MATH 5323
Mathematics Instruction & Mentoring
Spring 2005

COURSE INFORMATION

TIME: Tuesdays from 7:00 – 9:30 PM
PLACE: CCH 112
INSTRUCTOR: Elaine Young
PHONE: 825-2819
OFFICE: CI 305
EMAIL: eyoung@sci.tamucc.edu
WEBPAGE: http://sci.tamucc.edu/~eyoung
OFFICE HOURS: Tuesdays 6:00 – 6:45 PM

COURSE DESCRIPTION

This course provides the conceptual framework for understanding and applying the theory of problem-centered teaching and learning. This course is designed to emphasize the choosing, designing, implementing and assessing of geometrical tasks based on collaborative use of complex questions, manipulatives, technology, discourse, justification, and reflection. Participants are expected to apply problem-centered learning in their own classroom and report back to the class.

PREREQUISITES

Sufficient maturity in geometrical reasoning; graduate standing; teacher certification in mathematics; or permission of the program coordinator.

TEXTS AND SUPPLIES

Required text: course packet
Supplies: Scientific calculator

INSTRUCTIONAL METHODS

The course will consist of collaborative groups working to design, implement, and evaluate geometric tasks to be used in mathematics classes in grades 6-12. Students are expected to participate in group and whole class discussions by contributing with knowledge and thoughtful evaluation of the contribution of others.

ASSESSMENT & EVALUATION

Task design
Task implementation
Task evaluation
Portfolio

25%
25%
25%
25%

Evaluation of learning will be accomplished through assessment of task design, implementation, and evaluation. Participants will design at least four geometrical tasks to be implemented in their own mathematics classroom, and report back to their group and class for evaluation and suggestions for improvement. A class portfolio will be assembled for future use.

COURSE OBJECTIVES

The mathematics teacher will show an increased understanding of problem-centered learning through the design of appropriate geometrical tasks for his/her mathematics students.

The mathematics teacher will include complex questions, manipulatives, technology, discourse, justification, and reflection in the design of four or more mathematical tasks.

The mathematics teacher will implement four or more geometrical tasks based on problem-centered learning in his/her own mathematics classroom.

The mathematics teacher will report back to his/her group/class on the implementation of the geometrical tasks and participate in evaluation and redesign if desired.

The mathematics teacher will participate in pre/post tests for assessment of what is already known and understood and what has been learned during the semester.