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SP12 SCED 373 Mathematics and Reading
Methods in Middle and High School, Part I
by Randall GrothVersion 4 (03/28/12 08:52 PM)
Course Information
Course and Instructor
SALISBURY UNIVERSITY
Seidel School of Education and Professional Studies
Department of Education Specialties
SCED 373-001: Mathematics and Reading Methods in Secondary School, Part I Office: TETC 379R
Email address: [email protected] Office phone: 410-677-5061
Office hours: MW 1-3 p.m. or by appointment
Course location/times: TETC 183, MW 3:30-4:45 p.m.
Course Description
Catalog Description: First course of a two-course sequence for analysis of middle and high school programs in
mathematics; emphasis on methods of teaching mathematical concepts and understandings. Course includes
strategies, skills, and instruction in reading in the content area. Required classroom visitations and field experiences
as necessary to complete assignments. Prerequisite: Admission to the Professional Teacher Education Program. Pre-
or Corequisite: SCED 320. Six hours per week: 3 hours lecture/3 hours field experience. Spring semester only.
Course Description: In this course, students will learn about methods of teaching and learning mathematics at the middle and high school levels. The course emphasizes inquiry, problem solving, critical thinking, creation of meaning, collaboration with others, development of democratic classroom models, and self-assessment/evaluation. Students will also learn about methods of applying reading instructional strategies in the mathematics classroom and about integrating technology into the teaching and learning process. In addition to covering specific methods, students will learn about some of the debates concerning the choice of content, instructional methods, materials, and approaches used in mathematics curricula.
Text and Course Materials
Required Textbooks:
(1) Textbook for SCED 373/473 Spring/Fall 2012: Developing Secondary Students'
Mathematical Thinking (Available for free on LiveText - do not copy or distribute without
permission - copyright held by Dr. Randall Groth and SAGE Publications).
(2) Packet of Required Articles on Reading to Learn Mathematics. (Available for free on
LiveText)
Required Materials:
LiveText subscription (This can be purchased through the bookstore. One subscription
covers the entire SU undergraduate career. Subscription cannot be shared.)
Access to the Mathematics Teacher and Mathematics Teaching in the Middle
School (personal subscription with NCTM membership or access through the library)
Access to a graphing calculator (preferably TI-83+/TI-84)
Internet access
Strongly recommended:
Student membership in the National Council of Teachers of Mathematics (NCTM). Sign
up online at www.nctm.org
Expectations and Guidelines
Telecommunication: Candidates are expected to check SU email accounts and LiveText course
pages on a regular basis. Email and LiveText should be checked at least once between class
sessions, and preferably on a daily basis. Notices of changes in class session plans, meeting
locations, etc. will be announced via email; therefore, it is very important for candidates to check
email often.
Professionalism: As part of your preparation for becoming a teacher, you will be expected to act
in a professional manner. This includes:
Appropriate use of portable electronic devices (PEDs): PEDs include, but are not
limited to: cell phones, MP3 players, iPods, and laptop computers. PEDs offer the potential to
open lines of communication and learning not previously possible, but can also serve as
distractions and tools for carrying out misconduct. During class time, PEDs should not be used
(inside or outside the classroom) unless their use has been discussed with the instructor and
agreed to in advance.
Attendance: Candidates are required to attend class, but are allowed to miss one class without
penalty. Each additional absence will lower the final course grade by one letter grade. Class
sessions will be interactive in nature, and it will be very difficult to "make up" missed classes.
Tardies or early departures in excess of 10 minutes will be equivalent to one absence. Chronic
tardies or early departures less than 10 minutes will result in the lowering of the final grade. Any
exceptions should be discussed with the professor BEFORE class.
Field Experience Attendance: Attendance at field placement school is required. Candidates are
expected to be in their assigned classroom one half-day per week (3 hours minimum).
Candidates should participate in classroom activities. Candidates should be sure to dress
appropriately, similarly to the teacher in the classroom.
Participation: It's not just enough to show up! Participate in class discussions and activities by
making meaningful, thoughtful contributions. Be sure you don't monopolize discussions; actively
include other class members.
