptual Framework

A conceptual framework centered on the knowledge, skills and dispositions critical for educators guides the Professional Education Unit at SU. The conceptual framework is based on the organizing theme of A Tradition of Caring: Informed Professionals Promoting Student Success and Excellent Practice in Education. Components of this course reflect the four unifying themes of the conceptual frameworks: I. Focus on student learning II. Scholarship III. Informed and reflective practice IV. Professional collaboration and development The entire text of the SU Conceptual Framework can be found at http://www.salisbury.edu/ncate/framework/cf2005.pdf

Writing Across the Curriculum

SU maintains a commitment to developing effective writing skills for all students. Strong

communication skills are critical for teachers. All writing assignments will be evaluated for

overall communicative competence. The following will be considered when grading written

assignments:

1. Inclusion of required information

2. Clarity and organization

3. Conciseness

4. Depth of thought

5. Evidence of understanding

Accomodations

Any student who feels that they may require an accommodation in this course, based on the impact of a disability,

should contact me as soon as possible to arrange for a meeting to coordinate any and all accommodations. Any

student who wishes to contact the Office of Student Disability Support Services, for further information, should do

so by calling 410-677-6536 (Voice) or 410-543-6083 (TTY); emailing disabilityservices@salisbury.edu; or visiting

Guerrieri University Center, Room 242.

Assessment

Assessment

Assessments (due dates are listed in the “tentative outline” section of the syllabus)

1. Common Core State Standards Presentations (3 @ 25 pts. each) - 75 pts.; see instructions

attached below, and submit via MyClasses (http://myclasses9.salisbury.edu).

2. SCED 373 Reading to Learn Mathematics Log (10 logs @ 5 pt. per log) - 50 pts.; submit via

LiveText - see course assignments section.

These are journal entries about articles discussing the role of reading in learning mathematics.

The form you are to fill out can be accessed by clicking the link above. The articles you need to

read are included in the Packet of Required Articles on Reading to Learn Mathematics

3. Field Experience Exercise Reports (4 @ 25 pts. each) - 100 pts.; submit via LiveText - see

course assignment section.

You will choose one field placement exercise to do from each of chapters 2-5 and then share the

results in class on the due date. Field placement exercises from which to choose appear at the end

of each chapter.

4. Online Case discussion - 25 points; takes place on MyClasses

(http://myclasses9.salisbury.edu).

Each chapter in the course texbook contains a case describing a realistic classroom situation.

You will discuss a selected case with your classmates in an online discussion board format

following guidelines specified in a rubric posted on MyClasses (http://myclasses9.salisbury.edu).

5. NCTM Standards Classroom Evaluation - 50 pts.; submit via LiveText - see course

assignment section.

This is an observation and evaluation of your mentor teacher’s classroom. The instructions for

the assignment appear at the end of chapter 1 in the textbook. It is the only field placement

exercise that is given in that chapter.

6. SCED Lesson Plan and Reflection Assignment - 50 pts.; submit via LiveText - see course

assignment section.

This is a lesson plan you will design and carry out in your mentor teacher’s classroom.

7. Final Exam - 50 pts.; taken in class during final exam period.

The final exam will be based upon the Praxis II Mathematics Content Knowledge Examination

(i.e., one of your certification exams). We will do some sample exercises on the sessions leading

up to the final day of class.

8. Field Placement performance evaluation

To pass the course, you must have no more than 30% “unacceptable” ratings for any given

performance category. See http://www.salisbury.edu/pds/mentor_tools2.html for the

performance categories and evaluation criteria your mentor teacher will use in completing this

assessment. The letter you are to give to your mentor teacher is attached to the bottom of this

page.

Grading scale:

90-100% A

80-89% B

70-79% C

60-69% D

Attachments Mentor_Letter.pdf, Core_Standards_Presentation_Guidelines.doc

Tentative Outline

Tentative Outline

Date Activities Assignments due before class

Monday,

January 30

Chapter 1, day 1

-Overview of syllabus & required texts

-Mentor letters

-Field placement evaluation form overview

-Philosophy of teaching mathematics writing exercise

Wednesday,

February 1

Chapter 1, day 2

-TI-Nspire investigational activity (tie-in with SCED 320)

-Discussion of standards for mathematical practice from

Common Core State Standards & Common Core

presentation assignment

Read Chapter 1 in Developing Secondary Students'

Mathematical Thinking

Monday,

February 6 Chapter 1, day 3

RLM log 1 (accompanying article: Borasi 1990;

see Packet of Required Articles on Reading to Learn

Mathematics)

Wednesday,

February 8

Chapter 1, day 4 - chapter 1 case analysis and lesson

planning activities

RLM log 2 (accompanying article: Beckman 2004)

Monday,

February 13 Presentations of Common Core Standards Assignment 1 Common Core Standards Presentation #1

Wednesday,

February 15 Chapter 2, day 1

Read Chapter 2 in Developing Secondary Students'

Mathematical Thinking

& select field experience exercise from end of chapter.

