SED 535  Contemporary Mathematics Teaching      Assignment         Due: September 2, 2008

 

 

Read: 

 

1)  The rest of the syllabus

 

2)  CA State Board of Education Mathematics Content Standards, the two ÒIntroductions.Ó

At http://www.cde.ca.gov.

 

3)  NCTM, Principles and Standards for School Mathematics, ÒProcess Standards,Ó pp. 52-71. 

At http://www.nctm.org.

 

4)  Schmidt, W. H., McKnight, C. C., & Raizen, S. A. (n.d.). A splintered vision: An investigation of U.S. science and mathematics education.  Executive summary. U.S. National Research Center for the Third International Mathematics and Science Study, Michigan State University. 

At  http://ustimss.msu.edu/splintrd.htm                   

 

5)  Foundations for Success: The Final Report of the National Mathematics Advisory Panel. (2008). Executive Summary, pp. xi-xxvii.  Download Final Report at:

                  http://www.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf

 

 

 

Do (to submit next week):

 

1)  Choose 2 of the 5 NCTM Process Standards.  For each, describe (1 sentence) an activity or intervention youÕve used with mathematics learners that has helped them with some aspect of this standard.  Then explain (1 sentence) the connection between the activity/intervention and that aspect of the standard. 

 

2)  The TIMSS researchers come to study the math program at your school.  Will they find that it generally resembles most of the nationÕs schools, i.e., is ÒsplinteredÓ? 

á          If yes, briefly describe (a few sentences) the ways in which your program is splintered and what you suspect as the major causes. 

á          If no, briefly describe (a few sentences) the ways in which your program is coherent and what you see as the reasons your school has managed to avoid the ÒsplinteredÓ fate of most US schools. 

 

3)  Complete the ÒGetting to Know YouÓ questionnaire (below).

 

 

 

 

 

SED 535                              ÒGetting to Know YouÓ Questionnaire                            August 26, 2008

 

Please answer these questions to help me get to know you and plan an appropriate course.

 

By what name do you like to be called?

 

If you currently teach, where and what grades or courses? 

 

 

If you do not currently teach, what work do you currently do, if any? 

 

 

What is your teaching experience—how many years, what levels taught, and where?

 

 

 

 

 

How would you describe your current teaching style?

 

 

 

 

 

 

How would you like to see your teaching style change or improve in the next few years? 

 

 

 

 

 

How familiar are you with the NCTM Standards (before this weekÕs reading)? 

 

 

 

How aware are you of a reform movement in math education?  Have you personally been involved in math reform in any way (e.g., used a ÒreformÓ textbook)?

 

 

 

What do you hope to accomplish and learn in this program? 

 

 

 

 

What else would you like me to know about you that would help me teach you?