Dispositions: The values, commitments, and professional ethics that influence behaviors toward students,
families, colleagues, and communities and affect student learning, motivation, and development as well as the
educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as
caring, fairness, honesty, responsibility, and social justice. For example, they might include a belief that all
students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive
learning environment
I. Relationship with Students
Treats students with respect Responds to student concerns Makes use of student diversity as an asset in instruction and for the school Creates a positive and inclusive community of learners Advocates for fairness, equity and social justice in the school Models curiosity and a spirit of intellectual inquiry
II. Relationship to the School and Community
Behaves with honesty and integrity Shows initiative Reflects on personal priorities, commitments and practices Uses community resources to support student learning Adjusts to school standards of appearance, hygiene, demeanor and rapport Is dependable with respect to schedule and assignments
III. Relationship with the Profession
Remains current in the profession (research, practices, standards etc.) Accepts problem situations as opportunities to grow Interacts with other professionals in constructive ways Contributes to meeting shared professional responsibilities Seeks continued professional development Maintains a sense of professional purpose
Preparation: Complete readings and other assignments on time and be ready to fully participate
in class activities.
Respect: Be considerate of others. Do not talk while others are talking; avoid eating during
presentations; do not use foul language; and behave in an ethical manner.
Assignment Due Dates: All assignments are expected at the beginning of the class session on
the assignment due date in class. Late assignments, if accepted, will receive a grade no higher
than 80% of the original point value. No assignments will be accepted after the last day of
classes.
Electronic Copies: Candidates should keep electronic copies of assignments whenever possible.
These will be needed for LiveText portfolios. It is also a good idea for candidates to obtain
digital photos of themselves presenting assignments or participating in activities.
Collection of Student Work: As is typical in professional programs, copies of some or all
candidate assignments will be kept for departmental purposes. These may include faculty and
course assessments, departmental review, and/or program accreditation. Candidates will not
necessarily be informed of these uses. If there is an assignment that a candidate does not want
kept for this purpose, the candidate should notify the professor.
Academic Integrity: Candidates are expected to maintain high standards of academic integrity.
In all cases, work handed in for individual assignments must be completed by the candidate
alone and must cite all third-party sources used. Any use of material without a complete citation
will be considered plagiarism. Plagiarism on papers, cheating on exams, quizzes and weekly
assignments (both giving and/or taking assistance), or engaging in other acts generally
considered unethical, will result in an F for that exam or project and referral to the appropriate
University officials.
Inclement Weather: Should inclement weather result in classes being cancelled, information
will be given to all local radio and television stations. Unless dire circumstances exist, the
institution remains open for business. Candidates must exercise their best judgment about
whether to attend class. Different conditions prevail for each individual under inclement weather
situations, so the decision should be an independent one. In the event that inclement weather
prevents a candidate from attending class when the university is open, the candidate should
contact the professor by phone or email right away - before class if at all possible.
Severe Weather: In the event of severe weather (i.e., a tornado warning or hurricane warning)
the safest course of action is to remain in the building and move to interior areas with no
windows (i.e., some office spaces, restrooms, hallways, etc.) until you are notified that the threat
posed by the system has been downgraded. Remain with your group so that your instructor might
know your location during the weather event.
Fire Safety: In the event that the fire alarm sounds, REMAIN CALM! Collect any important
personal belongings and move in an orderly fashion to the nearest exit. Continue out the exit at
least 100 feet from the building and wait for permission to re-enter. University Police or another
authorized individual will notify that the building may be re-entered.
Field Placement Requirements:
1. Background Affirmation
You must complete a Background Affirmation form each year before a school placement can be
made. The information that you provide may be shared with prospective schools for their
consideration as part of your field placement.
2. Field Placement Request:
You must complete a Field Placement Request for each semester where you are enrolled in a
class (foundations, methods, internship) that requires you to observe, assist or teach in school.