Monday,

February 20 Chapter 2, day 2 - Praxis II test 0624 TAG items RLM log 3 (accompanying article: Wallace 2006)

Wednesday,

February 22

Chapter 2, day 3 - chapter 2 case analysis and lesson

planning activities

Monday,

February 27 Sharing of Chapter 2 field placement exercises

Chapter 2 field placement exercise

Wednesday,

February 29 Chapter 3, day 1

Read Chapter 3 in Developing Secondary Students'

Mathematical Thinking & select field experience exercise

from end of chaper

Monday, March

5

Chapter 3, day 2 RLM log 4 (accompanying article: Billings 2005)

Wednesday,

March 7

Chapter 3, day 3 - case analysis and lesson planning

activities

RLM log 5 (accompanying articles: Draper 1997 and

McIntosh 1993)

Monday, March

12 Presentations of Common Core Standards Assignment 2 Common Core Standards Presentation #2

Wednesday,

March 14

Chapter 3, day 4

-TI CBR data collection activity (tie-in with SCED 320)

Monday, March

26 Sharing of Chapter 3 field placement exercises Chapter 3 field placement exercise

Wednesday,

March 28 Chapter 4, day 1

Read Chapter 4 in Developing Secondary Students'

Mathematical Thinking

& select field experience exercise from end of chapter

Monday, April 2

Chapter 4, day 2

Levels of cognitive demand, part 1

RLM log 6 (accompanying article: McIntosh 1995)

Wednesday,

April 4

Chapter 4, day 3

Levels of cognitive demand, part 2

Monday, April 9 Presentations of Common Core Standards Assignment 3

Common Core Standards Presentation #3

RLM log 7 (accompanying article: Thompson 2000)

Wednesday,

April 11

Chapter 4, day 4 - case analysis and lesson planning

activities RLM log 8 (accompanying article: Adams 2005)

Monday, April

16 Sharing of chapter 4 field placement exercises Chapter 4 field placement exercise

Wednesday,

April 18

Chapter 5, day 1

Read Chapter 5 in Developing Secondary Students'

Mathematical Thinking

& select field experience exercise from end of chapter

Monday, April

23

Chapter 5, day 2

-Participate in online case discussion

RLM log 9 (accompanying articles: Lesser 2000 and

Mower 2003)

Wednesday,

April 25 Chapter 5, day 3 Complete contributions to online case discussion

Monday, April

30

Chapter 5, day 4 - case analysis and lesson planning

activities RLM log 10 (accompanying article: Mower 2003)

Wednesday,

May 2

Sharing of chapter 5 field placement exercises Chapter 5 field placement exercise

-Discussion of progress on long-term assignments

-100-day internship discussion and planning form (see

attachments below)

-Discussion of Praxis II graduation requirement and "safety

net" procedure (see attachment below)

Monday, May 7 Final exam prep day 1: Praxis II Content Knowledge Items

Wednesday,

May 9

Final exam prep day 2: Praxis II Content Knowledge Items

Revisit and revise philosophy of teaching mathematics

writing exercise

Complete course evaluations

Field placement performance evaluation from mentor

teacher

SCED 373 NCTM Standards Classroom evaluation

Friday, May 18 Final Exam, 4:15-6:45 p.m. (Praxis II Content Knowledge

Items) SCED Lesson Plan and Reflection assignment

Attachments Chapter_3.pptx, Fulfilling_the_100_d...ship_requirement.ppt,

100_days_planning_form.pdf, Chapter_5.pptx, Chapter_1.pptx, Chapter_2.pptx,

Chapter_4.pptx, Praxis_II.doc, Core_Standards_Presentation.ppt,

NCTM_Standards_Presentation.ppt

Resources

Resources

NCTM Principles and Standards for School Mathematics http://standards.nctm.org

Full-text access to the Principles and Standards for School Mathematics with an NCTM

membership.

Lesson Plans Aligned with NCTM Principles and Standards http://illuminations.nctm.org

The NCTM Illuminations website sorts lessons by grade level and mathematical content area.

