EDSE 550
Teaching in Middle/High School (Mathematics)
I. Descriptive Information
A. Course Number and Title: EDSE 550-Teaching in Middle/High School (Mathematics)
B. Course Description: A study of methods, techniques, and materials of instruction appropriate to mathematics teaching in the middle and high school.
C. Course Credit: Three (3) semester hours
D. Prerequisites: none.
E. Intended Audience: Undergraduate and graduate students preparing to teach mathematics at the middle and secondary school levels.
F. Instructor: Dr. Edwin Dickey, Office: Wardlaw 228, Phone: 777-6235 or 777-8185,
E-mail: Ed.Dickey@SC.edu.
II. Course Goals and Objectives
A. Goals
1. To familiarize prospective mathematics teachers with the curriculum for middle and secondary level mathematics.
2. To develop instructional techniques and strategies needed to teach the middle and secondary mathematics curriculum effectively.
B. Objectives The student will be able to:
1. describe the middle and secondary school mathematics curriculum in relation to the NCTM Standards, the South Carolina Mathematics Standards, and state-adopted mathematics textbooks;
2. develop course and unit plans for teaching middle and secondary school mathematics in accordance with ADEPT Performance Dimensions 1 and 2;
3. teach lessons designed to allow learners to construct and discover mathematical concepts;
4. teach lessons designed to allow learners to develop knowledge, comprehension, algorithmic skills, and problem solving ability in mathematics;
5. exhibit professionalism in accordance with ADEPT Performance Dimension 10 by joining NCTM or SCCTM;
6. use calculators, computers, and other instructional materials for teaching mathematics;
7. manage effectively the classroom learning environment in accordance to ADEPT Performance Dimension 9;
8. develop and interpret tests and other assessment strategies in accordance with ADEPT Performance Dimension 3 and 7;
9. employ the history of mathematics as a teaching strategy; and
10. employ a group learning strategy consistent with the applied methodologies expected in school-to-work curriculum.
III. Required Texts and Materials
Cangelosi, James (2003). Teaching Mathematics in Secondary and Middle School (3rd Edition). Englewood Cliffs, NJ: Merrill, an imprint of Prentice-Hall.
Join NCTM for one year as a Student Member ($34.00 at https://www.nctm.org/membership/registration/ ) OR Join SCCTM for one year as a Student Member ($5 at http://www.scctm.org/membership_form.htm ).
ADEPT Handbook and ADEPT Policy and Procedures Manual, Universal Copies ($12). NOTE: These are required materials for EDSE 778A&B. It is useful for you to purchase and use these during this course.
Supplemental (available on the Web or in Wardlaw 216, Cooper Library or from Dr. Dickey):
South Carolina Mathematics Standard (http://www.myscschools.com/offices/cso/mathematics/standards.htm or CD)
NCTM Principles and Standards of School Mathematics (http://standards.nctm.org/document/index.htm or CD)
Various South Carolina adopted textbooks and Tech Prep materials
Eves' An Introduction to the History of Mathematics
Issues of the Mathematics Teacher (http://www.nctm.org/mt ) and
Mathematics Teaching in the Middle School (http://www.nctm.org/mtms )
IV. Academic Requirements
1. Class attendance and participation in discussions.
2. Mathematics Topic Comparison. Identify a mathematics topic and describe how it is addressed in two South Carolina adopted textbooks. Include a reference to the topic related to the NCTM Principles and Standards for School Mathematics and to the South Carolina Mathematics Standards by citing which standard(s) the topic addresses for each. Due on 5 June.
3. Long Range Planning. For one middle or high school mathematics course, produce an outline of a long-range (semester or year) course plan. Include sections titled Student Profiles, Instructional Goals, Sequence of Instructional Units, Key Resources, Assessment Plan, Rules/Procedures for Managing Student Behavior, Class Expectations, and Communicating with Parents. One of the lessons below should be part of your Long Range Plan. Due on 2 July.
4. Middle School/Connections Lesson. Select a topic appropriate for grades 7 and 8 mathematics and present a 15 to 20 minute lesson to the class on the topic. This lesson must address the NCTM Connections Standard. Lessons will be presented between 11-16 June.
5. School-to-Work Lesson. With a partner, select a topic related to the School-to-Work applied curriculum and present a 15 to 20 minute lesson to the class on the topic. This lesson must involve technology such as videotape, calculators, or CBLs. Lessons will be presented 23 June.
6. Secondary School/History of Math Lesson. Select a topic appropriate for grades 9-12 mathematics and present a 15 to 20 minute lesson to the class on the topic. This lesson must incorporate an element of the history of mathematics. Lessons will be presented between 26 June-1 July.
7. Complete a one-hour mid-term (17 June) and two-hour final examination (2 July).
V. Administrative Requirements
Class participation is an important aspect of this course; students are strongly encouraged to attend each class. All assignments, lesson presentations, exams must be completed on or before the due dates specified in section VI.
VI. Evaluation
All materials will be graded using the traditional A-F scale. The final grade for graduate credit will be the weighted average of the assignments in the table below:
Assignment Points Due Date
Mathematics Topic Comparison 10 5 June
Middle School Lesson 15 16 June
School-to-Work Lesson 10 23 June
Secondary School Lesson 15 1 July
Long Range Plan 15 2 July
Mid-term 10 17 June
Final exam 25 2 July
93-100=A 86-92=B+ 80-85=B 76-79=C+ 70-75=C 60-69=D 0-59=F
Students enrolled for undergraduate credit are exempted from the Long Range Plan and the percentage of points for the remaining assignments will be assigned a letter grade using the scale above.
VII. Major Topics