Use the link below to complete the Background Affirmation and the Field Placement Request
forms: http://www.salisbury.edu/pds/candidate_tools.html
Conceptual Framework
A conceptual framework centered on the knowledge, skills and dispositions critical for educators guides the Professional Education Unit at SU. The conceptual framework is based on the organizing theme of A Tradition of Caring: Informed Professionals Promoting Student Success and Excellent Practice in Education. Components of this course reflect the four unifying themes of the conceptual frameworks: I. Focus on student learning II. Scholarship III. Informed and reflective practice IV. Professional collaboration and development The entire text of the SU Conceptual Framework can be found at http://www.salisbury.edu/ncate/framework/cf2005.pdf
Writing Across the Curriculum
SU maintains a commitment to developing effective writing skills for all students. Strong
communication skills are critical for teachers. All writing assignments will be evaluated for
overall communicative competence. The following will be considered when grading written
assignments:
1. Inclusion of required information
2. Clarity and organization
3. Conciseness
4. Depth of thought
5. Evidence of understanding
Accomodations
Any student who feels that they may require an accommodation in this course, based on the impact of a disability,
should contact me as soon as possible to arrange for a meeting to coordinate any and all accommodations. Any
student who wishes to contact the Office of Student Disability Support Services, for further information, should do
so by calling 410-677-6536 (Voice) or 410-543-6083 (TTY); emailing [email protected]; or visiting
Guerrieri University Center, Room 242.
Assessment
Assessment
Assessments (due dates are listed in the “tentative outline” section of the syllabus)
1. Common Core State Standards Presentations (3 @ 25 pts. each) - 75 pts.; see instructions
attached below, and submit via MyClasses (http://myclasses9.salisbury.edu).
2. SCED 373 Reading to Learn Mathematics Log (10 logs @ 5 pt. per log) - 50 pts.; submit via
LiveText - see course assignments section.
These are journal entries about articles discussing the role of reading in learning mathematics.
The form you are to fill out can be accessed by clicking the link above. The articles you need to
read are included in the Packet of Required Articles on Reading to Learn Mathematics
3. Field Experience Exercise Reports (4 @ 25 pts. each) - 100 pts.; submit via LiveText - see
course assignment section.
You will choose one field placement exercise to do from each of chapters 2-5 and then share the
results in class on the due date. Field placement exercises from which to choose appear at the end
of each chapter.
4. Online Case discussion - 25 points; takes place on MyClasses
(http://myclasses9.salisbury.edu).
Each chapter in the course texbook contains a case describing a realistic classroom situation.
You will discuss a selected case with your classmates in an online discussion board format
following guidelines specified in a rubric posted on MyClasses (http://myclasses9.salisbury.edu).
5. NCTM Standards Classroom Evaluation - 50 pts.; submit via LiveText - see course
assignment section.
This is an observation and evaluation of your mentor teacher’s classroom. The instructions for
the assignment appear at the end of chapter 1 in the textbook. It is the only field placement
exercise that is given in that chapter.
6. SCED Lesson Plan and Reflection Assignment - 50 pts.; submit via LiveText - see course
assignment section.
This is a lesson plan you will design and carry out in your mentor teacher’s classroom.
7. Final Exam - 50 pts.; taken in class during final exam period.
The final exam will be based upon the Praxis II Mathematics Content Knowledge Examination
(i.e., one of your certification exams). We will do some sample exercises on the sessions leading
up to the final day of class.
8. Field Placement performance evaluation
To pass the course, you must have no more than 30% “unacceptable” ratings for any given
performance category. See http://www.salisbury.edu/pds/mentor_tools2.html for the
performance categories and evaluation criteria your mentor teacher will use in completing this
assessment. The letter you are to give to your mentor teacher is attached to the bottom of this
page.
Grading scale:
90-100% A
80-89% B
70-79% C
60-69% D
Attachments Mentor_Letter.pdf, Core_Standards_Presentation_Guidelines.doc
Tentative Outline
Tentative Outline
Date Activities Assignments due before class
Monday,
January 30
Chapter 1, day 1
-Overview of syllabus & required texts
-Mentor letters
-Field placement evaluation form overview
-Philosophy of teaching mathematics writing exercise
Wednesday,
February 1
Chapter 1, day 2
-TI-Nspire investigational activity (tie-in with SCED 320)
-Discussion of standards for mathematical practice from
Common Core State Standards & Common Core
presentation assignment
Read Chapter 1 in Developing Secondary Students'
Mathematical Thinking
Monday,
February 6 Chapter 1, day 3
RLM log 1 (accompanying article: Borasi 1990;
see Packet of Required Articles on Reading to Learn
Mathematics)
Wednesday,
February 8
Chapter 1, day 4 - chapter 1 case analysis and lesson
planning activities
RLM log 2 (accompanying article: Beckman 2004)
Monday,
February 13 Presentations of Common Core Standards Assignment 1 Common Core Standards Presentation #1
Wednesday,
February 15 Chapter 2, day 1
Read Chapter 2 in Developing Secondary Students'
Mathematical Thinking
& select field experience exercise from end of chapter.