Mathematics Teacher Journal http://www.nctm.org/publications/mt.aspx

NCTM's teacher journal designed for high school mathematics teachers.

Mathematics Teaching in the Middle School Journal

http://www.nctm.org/publications/mtms.aspx

NCTM's journal designed for middle school mathematics teachers.

Journal for Research in Mathematics Education

http://www.nctm.org/publications/jrme.aspx

NCTM's research journal containing research on mathematics learning at all grade levels.

ON-Math http://www.nctm.org/publications/onmath.aspx

NCTM's online journal of school mathematics, containing teaching ideas for all levels of

mathematics learners.

Maryland Voluntary State Curriculum (MVSC)

http://mdk12.org/share/vsc/vsc_mathematics_gr38.pdf

Maryland's old curriculum expectations for middle school students.

Maryland Core Learning Goals (CLG) for Mathematics

http://mdk12.org/share/clg/source/mathematics_goals2001.pdf

Maryland's old curricular expectations for high school students' mathematical learning.

Praxis II Testing Information http://www.salisbury.edu/educationspecialties/praxis.html

Information on required Praxis II tests for Maryland certification and practice questions.

Common Core State Standards http://www.corestandards.org

Maryland officially adopted this set of standards as its mathematics content standards in 2010.

Outcomes

Outcomes

Copyright © 1997-2005 LiveText Inc. All rights reserved. Contact us at support@livetext.com .

Essential Questions and Outcomes:

1. How do students learn mathematics?

Candidates will...

Develop an understanding of current theories of how adolescents learn mathematics [I]

Examine the effect of theories of learning modalities/intelligences on the teaching and learning

process [ I, II, III]

2. How can teachers design and deliver appropriate and effective mathematics instruction?

Candidates will...

Develop an understanding of secondary mathematics curricula and a familiarity with currently

available instructional materials [III]

Develop personal and professional skills for planning, organizing, conducting, and evaluating

activities based on processes and concepts rather than accumulation of facts [III]

Create classroom environments and activities which foster creation of meaning by students [I,

III]

Demonstrate a variety of instructional strategies, including the integration of technology into the

teaching and learning process [III]

Develop strategies for fostering democratic values within an inquiry-based classroom [I]

Demonstrate the connections between mathematics the world through the use of applications and

authentic problems [III]

Demonstrate effective problem solving strategies in mathematics instruction [III]

3. How can teachers use literacy and reading content strategies in mathematics instruction?

Candidates will...

Create classroom environments and activities which foster creation of meaning by students [I,

III]

Implement instructional strategies that support student understanding before, during, and after

reading a text [I, II, III]

Scaffold student response strategies that support student learning from text [ I, II, III]

Develop informal response activities, both oral and written to support concept development [I, II,

III]

Develop formal writing activities to apply mathematics knowledge meaningfully [I, II, III]

Consider multiple forms of expression (e.g. speech, visual representation, technological) as

literacy [I, II, III]

Design classroom environments that encourage students' independent reading [I, II, III]

Implement a multi-text approach to support the range of reading achievement in the mathematics

classroom [I, II, III, IV]

Choose high quality technology and multimedia into mathematics to facilitate literacy [I, II, III]

4. How can teachers determine what students are learning?

Candidates will...

Develop personal and professional skills for planning, organizing, conducting, and evaluating

activities based on processes and concepts rather than accumulation of facts [III]

Develop multiple strategies for assessing student learning and growth, including the use of the

Maryland Core Learning Goals, MVSC and Dimensions of Learning. [III]

Use a portfolio approach to assess mathematics literacy [I, II, III]

Use assessment of reading and writing formatively to assist students in improving literacy

performance [ II, III]

Develop informal response activities, both oral and written to support concept development [I, II,

III]

Develop formal writing activities to apply mathematics knowledge meaningfully. [I, II, III]

5. How can teachers continuously develop their practice and stay current with new information about the

teaching and learning process?

Candidates will...

Identifying critical issues and debates within the field relating to instruction and content

(including NCTM standards) and developing a rationale for positions taken on these issues. [II]

Demonstrating ethical and professional behavior including self analysis and reflection. [III]

Demonstrates a positive working relationship with students, faculty and staff in an secondary

school setting [IV]

Identifying resources for professional development [IV]

Major shifts in instruction:

· toward classrooms as mathematical communities - away from classrooms as simply a

collection of individuals

· toward logic and mathematical evidence as verification - away from the teacher as the

sole authority for right answers

· toward mathematical reasoning - away from merely memorizing procedures

· toward conjecturing, inventing and problem solving - away from an emphasis on

mechanistic answer-finding

· toward connecting mathematics, its ideas, and its applications - away from treating

mathematics as a body of isolated concepts and procedures

( NCTM, Professional Standards for Teaching Mathematics, 1991, p3.)

