SED 525 Methods for Teaching Secondary Mathematics Homework due Feb. 16, 2009

Read:

· Garrison, L. & Mora, J. K. (1999). Adapting mathematics instruction for English-language learners: The language-concept connection. In L. Ortiz-Franco, N. G. Hernandez, & Y. De La Cruz (Eds.), Changing the faces of mathematics: Perspectives on Latinos (pp. 35-47). Reston, VA: NCTM. (in reader)

· Bellido, C., et al. (2005). The art of asking thought provoking questions in the mathematics classroom. Find this position paper at http://prism.mspnet.org/index.cfm/12583 (click on the link with the title for the pdf file).

· The California Mathematics Content Standards for “Geometry.” Find these at: http://www.cde.ca.gov. Click on “Standards & Frameworks,” then “Content Standards,” then “Mathematics,” then “Geometry.”

Do:

1) A conventional (low-level) exercise for algebra students is to graph a linear function such as

y = 4x – 6. Along the lines of any of the modifications described by Bellido et al., modify this task (that is, write a new question or prompt) that would require students to deeply understand the relationship between a linear function and its graph. (Note: I am not asking for a teaching strategy, just a strategically designed question.)

2) Choose a concept embedded in one of the CA Geometry standards. Then, choose either Domain B or C, as described by Garrison and Mora. In 2-3 paragraphs, describe a lesson or classroom activity that fits the Domain you chose and addresses the concept you chose.

3) Add notes about Garrison & Mora, and Bellido to your Author Notebook. Summarize:

· The author’s (or authors’) main point (1-3 sentences)

· How the author’s ideas could be applied to the math classroom (for lesson planning, assessment, task design, interactions with students…)

Also: Rabia, Christine, Julia, Larissa, David B., Mary, Dave C., and Elaine will deliver their Activity “Into” next week.

In-class Reflection Writing for Activity “Into” Presentations

· If you presented an “Into” tonight:

o What went well, in terms of efficiently organizing the students and materials?

o What went well in terms of motivating and guiding students to start the activity?

o If you could do it over, what would you do differently to improve the organization, efficiency, motivation, and/or guidance?

· If you did not present tonight, consider the “Into’s” that you saw tonight:

o What ideas did you pick up that might help you initiate activities in your own class?

o How might any (choose one or two) of these teachers modify his/her plan or implementation in order to attain greater efficiency, motivation, or guidance about the activity?

Please submit these reflections to me, with your name. They will not be shared with classmates.