Monday,
February 20 Chapter 2, day 2 - Praxis II test 0624 TAG items RLM log 3 (accompanying article: Wallace 2006)
Wednesday,
February 22
Chapter 2, day 3 - chapter 2 case analysis and lesson
planning activities
Monday,
February 27 Sharing of Chapter 2 field placement exercises
Chapter 2 field placement exercise
Wednesday,
February 29 Chapter 3, day 1
Read Chapter 3 in Developing Secondary Students'
Mathematical Thinking & select field experience exercise
from end of chaper
Monday, March
5
Chapter 3, day 2 RLM log 4 (accompanying article: Billings 2005)
Wednesday,
March 7
Chapter 3, day 3 - case analysis and lesson planning
activities
RLM log 5 (accompanying articles: Draper 1997 and
McIntosh 1993)
Monday, March
12 Presentations of Common Core Standards Assignment 2 Common Core Standards Presentation #2
Wednesday,
March 14
Chapter 3, day 4
-TI CBR data collection activity (tie-in with SCED 320)
Monday, March
26 Sharing of Chapter 3 field placement exercises Chapter 3 field placement exercise
Wednesday,
March 28 Chapter 4, day 1
Read Chapter 4 in Developing Secondary Students'
Mathematical Thinking
& select field experience exercise from end of chapter
Monday, April 2
Chapter 4, day 2
Levels of cognitive demand, part 1
RLM log 6 (accompanying article: McIntosh 1995)
Wednesday,
April 4
Chapter 4, day 3
Levels of cognitive demand, part 2
Monday, April 9 Presentations of Common Core Standards Assignment 3
Common Core Standards Presentation #3
RLM log 7 (accompanying article: Thompson 2000)
Wednesday,
April 11
Chapter 4, day 4 - case analysis and lesson planning
activities RLM log 8 (accompanying article: Adams 2005)
Monday, April
16 Sharing of chapter 4 field placement exercises Chapter 4 field placement exercise
Wednesday,
April 18
Chapter 5, day 1
Read Chapter 5 in Developing Secondary Students'
Mathematical Thinking
& select field experience exercise from end of chapter
Monday, April
23
Chapter 5, day 2
-Participate in online case discussion
RLM log 9 (accompanying articles: Lesser 2000 and
Mower 2003)
Wednesday,
April 25 Chapter 5, day 3 Complete contributions to online case discussion
Monday, April
30
Chapter 5, day 4 - case analysis and lesson planning
activities RLM log 10 (accompanying article: Mower 2003)
Wednesday,
May 2
Sharing of chapter 5 field placement exercises Chapter 5 field placement exercise
-Discussion of progress on long-term assignments
-100-day internship discussion and planning form (see
attachments below)
-Discussion of Praxis II graduation requirement and "safety
net" procedure (see attachment below)
Monday, May 7 Final exam prep day 1: Praxis II Content Knowledge Items
Wednesday,
May 9
Final exam prep day 2: Praxis II Content Knowledge Items
Revisit and revise philosophy of teaching mathematics
writing exercise
Complete course evaluations
Field placement performance evaluation from mentor
teacher
SCED 373 NCTM Standards Classroom evaluation
Friday, May 18 Final Exam, 4:15-6:45 p.m. (Praxis II Content Knowledge
Items) SCED Lesson Plan and Reflection assignment
Attachments Chapter_3.pptx, Fulfilling_the_100_d...ship_requirement.ppt,
100_days_planning_form.pdf, Chapter_5.pptx, Chapter_1.pptx, Chapter_2.pptx,
Chapter_4.pptx, Praxis_II.doc, Core_Standards_Presentation.ppt,
NCTM_Standards_Presentation.ppt
Resources
Resources
NCTM Principles and Standards for School Mathematics http://standards.nctm.org
Full-text access to the Principles and Standards for School Mathematics with an NCTM
membership.
Lesson Plans Aligned with NCTM Principles and Standards http://illuminations.nctm.org
The NCTM Illuminations website sorts lessons by grade level and mathematical content area.