Attachments Fulfilling_the_100_d...ship_Requirement.ppt,

Reading_Outcomes_Activity_Alignment.xls, Candidate_Self_Assessment.doc,

100_days_planning_form.pdf

Related Standards

SU Conceptual Framework

MD-SU.1 STANDARD: Focus on Student Learning

MD-SU.2 STANDARD: Scholarship

MD-SU.3 STANDARD: Informed and Professional Practice

MD-SU.4 STANDARD: Professional Collaboration and Development

INTASC

INTASC.1

STANDARD: The teacher understands the central concepts, tools of inquiry, and

structures of the discipline(s) he or she teaches and can create learning experiences

that make these aspects of subject matter meaningful for students.

INTASC.2

STANDARD: The teacher understands how children learn and develop, and can

provide learning opportunities that support their intellectual, social and personal

development.

INTASC.3 STANDARD: The teacher understands how students differ in their approaches to

learning and creates instructional opportunities that are adapted to diverse learners.

INTASC.4

STANDARD: The teacher understands and uses a variety of instructional

strategies to encourage students' development of critical thinking, problem solving,

and performance skills.

INTASC.5

STANDARD: The teacher uses an understanding of individual and group

motivation and behavior to create a learning environment that encourages positive

social interaction, active engagement in learning, and self-motivation.

INTASC.6

STANDARD: The teacher uses knowledge of effective verbal, nonverbal, and

media communication techniques to foster active inquiry, collaboration, and

supportive interaction in the classroom.

INTASC.7 STANDARD: The teacher plans instruction based upon knowledge of subject

matter, students, the community, and curriculum goals.

INTASC.8

STANDARD: The teacher understands and uses formal and informal assessment

strategies to evaluate and ensure the continuous intellectual, social and physical

development of the learner.

INTASC.9

STANDARD: The teacher is a reflective practitioner who continually evaluates

the effects of his/her choices and actions on others (students, parents, and other

professionals in the learning community) and who actively seeks out opportunities

to grow professionally.

INTASC.10 STANDARD: The teacher fosters relationships with school colleagues, parents,

and agencies in the larger community to support students' learning and well-being.

Program/SPAs

NCTM.5-

8.1

MATHEMATICS PREPARATION - The Four Themes: Problem Solving,

Reasoning, Communication, and Connections are four overriding themes that should

permeate all mathematics programs. Although these four areas are inherently

interrelated, for the purpose of this review you are asked to explicate how each of

these areas is incorporated into your teacher preparation program.

NCTM.5-

8.2

TEACHING PREPARATION - Integrated Essential Outcomes: Certain essential

outcomes within a program preparing teachers of mathematics are integrated

throughout the program. Such outcomes include teaching diverse learners, the

appropriate use of technology, and the alignment of assessment and instructional

practices.

NCTM.5-

8.3 FIELD-BASED EXPERIENCES

NCTM.7-

12.1

MATHEMATICS PREPARATION - The Four Themes: Problem Solving,

Reasoning, Communication, and Connections are four overriding themes that should

permeate all mathematics programs. Although these four areas are inherently

interrelated, for the purpose of this review you are asked to explicate how each of

these areas is incorporated into your teach preparation program.

NCTM.7-

12.2

TEACHING PREPARATION - Integrated Essential Outcomes: Certain essential

outcomes within a program preparing teachers of mathematics are integrated

throughout the program. Such outcomes include teaching diverse learners, the

appropriate use of technology, and the alignment of assessment and instructional

practices.

NCTM.7-

12.3 FIELD-BASED EXPERIENCES

Maryland Teacher Technology Standards

MD-TECH.5 STANDARD: Integrating Technology into the Curriculum and Instruction

MD Reading Outcomes

No standards added.

References

References

1. Abel, J. P. & Abel, F. J. (1988). Writing in the mathematics classroom. The Clearing House, 62 (4), 155-158

2. Aspinwall, L., & Aspinwall, J.S. (2003). Investigating mathematical thinking using open writing

prompts. Mathematics Teaching in the Middle School, 8, 350-

3. Barnes, J.A. (1999). Creative writing in trigonometry. Mathematics Teacher, 92, 498-503.

4. Beckman, C.E., Thompson, D.R., & Austin, R.A. (2004). Exploring proportional reasoning through

movies and literature. Mathematics Teaching in the Middle School, 9, 256-262.

