ED 3440 Syllabus

Teacher Education Program Mission Statement:

BSU prepares teachers through inquisitive, involved, reflective practice. The framework outlining our program sets a standard that is rigorous, exemplary and innovative. The curricular structure is research based and organized around the Standards of Effective Practice. Graduates are proficient, collaborative, technologically literate and environmentally aware teachers, who work effectively in various settings with diverse learners.

ED 3440

Secondary Methods: Mathematics

Instructor: Todd Frauenholtz

Office: 372 HS

Phone: 755-2817

Class meets: T Th 12 :00 – 1:50 pm in HS 231

Office hours: T Th 2:00 – 2:50 pm and by other arrangement

Grade Sheet

Required Texts:

Principles and Standards for School Mathematics. (NCTM)
Navigations Through Algebra in Grades 9-12. (NCTM)

Prerequisite:

ED 3110 or consent of instructor

Description: NCTM Standards, lesson planning, Minnesota Frameworks, Graduation Rule, objectives, methods, and materials. The topics addressed include mathematics found in secondary curricula.

Goals and objectives of the course:

Students will:

see the difference between learning a mathematical skill and understanding a mathematical concept.
re-familiarize themselves with secondary level mathematics.
work with reform curriculum materials and contrast with traditional.
construct a bulletin board for a mathematics classroom.
design lesson plans for a mathematics lesson in a secondary school classroom.
create a portfolio of helpful materials for mathematics teachers.
read and report on the NCTM’s PSSM and other standards documents.

Homework: Homework assignments will be made in class. You should come prepared to discuss the various reading assignments and compare / contrast them with what you have observed in schools.

Homework will prepare you for the class sessions. You are responsible for understanding how to do each problem and having thought about each assigned reading; I recommend study groups of three to four. Students will also be expected to complete projects and papers for this course. These will count as homework in the grade.

Each student is required to do a minimum of 25 practicum hours in an approved secondary mathematics classroom. Students are responsible for keeping an official log of these hours and the activities / tasks completed each day. This log should be included in the required portfolio at the end of the semester as well as uploaded into TaskStream for licensure credentials.

Exams: The portfolio will be the primary assessment component of this course and it will be due on reading day before final exam week begins.

Grades: Grades for this course will be based upon quizzes, tests, homework and a comprehensive final exam; the quizzes may be unannounced. Items for both will come from the assigned homework and in-class activities. The following grading scale will be used to determine grades:

A	90 – 100 %
B	80 – 89 %
C	70 – 79 %
D	60 – 69 %
F	Below 60%

Make-ups are not allowed for missed quizzes, instead I will allow you to drop your lowest score from the term. All tests will count toward your final grade. The instructor reserves the right to adjust the grading scale if necessary.

Working through the assigned problems is essential to learning mathematics. Showing your work is the only way to receive partial credit and hence is very important.

Upon request, this document and others distributed in this course can be made available in alternate formats. Please contact the instructor, Todd Frauenholtz, at 755-2817 or Kathi Hagen in the Office for Students with Disabilities at 755-3883 for assistance.

TENTATIVE Daily Course Outline

Week 1	Course overview: Discuss: the state of education today. Conceptual vs. procedural understanding / why vs. how. Literal symbols and student confusion. Assignments: Robinson video summary / reaction Brownell article summary / reaction In class problems - Balloon problem, Palindromes, What is quadratic worksheet from Phillip, professor/student and penny/dime problems. Each student is required to volunteer at least 20 hrs in 5-12 math classroom.
Week 2	Discuss: Why is algebra important article, math games presentations (why are activities important), TTLP and lesson planning, Lesson formats LESA, overview of TIMSS, TIMSS Japanese lesson video. Assignments: Usiskin article summary / reaction TTLP discussion for game lesson Read Ch 1 PSSM Japanese lesson summary / reaction Prepare presentations on changing pentagon to triangle of same area.
Week 3	Pentagon presentations, watch TIMSS US lesson vido, Discussion: NCTM standards, historical basis, Nation at Risk, NSF curricula, Common Core, relating math problems to student lives discussion. Assignments: US lesson summary / reaction PSSM standard assignment -- to include summary, reaction, applet, article 4, 9 point dart problem Number sets and Mod 12 problem.
Week 4	The Math Wars and impact on instruction / curricula discussion; connecting mathematics strands within your classroom; launching your lesson. Assignments: Schoenfeld article summary / reaction Unit circle derivations & presentations How Grand is Your Total? activity
Week 5	NCTM Standards: Curriculum & Evaluation, Assessment, Teaching. Examine and discuss as guidelines. Teachable moments and student errors. Assignments: Summary of important points for standards Teachable moments worksheets
Week 6	Interviewing skills; National Library of Virtual Manipulatives; NSF curricula website Assignments: Thompson article summary / reaction Frank & Fred and Tethered goat problems Classroom observation forms
Week 7	Teachers conceptions of math / different world views; views of students / views of teachers; standards presentations. Assignments: Presentations summary / reaction to standards
Week 8	Proofs without words classic problems. Assignments: PWW assignments / presentations Classroom observations forms

Week 9	Curriculum selection, program planningComputer lab and examining NCTM, MN, and Common Core State standardsCurriculum examination Assignments: Zeringue, et al. article summary / reaction Standards compare / contrast Lesson presentation assignment
Week 10	Standards and assessment discussion; examine test samplers; student errors. Assignments: Wu article summary / reaction Classroom observation forms
Week 11	Estimation and teaching reasonableness of answers. Assignments: Reys article Suitcase problem Federal deficit and large numbers
Week 12	TPA and planning lessonEstimation & reasonableness continued. Assignments: Lawn mowing problem
Week 13	Lesson presentations. Assignments: Presentation notes Lesson plans, lesson materials included in notebook Classroom observation forms
Week 14	Lesson presentations Assignment: Presentation notes Finish notebook!
Week 15	Involving communityRelation of schooling to futureHistorical problems. Assignments: Readings summary / reaction
Week 16	Notebook due Assignment: Turn in classroom notebook Meet with instructor to review notebook.













Fun	1) first three digits of phone # times 80 \|\| 2) add 1 \|\| 3) multiply by 250 \|\| 4) add the last four digits of your phone # \|\| 5) add the last four digits of your phone # - AGAIN \|\| 6) subtract 250 \|\| 7) Divide by 2. Do you recognize the answer? Why does this work??

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updated 1/8/2018
by Todd Frauenholtz