Mathematics Teacher Journal http://www.nctm.org/publications/mt.aspx
NCTM's teacher journal designed for high school mathematics teachers.
Mathematics Teaching in the Middle School Journal
http://www.nctm.org/publications/mtms.aspx
NCTM's journal designed for middle school mathematics teachers.
Journal for Research in Mathematics Education
http://www.nctm.org/publications/jrme.aspx
NCTM's research journal containing research on mathematics learning at all grade levels.
ON-Math http://www.nctm.org/publications/onmath.aspx
NCTM's online journal of school mathematics, containing teaching ideas for all levels of
mathematics learners.
Maryland Voluntary State Curriculum (MVSC)
http://mdk12.org/share/vsc/vsc_mathematics_gr38.pdf
Maryland's old curriculum expectations for middle school students.
Maryland Core Learning Goals (CLG) for Mathematics
http://mdk12.org/share/clg/source/mathematics_goals2001.pdf
Maryland's old curricular expectations for high school students' mathematical learning.
Praxis II Testing Information http://www.salisbury.edu/educationspecialties/praxis.html
Information on required Praxis II tests for Maryland certification and practice questions.
Common Core State Standards http://www.corestandards.org
Maryland officially adopted this set of standards as its mathematics content standards in 2010.
Outcomes
Outcomes
Copyright © 1997-2005 LiveText Inc. All rights reserved. Contact us at [email protected] .
Essential Questions and Outcomes:
1. How do students learn mathematics?
Candidates will...
Develop an understanding of current theories of how adolescents learn mathematics [I]
Examine the effect of theories of learning modalities/intelligences on the teaching and learning
process [ I, II, III]
2. How can teachers design and deliver appropriate and effective mathematics instruction?
Candidates will...
Develop an understanding of secondary mathematics curricula and a familiarity with currently
available instructional materials [III]
Develop personal and professional skills for planning, organizing, conducting, and evaluating
activities based on processes and concepts rather than accumulation of facts [III]
Create classroom environments and activities which foster creation of meaning by students [I,
III]
Demonstrate a variety of instructional strategies, including the integration of technology into the
teaching and learning process [III]
Develop strategies for fostering democratic values within an inquiry-based classroom [I]
Demonstrate the connections between mathematics the world through the use of applications and
authentic problems [III]
Demonstrate effective problem solving strategies in mathematics instruction [III]
3. How can teachers use literacy and reading content strategies in mathematics instruction?
Candidates will...
Create classroom environments and activities which foster creation of meaning by students [I,
III]
Implement instructional strategies that support student understanding before, during, and after
reading a text [I, II, III]
Scaffold student response strategies that support student learning from text [ I, II, III]
Develop informal response activities, both oral and written to support concept development [I, II,
III]
Develop formal writing activities to apply mathematics knowledge meaningfully [I, II, III]
Consider multiple forms of expression (e.g. speech, visual representation, technological) as
literacy [I, II, III]
Design classroom environments that encourage students' independent reading [I, II, III]
Implement a multi-text approach to support the range of reading achievement in the mathematics
classroom [I, II, III, IV]
Choose high quality technology and multimedia into mathematics to facilitate literacy [I, II, III]
4. How can teachers determine what students are learning?
Candidates will...
Develop personal and professional skills for planning, organizing, conducting, and evaluating
activities based on processes and concepts rather than accumulation of facts [III]
Develop multiple strategies for assessing student learning and growth, including the use of the
Maryland Core Learning Goals, MVSC and Dimensions of Learning. [III]
Use a portfolio approach to assess mathematics literacy [I, II, III]
Use assessment of reading and writing formatively to assist students in improving literacy
performance [ II, III]
Develop informal response activities, both oral and written to support concept development [I, II,
III]
Develop formal writing activities to apply mathematics knowledge meaningfully. [I, II, III]
5. How can teachers continuously develop their practice and stay current with new information about the
teaching and learning process?
Candidates will...
