SED 535  Contemporary Mathematics Teaching      Assignment           Due: September 9, 2008

 

 

Read: 

 

Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (1999). Implementing standards-based mathematics instruction: A casebook for professional development. NY: Teachers College Press.  Pages 11 – 32.

Skip pp. 20, 22, and 23, but read Figure 1.4 (p. 21). (In course reader.) 

Note: pp. 20-21 were miscopied onto the back of pp. 14-15. 

 

Pesek, D.D. & Kirshner, D.  (2000).  Interference of instrumental instruction in subsequent relational learning.  Journal for Research in Mathematics Education, 31(5), 524-540. 

Skim the results sections; read the rest more carefully. 

 

 

 

 

Do:

 

1)  Stein, Smith, Henningsen, and Silver run into Pesek and Kirshner at the NCTM Annual Conference.  They decide to sit down for coffee and discuss how best to teach for understanding.  Describe two points on which you think theyÕd agree and two points on which you think theyÕd disagree.  (1-2 sentences per point is plenty.)   

 

2a)  (For those with their own classroom) Bring to the next class meeting a lesson plan youÕve created and used that you believe engages students at multiple levels of cognitive demand (as Stein, et al. describe them), and which you are willing to analyze with classmates.  If possible, bring 3 extra copies to class.  

 

OR

 

2b)  (For non-teachers) Find a lesson or activity from a textbook, online, or another source, according to the criteria in 2a).  If possible, bring 3 extra copies to class.

 

 

 

 

 

 

 

 

 

 

 

SED 535                                                              Opening Activity                                                             Sept. 2, 2008

 

 

1)  Sit at the table with your group number. Introduce yourself!

 

2)  Each of you share one thing that surprised you (and that seems significant) in any of the assigned readings and ask the group a question about it.  As a group, take a few minutes to respond to and try to resolve each memberÕs question.

 

3)  Try to respond to all membersÕ surprises by 7:30.  Have one member record the ÒsurprisesÓ to hand to Julie (no names necessary).   

 

 

 

 

 

 

 

 

 

SED 535                                               Lesson-Analysis Activity                                                        Sept. 2, 2008

 

 

1)  Examine carefully the introductory lessons for the distributive property from:

á          Merrill: Algebra I

á          The Interactive Mathematics Project (IMP)

á          College Preparatory Mathematics (CPM)

 

2) As a group, pick out features of each lesson that are interesting from the viewpoint of the process standards you read (NCTM and CA), either because the feature aligns well with one or more standard or because it seems to conflict.

 

 

 

 

 

3) Choose the lesson you find the least aligned with the process standards.  Think of ways you could change this lesson and/or how youÕd implement it in a classroom to better address one or more of these standards.

 

 

 

 

 

4) Choose your most brilliant idea (from #3) for modifying or implementing this lesson for a one-minute (or less) report out.