(100 points) Lesson sequence or unit
(80 points) Student performance analysis from videos
Take the quiz, read about what the research suggests, and comment in the Forum. Question are welcomed.
There are 21 math problems for you to solve in your head. Yes, mentally. Oh, you don't have to transmit the answer to me mentally, you can write the answer for each problem. It is a timed test and should be completed in under ten minutes. Take the Mental Math Quiz and when you are done, review some possible solutions. After reviewing the information comment on the experience in the Forum. Question are welcomed.
The information demonstrates the difference between conceptual and procedural thinking and learning. Review the information and post how yo will apply it in the Forum.
Could be a research paper, a position paper, or white paper for the role of mathematics in education that could be shared with parents, other educators, or for your personal use or any other writing related to math education.
Some sample topics:
Information about the topics above see this URL and of course the Principled procedures for mathematics educators.
Chose your words carefully and be sure that any ambiguous words are defined or explained in context so its meaning is communicated. Words and phrases like "hands on", "concrete", "abstract", "basics", and "problem solving" among others have been defined by different people sometimes in direct opposition to each other. If you aren't sure about a word or phrase, try it out on the discussion board or ask a question of the professor. Believe it or not I enjoy that kind of discussion and look forward to it.
If you are not sure what you might write about or project to create you might find these Planning Steps and Sample process helpful. Completing this work sheet is not required. Even though it is kind of corny, it isn't time consuming, if you don't have a good idea of what you want to do, then that is an excellent reason to maybe work through this process.
Select any math activity, plan on how to use to instruct another person, teach it, and reflect on the process. The student can be anyone of any age, as long as there can be a true facilitation of learning mathematical ideas with the activity. Therefore, the other person or student should not have experienced the activity and they are not fully proficient with the ideas required for them to complete the activity and conceptualize the concepts. Suggestion on activities may come from your readings and ideas on quality reflections are available at this URL.
Select and watch videos of students performing an activity, analyze what the student knows, any difficulty he or she may be encountering and make a recommendation of where instruction might start. There are summary sheets for each group of videos, but you do not need to use them. Your choice. Nor do you need to do all videos in a set.
Videos are available at this link along with summary sheets,
Select a topic or big idea and create a map or outline to include information which is considered by teachers when facilitating learning of the big idea. Research suggests ideas high quality teachers consider ideas included in these categories: perceptual ideas or misconceptions, facts and properties, concepts and big ideas, observations on which to build understanding, bridges or transformations from facts and observations to concepts or big ideas, activities, levels of understanding or performance, and real world understanding.
Concept mapping or outlining instructional considerations
Lesson sequences string several activities or lessons together for a topic or theme over a period of time usually longer than a week or two. Four significant conditions are usually apparent in a good comprehensive sequence. The mathematical information for at least one topic is presented in a conceptually comprehensive manner as to allow students to conceptualize the big ideas in a comprehensive manner as it relates to the mathematical topic and is appropriate for their developmental levels. Second, the mathematical information included in the sequence includes ideas from multiple dimensions, and includes in the planning how those different ideas will be discussed and used by the students as they relate to big ideas for the different dimensions and topic. Third, the topic and ideas are selected and presented in a manner that motivates students by relating to world experiences and applications for which students experience in their everyday lives. Fourth, the information needed to facilitate students learning is included so a reader could use the sequence to teach.
Sample parts and pieces of sequence plans
An activity plan explains how to do one activity with students. It may be used within a sequence or it could be used on its own. It can have all four of the significant conditions as a sequence, except the comprehensiveness of developing a big idea and topic.
This is not a complete curriculum guide. The scope of this activity would develop for a specific grade level an outline of the categories for students to learn to become mathematically literate. For each of these categories big ideas or concepts would be included, possible outcome or indicators, assessment levels in scoring guides or a rubric, and some sample activities to show how the sample activities would provide students with opportunities to learn in the multiple categories (threading across the curriculum).
Create your own and Message me.
When ever I think about a subject I think of a few questions to focus on the big ideas that outstanding teachers of the subject, in this case mathematics, need to know. These are what I think as
Focus Questions for the course:
Next I asked how would outstanding teachers answer these questions and what would they do to demonstrate their outstanding abilities. That of course is the content of the class and what all of us are in the process of seeking. As we do we are constantly thinking about our answers to these questions to guide our thinking.
I look forward to this class and hope you enjoy it and get as much from it as I know I will.