Identifying critical issues and debates within the field relating to instruction and content
(including NCTM standards) and developing a rationale for positions taken on these issues. [II]
Demonstrating ethical and professional behavior including self analysis and reflection. [III]
Demonstrates a positive working relationship with students, faculty and staff in an secondary
school setting [IV]
Identifying resources for professional development [IV]
Major shifts in instruction:
· toward classrooms as mathematical communities - away from classrooms as simply a
collection of individuals
· toward logic and mathematical evidence as verification - away from the teacher as the
sole authority for right answers
· toward mathematical reasoning - away from merely memorizing procedures
· toward conjecturing, inventing and problem solving - away from an emphasis on
mechanistic answer-finding
· toward connecting mathematics, its ideas, and its applications - away from treating
mathematics as a body of isolated concepts and procedures
( NCTM, Professional Standards for Teaching Mathematics, 1991, p3.)
Attachments Fulfilling_the_100_d...ship_Requirement.ppt,
Reading_Outcomes_Activity_Alignment.xls, Candidate_Self_Assessment.doc,
100_days_planning_form.pdf
Related Standards
SU Conceptual Framework
MD-SU.1 STANDARD: Focus on Student Learning
MD-SU.2 STANDARD: Scholarship
MD-SU.3 STANDARD: Informed and Professional Practice
MD-SU.4 STANDARD: Professional Collaboration and Development
INTASC
INTASC.1
STANDARD: The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and can create learning experiences
that make these aspects of subject matter meaningful for students.
INTASC.2
STANDARD: The teacher understands how children learn and develop, and can
provide learning opportunities that support their intellectual, social and personal
development.
INTASC.3 STANDARD: The teacher understands how students differ in their approaches to
learning and creates instructional opportunities that are adapted to diverse learners.
INTASC.4
STANDARD: The teacher understands and uses a variety of instructional
strategies to encourage students' development of critical thinking, problem solving,
and performance skills.
INTASC.5
STANDARD: The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.
INTASC.6
STANDARD: The teacher uses knowledge of effective verbal, nonverbal, and
media communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom.
INTASC.7 STANDARD: The teacher plans instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
INTASC.8
STANDARD: The teacher understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social and physical
development of the learner.
INTASC.9
STANDARD: The teacher is a reflective practitioner who continually evaluates
the effects of his/her choices and actions on others (students, parents, and other
professionals in the learning community) and who actively seeks out opportunities
to grow professionally.
INTASC.10 STANDARD: The teacher fosters relationships with school colleagues, parents,
and agencies in the larger community to support students' learning and well-being.
Program/SPAs
NCTM.5-
8.1
MATHEMATICS PREPARATION - The Four Themes: Problem Solving,
Reasoning, Communication, and Connections are four overriding themes that should
permeate all mathematics programs. Although these four areas are inherently
interrelated, for the purpose of this review you are asked to explicate how each of
these areas is incorporated into your teacher preparation program.
NCTM.5-
8.2
TEACHING PREPARATION - Integrated Essential Outcomes: Certain essential
outcomes within a program preparing teachers of mathematics are integrated
throughout the program. Such outcomes include teaching diverse learners, the
appropriate use of technology, and the alignment of assessment and instructional
practices.
NCTM.5-
8.3 FIELD-BASED EXPERIENCES
NCTM.7-
12.1
MATHEMATICS PREPARATION - The Four Themes: Problem Solving,
Reasoning, Communication, and Connections are four overriding themes that should
permeate all mathematics programs. Although these four areas are inherently
interrelated, for the purpose of this review you are asked to explicate how each of
these areas is incorporated into your teach preparation program.
NCTM.7-
12.2
TEACHING PREPARATION - Integrated Essential Outcomes: Certain essential
outcomes within a program preparing teachers of mathematics are integrated
throughout the program. Such outcomes include teaching diverse learners, the
appropriate use of technology, and the alignment of assessment and instructional
practices.
NCTM.7-
12.3 FIELD-BASED EXPERIENCES
Maryland Teacher Technology Standards
MD-TECH.5 STANDARD: Integrating Technology into the Curriculum and Instruction
MD Reading Outcomes
No standards added.
References
References
1. Abel, J. P. & Abel, F. J. (1988). Writing in the mathematics classroom. The Clearing House, 62 (4), 155-158
2. Aspinwall, L., & Aspinwall, J.S. (2003). Investigating mathematical thinking using open writing
prompts. Mathematics Teaching in the Middle School, 8, 350-
3. Barnes, J.A. (1999). Creative writing in trigonometry. Mathematics Teacher, 92, 498-503.
4. Beckman, C.E., Thompson, D.R., & Austin, R.A. (2004). Exploring proportional reasoning through
movies and literature. Mathematics Teaching in the Middle School, 9, 256-262.
