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Canyon College

COURSE SYLLABUS: ED586 - Advanced Methods in Mathematics Education

Course Title:	ED586 - Advanced Methods in Mathematics Education
Department:	Education
Instructor:	Mark D. Hogue, M.Ed. - - Vita

COURSE DESCRIPTION AND OVERVIEW

This course will provide candidates with a thorough review of theories of how students learn mathematics and the implications of these theories for classroom teaching and research. Furthermore, candidates will develop understandings of characteristics of the most prominent learning theories and research on learning mathematics that have been generated since 1900, help candidates analyze strengths and weakness of particular learning theories, and endorse self-reflection on potential implications of these theories and research to the teaching and learning of school mathematics.

TEXTBOOK  Online Bookstore

REQUIRED TEXTBOOK

Watson, A. (2006). Raising achievement in secondary mathematics. New York: McGraw Hill.
ISBN: 0335218601
ISBN13: PB9780335218608

OPTIONAL TEXTBOOK

Troutman, A. P. and Lichtenberg, B. K. (2003). Mathematics: a good beginning. Belmont, CA: Wadsworth/Thompson.
ISBN: 0534529054

CONTACT INFORMATION

The most effective means of contact is via email . With very few exceptions, I will respond to your inquiries and submitted assignments within 24 hours.

ASSIGNMENT SUBMISSION

1. your name,
2. your student identification (example: stu00000),
3. the course number (example: ED586), and
4. the assignment title (example: Assignment One) are included in the SUBJECT box of your email message.

EXAMPLE: Subject: Jane Doe; stu00000; ED586; Reflection and Reaction Paper #1

NOTE: Assignments that are attached to email must be Microsoft Office compatible!
If you are unsure if your document is compatible please save it in "Rich Text Format" to ensure Microsoft Word can open the file.

COURSE COMMENTARY

Each candidate enrolled in this course has up to eight weeks to complete the assignments indicated below. However, a candidate may elect to accelerate his/her course of study and finish the assignments at an earlier time without permission from the instructor.

After each assignment that is submitted, the candidate will receive an email within 24 hours indicating his/her score along with possible comments or feedback from the instructor.

In this course, candidates will be assessed through three assignments. The assignments include the development of two reflective papers and a lesson plan.

COURSE ASSIGNMENTS

Assignment #1
After reviewing the text, the first reflective paper should articulate the candidate’s perception of school mathematics through the lens of an introspective professional. The candidate may focus their statements and position based upon his/her capacity in the teaching of mathematics (i.e. elementary, middle school, high school, post-secondary). The paper should be 2 – 4 pages in length, 12 point font, double spaced. Specifically, the candidate should seek to address attention to the following questions in their response:

• What are the best methods and practices that teachers should utilized in their mathematics classrooms?
• Should the teaching of mathematics be learner-centered, instructor-centered, or both? Explain.
• What are the strengths and weaknesses of constructivism in the mathematics classroom?
• What role does teaching differences play in the cohesiveness of mathematics programs? To this end, do mathematics departments have to “buy in” to one set methodology in order for it to be successful?

Assignment #2
The second (and final) reflective paper deals specifically with high-stakes testing. The paper should be 2 – 3 pages in length, 12 point font, double spaced. Specifically, the candidate should seek to address attention to the following questions in their response:

• In your opinion, to what extent is legislation driving high-stakes testing?
• Do you feel high-stakes testing is affecting the instruction of mathematics in K – 12 schools? Is the paradigm shift positive or negative?
• Should mathematics teachers be held accountable for student achievement? If so, how? If not, why?

Assignment #3
The third and final assignment involves developing a lesson plan of the candidate’s choice that incorporates a mathematics topic (i.e. multiplying fractions, slope of a line, area under a curve, etc.). It is the candidate has the academic freedom to select any relevant mathematics topic of their choice (K – 12). The lesson plan should adhere to the following lesson plan template:

• Topic
• NCTM Academic Standards (available at http://standards.nctm.org)
• Objectives
• Materials
• Anticipatory Set (lead in)
• Procedures (the body of the lesson - outline)
• Closure
• Assignment (if applicable)

ASSIGNMENT	POSSIBLE POINTS
Assignment #1 (perception)	35
Assignment #2 (high-stakes testing)	30
Assignment #3 (lesson plan)	35
Total	100

GRADE DERIVATION

90 - 100	= A
80 - 89	= B
70 - 79	= C
60 - 69	= D

COURSE ITINERARY

1. Order your textbook
2. Consult your text and complete Assignment #1
3. Email Assignment #1 to the instructor
4. Consult your text and complete Assignment #2
5. Email Assignment #2 to the instructor
6. Consult your text and complete Assignment #3
7. Email Assignment #3 to the instructor
8. Your grade for the course will be sent to registrar within 24 – 48 hours