5. Bintz, W.P. & Moore, S.D. (2002). Using literature to support mathematical thinking in middle school. Middle School Journal, 34 (2), 25-32.

6. Billings, E.M.H., & Beckmann, C.E. (2005). Children's literature: A motivating context to explore

functions. Mathematics Teaching in the Middle School, 10, 470-

7. Borasi, R., & Siegel, M. (1990). Reading to learn mathematics: New connections, new questions, new challenges. For the Learning of Mathematics, 10, 9-16.

8. Borasi, R., Siegel, M., Fonzi, J., & Smith, C. (1998). Using transactional reading strategies to

support sense-making and discussion in mathematics classrooms: An exploratory study. Journal for Research in Mathematics Education, 29, 275-305.

9. Brandell, J. L. (1994). Helping students write paragraph proofs in geometry. The Mathematics

Teacher, 87, 498-502. [Library]

10. Draper, R.J. (1997). Jigsaw: Because reading your mathematics textbook shouldn't be a puzzle. Clearning House, 71(1), 33-36.

11. Hollander, S.K. (1988). Teaching learning disabled students to read mathematics. School Science

and Mathematics, 88, 509-515.

12. Lesser, L.M. (2000). Sum of songs: Making mathematics less monotone! Mathematics Teacher, 93, 372-

13. Mason, R.T., & McFeetors, P.J. (2002). Interactive writing in mathematics class: Getting started.

Mathematics Teacher, 95, 532-

14. McIntosh, R.E., & Bear, D.R. (1993). Directed-reading thinking activities to promote learning through reading in mathematics. Clearing House, 67, 40-44.

15. McIntosh, M., & Draper, R. (1995). Applying the question answer relationship strategy in

mathematics. Journal of Adolescent & Adult Literacy, 39, 120-131.

16. McIntosh, M.E., & Draper, R.J. (2001). Using learning logs in mathematics: Writing to learn. Mathematics Teacher, 94, 54-

17. Mower, P. (2003). Algebra out loud. New York: John Wiley and Sons.

18. Ostler, E. (1997). The effect of learning mathematical reading strategies on secondary students' homework grades. Clearing House, 71(1), 37-40.

19. Pace, C.L. (2005). You read me a story, I will read you a pattern. Mathematics Teaching in the

Middle School, 10, 424-

20. Pape, S.J. (2004). Middle school children's problem-solving behavior: A cognitive analysis from a reading comprehension perspective. Journal for Research in Mathematics Education, 35, 187-219.

21. Picker, S.H., & Berry, J.S. (2000). Investigating pupils' images of mathematicians. Educational Studies in Mathematics, 43, 65-94 [get from library]

22. Rubenstein, R.N. (2007). Focused strategies for middle-grades mathematics vocabulary

development. Mathematics Teaching in the Middle School, 13, 200-

23. Rubenstein, R.N., & Schwartz, R.K. (2000). Word histories: Melding mathematics and meanings. Mathematics Teacher, 93, 664-

24. Seigel, M., & Borasi, R. (1992). Toward a new integration of reading in mathematics instruction.

For the Learning of Mathematics, 14, 18-36.

25. Siegel, M., Borasi, R., & Fonzi, J. (1998). Supporting students' mathematical inquiries through reading. Journal for Research in Mathematics Education, 29, 378-413.

26. Sjoberg, C.A., Slavit, D., & Coon, T. (2004). Improving writing prompts to improve student

reflection. Mathematics Teaching in the Middle School, 9, 490-

27. Thompson, D.R., & Rubenstein, R.N. (2000). Learning mathematics vocabulary: Potential pitfalls and instructional strategies. Mathematics Teacher, 93, 568-

28. Wallace, F.H., & Clark, K.K. (2005). Reading stances in mathematics: Positioning students and

texts. Action in Teacher Education, 27(2), 68-79.

29. Wallace, F.H., Clark, K.K., & Cherry, M.L. (2006). How come? What if? So What? Reading in the mathematics classroom. Mathematics Teaching in the Middle School, 12, 108-

30. Williams, K.M. (2003). Writing about the problem-solving process to improve problem-solving

performance. Mathematics Teacher, 96, 185-

31. Williams, N.B., & Wynne, B.D. (2000). Journal writing in mathematics classrooms: A beginner's approach. Mathematics Teacher, 93, 132-

32. Adams, T.L., Thangata, F., & King, C. (2005). Weigh to go: Exploring mathematical language. Mathematics Teaching in the Middle School, 10, 444-448.