5. Bintz, W.P. & Moore, S.D. (2002). Using literature to support mathematical thinking in middle school. Middle School Journal, 34 (2), 25-32.
6. Billings, E.M.H., & Beckmann, C.E. (2005). Children's literature: A motivating context to explore
functions. Mathematics Teaching in the Middle School, 10, 470-
7. Borasi, R., & Siegel, M. (1990). Reading to learn mathematics: New connections, new questions, new challenges. For the Learning of Mathematics, 10, 9-16.
8. Borasi, R., Siegel, M., Fonzi, J., & Smith, C. (1998). Using transactional reading strategies to
support sense-making and discussion in mathematics classrooms: An exploratory study. Journal for Research in Mathematics Education, 29, 275-305.
9. Brandell, J. L. (1994). Helping students write paragraph proofs in geometry. The Mathematics
Teacher, 87, 498-502. [Library]
10. Draper, R.J. (1997). Jigsaw: Because reading your mathematics textbook shouldn't be a puzzle. Clearning House, 71(1), 33-36.
11. Hollander, S.K. (1988). Teaching learning disabled students to read mathematics. School Science
and Mathematics, 88, 509-515.
12. Lesser, L.M. (2000). Sum of songs: Making mathematics less monotone! Mathematics Teacher, 93, 372-
13. Mason, R.T., & McFeetors, P.J. (2002). Interactive writing in mathematics class: Getting started.
Mathematics Teacher, 95, 532-
14. McIntosh, R.E., & Bear, D.R. (1993). Directed-reading thinking activities to promote learning through reading in mathematics. Clearing House, 67, 40-44.
15. McIntosh, M., & Draper, R. (1995). Applying the question answer relationship strategy in
mathematics. Journal of Adolescent & Adult Literacy, 39, 120-131.
16. McIntosh, M.E., & Draper, R.J. (2001). Using learning logs in mathematics: Writing to learn. Mathematics Teacher, 94, 54-
17. Mower, P. (2003). Algebra out loud. New York: John Wiley and Sons.
18. Ostler, E. (1997). The effect of learning mathematical reading strategies on secondary students' homework grades. Clearing House, 71(1), 37-40.
19. Pace, C.L. (2005). You read me a story, I will read you a pattern. Mathematics Teaching in the
Middle School, 10, 424-
20. Pape, S.J. (2004). Middle school children's problem-solving behavior: A cognitive analysis from a reading comprehension perspective. Journal for Research in Mathematics Education, 35, 187-219.
21. Picker, S.H., & Berry, J.S. (2000). Investigating pupils' images of mathematicians. Educational Studies in Mathematics, 43, 65-94 [get from library]
22. Rubenstein, R.N. (2007). Focused strategies for middle-grades mathematics vocabulary
development. Mathematics Teaching in the Middle School, 13, 200-
23. Rubenstein, R.N., & Schwartz, R.K. (2000). Word histories: Melding mathematics and meanings. Mathematics Teacher, 93, 664-
24. Seigel, M., & Borasi, R. (1992). Toward a new integration of reading in mathematics instruction.
For the Learning of Mathematics, 14, 18-36.
25. Siegel, M., Borasi, R., & Fonzi, J. (1998). Supporting students' mathematical inquiries through reading. Journal for Research in Mathematics Education, 29, 378-413.
26. Sjoberg, C.A., Slavit, D., & Coon, T. (2004). Improving writing prompts to improve student
reflection. Mathematics Teaching in the Middle School, 9, 490-
27. Thompson, D.R., & Rubenstein, R.N. (2000). Learning mathematics vocabulary: Potential pitfalls and instructional strategies. Mathematics Teacher, 93, 568-
28. Wallace, F.H., & Clark, K.K. (2005). Reading stances in mathematics: Positioning students and
texts. Action in Teacher Education, 27(2), 68-79.
29. Wallace, F.H., Clark, K.K., & Cherry, M.L. (2006). How come? What if? So What? Reading in the mathematics classroom. Mathematics Teaching in the Middle School, 12, 108-
30. Williams, K.M. (2003). Writing about the problem-solving process to improve problem-solving
performance. Mathematics Teacher, 96, 185-
31. Williams, N.B., & Wynne, B.D. (2000). Journal writing in mathematics classrooms: A beginner's approach. Mathematics Teacher, 93, 132-
32. Adams, T.L., Thangata, F., & King, C. (2005). Weigh to go: Exploring mathematical language. Mathematics Teaching in the Middle School, 10, 444-448.
Math Resources:
Huetinck, L. & Munshin, S.N. (2004). Teaching mathematics for the 21st century: methods and
activities for grades 6-12, Second edition. Upper Saddle River, NJ: Merrill.
Huetinck, L. & Munshin, S.N. (2000). Teaching mathematics for the 21st century: methods and
activities for grades 6-12, Upper Saddle River, NJ: Merrill.
Callahan, J.F., Clark, L.H., & Kellough, R.D. (1998). Teaching in the middle and secondary
schools. Upper Saddle River, NJ: Merrill Prentice Hall.
Posamentier, A.S. & Stepelman, J. (2002). Teaching secondary mathematics: Techniques and
enrichment units. Sixth edition. Upper Saddle River, NJ: Merrill Prentice Hall.
Cangelosi, J.S. (2003). Teaching mathematics in secondary and middle school: An interactive
approach. Third edition. Upper Saddle River, NJ: Merrill Prentice Hall.
NCTM. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
NSEB. (2000). Mathematics education in the middle grades: Teaching to meet the needs of
middle grades learners and to maintain high expectation. Washington, DC: National Research
Council.
NCTM Addenda series. Reston, VA: NCTM.
NCTM Navigating series. Reston, VA: NCTM.
NCTM Illuminations. Available online: http://www.nctm.org . Reston, VA: NCTM.
Burns, M. & McLaughlin, C. (1990). An introduction to algebra, A Collection of Math Lessons From Grades 6 Through 8, The Math Solution Publications, Distributed by Cuisenaire Company of America, Inc., 23-40.
Morelli, L. (1992). A visual approach to algebra concepts. The Mathematics Teacher, September, 434-438.
Scher, D. P. (1996). Folded paper, dynamic geometry, and proof: A three-tier approach to the conics. The Mathematics Teacher, March, 188-193.
Woodward, E. & Brown, R. (1994). Polydrons and 3-dimensional geometry. The Mathematics Teacher, April, 451-458.
Content Area Reading/Writing Resources:
Richardson J.S. & Morgan R. F. (2003). Reading to learn in the content areas. Belmont, CA:
Wadsworth/Thomson Learning.
Ryder, R.J. & Graves, M.F. (1999). Reading and learning in content areas. Second edition. New
York: John Wiley & Sons, Inc.
Burke, J. (2001). Illuminating texts: How to teach students to read the world. Portsmouth, NH:
Heinemann.
Kennedy, X.J., Kennedy, D.M., & Aaron, J.E. (2000). The bedford reader. Seventh edition.
Boston: Bedford St. Martin's.
Levadi, B. (1996). Writing in mathematics. Upper Saddle River, NJ: Globe Fearon Educational
Publisher.
Austin, R. (1997). Exploring algebraic patterns through literature. Mathematics Teaching in the Middle School, February, 274 - 281.
Hansbarger, J.C. & Stewart, E.L. (1996). Merging mathematics and english: One approach to bridging the disciplines. The Mathematics Teacher, April, 294 - 297.
Evidence (hidden)
Reflections
Ideas for next semester:
Stevemath.wikispaces.com is the website that Beth Kobett has created and has student work
samples
Corechallenge.org is a new URL website that allows people to contribute problems.
Progressions for the Common Core State Standards – might be a good topic to talk about in
future meetings of the AMMTE. http://ime.math.arizona.edu/progressions
Looked at a fast food problem and reflected on the strategies/standards used (MMTE mtg)
Presented a “story” about heating bills and insulation of a family in Ohio. Problem requires that
students research something on the internet (information is not provided in the problem). This
problem was released by The Smarter Balance, one of the companies charged with developing an
assessment to assess student understanding of the CCSS. PARCC is the consortia that Maryland
will be using to develop its assessment. QUESTION: What will be the impact on the education
of mathematics teachers in Maryland if items of this sort are given to students?
Attachments Task_Template.docx, Praxis_II.doc
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