Math Resources:

Huetinck, L. & Munshin, S.N. (2004). Teaching mathematics for the 21st century: methods and

activities for grades 6-12, Second edition. Upper Saddle River, NJ: Merrill.

Huetinck, L. & Munshin, S.N. (2000). Teaching mathematics for the 21st century: methods and

activities for grades 6-12, Upper Saddle River, NJ: Merrill.

Callahan, J.F., Clark, L.H., & Kellough, R.D. (1998). Teaching in the middle and secondary

schools. Upper Saddle River, NJ: Merrill Prentice Hall.

Posamentier, A.S. & Stepelman, J. (2002). Teaching secondary mathematics: Techniques and

enrichment units. Sixth edition. Upper Saddle River, NJ: Merrill Prentice Hall.

Cangelosi, J.S. (2003). Teaching mathematics in secondary and middle school: An interactive

approach. Third edition. Upper Saddle River, NJ: Merrill Prentice Hall.

NCTM. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.

NSEB. (2000). Mathematics education in the middle grades: Teaching to meet the needs of

middle grades learners and to maintain high expectation. Washington, DC: National Research

Council.

NCTM Addenda series. Reston, VA: NCTM.

NCTM Navigating series. Reston, VA: NCTM.

NCTM Illuminations. Available online: http://www.nctm.org . Reston, VA: NCTM.

Burns, M. & McLaughlin, C. (1990). An introduction to algebra, A Collection of Math Lessons From Grades 6 Through 8, The Math Solution Publications, Distributed by Cuisenaire Company of America, Inc., 23-40.

Morelli, L. (1992). A visual approach to algebra concepts. The Mathematics Teacher, September, 434-438.

Scher, D. P. (1996). Folded paper, dynamic geometry, and proof: A three-tier approach to the conics. The Mathematics Teacher, March, 188-193.

Woodward, E. & Brown, R. (1994). Polydrons and 3-dimensional geometry. The Mathematics Teacher, April, 451-458.

Content Area Reading/Writing Resources:

Richardson J.S. & Morgan R. F. (2003). Reading to learn in the content areas. Belmont, CA:

Wadsworth/Thomson Learning.

Ryder, R.J. & Graves, M.F. (1999). Reading and learning in content areas. Second edition. New

York: John Wiley & Sons, Inc.

Burke, J. (2001). Illuminating texts: How to teach students to read the world. Portsmouth, NH:

Heinemann.

Kennedy, X.J., Kennedy, D.M., & Aaron, J.E. (2000). The bedford reader. Seventh edition.

Boston: Bedford St. Martin's.

Levadi, B. (1996). Writing in mathematics. Upper Saddle River, NJ: Globe Fearon Educational

Publisher.

Austin, R. (1997). Exploring algebraic patterns through literature. Mathematics Teaching in the Middle School, February, 274 - 281.

Hansbarger, J.C. & Stewart, E.L. (1996). Merging mathematics and english: One approach to bridging the disciplines. The Mathematics Teacher, April, 294 - 297.

Evidence (hidden)

Reflections

Ideas for next semester:

Stevemath.wikispaces.com is the website that Beth Kobett has created and has student work

samples

Corechallenge.org is a new URL website that allows people to contribute problems.

Progressions for the Common Core State Standards – might be a good topic to talk about in

future meetings of the AMMTE. http://ime.math.arizona.edu/progressions

Looked at a fast food problem and reflected on the strategies/standards used (MMTE mtg)

Presented a “story” about heating bills and insulation of a family in Ohio. Problem requires that

students research something on the internet (information is not provided in the problem). This

problem was released by The Smarter Balance, one of the companies charged with developing an

assessment to assess student understanding of the CCSS. PARCC is the consortia that Maryland

will be using to develop its assessment. QUESTION: What will be the impact on the education

of mathematics teachers in Maryland if items of this sort are given to students?

Attachments Task_Template.docx, Praxis_II.doc

Artifacts

(Instruction will be provided for the completion of this section during one of the LiveText

Implementation Workshops.)

Use Insert LiveText Links to select artifacts representative of each performance threshold.

TARGET:

ACCEPTABLE:

UNACCEPTABLE:

Performance Summary

(Type a summary analysis of course performance that was expected and attained here.)

Created with LiveText - livetext.com