Class+Assignments

=Preparation for Next Class=

For Class #2 - Wednesday, Jan 13, 2010 (5:30 pm - 9:00 pm)
**__Read and Record__** **__:__ TEACHER INQUIRY PROJECT** A.Peruse teacher inquiry plan and research the mathematics content for your teacher inquiry and find a classroom context you can work in. B. Collect articles related to the content of your TI. C. Carefully read the course outline and complete the Course Outline Scavenger Hunt. D. Start reading required readings.
 * __Treats__** - Aditi and Mihaela


 * Ball, D., Hill, H., and Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade and how can we decide?//American Educator//, pp. 14-17, 20-22, 43-46.
 * Cohen, D. & Ball, D. (2001). Making change: Instruction and its improvement.//Phi Delta Kappan//. pp. 73-77.
 * Battista, M. (1999). The mathematical miseducation of America’s youth. //Phi Delta Kappan Online//.[|http://www.pdkintl.org/kappan/kbat9902.htm][|. pp. 1-15].
 * Wilms, W. (2003). Altering the structure and culture of American public schools.//Phi Delta Kappan Online//.__[]__.

**__Treats__** - Cory-Ann, Rashi, and Adriana **__Due__** - Teacher Inquiry Plan
**__Read and Record:__** ** TEACHER INQUIRY PROJECT C. Carefully read the Teacher Inquiry .**
 * A. Read two of the four articles on Change. As you read, highlight, at most, four passages that catch your attention and think about why they “grabbed” you. Be prepared to share.
 * B.Peruse teacher inquiry plan and research the mathematics content for your teacher inquiry and find a classroom context you can work in.


 * 1) Ball, D., Hill, H., and Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade and how can we decide?//American Educator//, pp. 14-17, 20-22, 43-46.
 * 2) Cohen, D. & Ball, D. (2001). Making change: Instruction and its improvement.//Phi Delta Kappan//. pp. 73-77.
 * 3) Battista, M. (1999). The mathematical miseducation of America’s youth. //Phi Delta Kappan Online//.[|http://www.pdkintl.org/kappan/kbat9902.htm][|. pp. 1-15].
 * 4) Wilms, W. (2003). Altering the structure and culture of American public schools.//Phi Delta Kappan Online//.__[]__.

**For Class #4 - Wednesday, Jan 20, 2010 (5:30 pm - 9:00 pm)**

__**Due -**__
**__Read and Record:__** Read the other 2 of the 4 articles on change.


 * Ball, D., Hill, H., and Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade and how can we decide?//American Educator//, pp. 14-17, 20-22, 43-46.
 * Cohen, D. & Ball, D. (2001). Making change: Instruction and its improvement.//Phi Delta Kappan//. pp. 73-77.
 * Battista, M. (1999). The mathematical miseducation of America’s youth. //Phi Delta Kappan Online//.[|http://www.pdkintl.org/kappan/kbat9902.htm][|. pp. 1-15].
 * Wilms, W. (2003). Altering the structure and culture of American public schools.//Phi Delta Kappan Online//.__[]__.

**For Class #5 - Wednesday, Jan 27, 2010 (5:30-9:00 pm)**
**A**. Treats: Duele and Mihaela

Everybody reads the first 2 · Takahashi, A. and Yoshida, M. (2004). Ideas for establishing lesson-study communities.//Teaching Children Mathematics//. pp. 436-443. (HAVE TO READ) · Stigler, J. and Hiebert, J. (1999). The teaching gap. New York, NY: The Free Press. (HAVE TO) · Givvin, K., Jacobs, J., & Hollingsworth, H. (2006). What does teaching look like around the world? //ON-Math//, 4(1), 1-7. · Smith, M. (2004). Beyond Presenting Good Problems: How a Japanese teacher implements a mathematics task. · Ertle, B. and Fernandez, C. What are the characteristics of a Japanese blackboard that promote deep mathematical understanding? · Yoshida, M. (2003). Developing effective use of blackboard through lesson study. 1. As you read, think about “What the differences are between mathematics teaching in Germany, Japan, and the United States? 2. Infer how these differences relate to teaching mathematics through problem solving? **C**. Assignment Due – Math Task 1 **D. LOAD GSP** onto your computer and prepare for Saturday...
 * Readings -**

For Class #6 - Saturday January 30, 2010 (8:30 am to 4:00pm) <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; border-collapse: collapse; color: #404040; font-size: 12px; line-height: normal;">[|Technology Webquest instructions(2010).doc] new instructions typed in Good luck! remember, you have one another's email and some phone numbers on the Who's Here? page. This assignment should take at least 7 h and you have to be thinking about how you might use this for one of your lessons!

<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate; color: #000000; font-size: 13px; line-height: 19px;"> **Read and Think about** 1. Read 4 articles and think about how you would describe two characteristics of adolescent learners. 2. Explain how the characteristics of adolescents impacts student learning of mathematics. 3. Explain how the characteristics of adolescents impacts teaching. //Readings:// // * Jenson, E. (1998). How Julie’s brain learns. Educational Leadership, (56)3, pp. 1-4. <span style="font: normal normal normal 7pt/normal 'Times New Roman';">* // //Knowles, T. and Brown, Dd. (2000). Understanding the young adolescent. What every middle school teacher should know. Portsmouth, NH: Heinemann. pp. 8-36. * Reinhart, S. (2000). Never say anything a kid can say. Mathematics Teaching in the Middle School. Pp. 478-483. * Stahl. R. (1994). Using think-time and wait-time skilfully in the classroom. ERIC Clearinghouse of Social Studies Social Science Education. Bloomington, IN., pp. 1-4.//

<span style="font-family: arial,helvetica,sans-serif; font-size: 17px; font-weight: 800; line-height: 25px;">For Class #7 - Wednesday, February 3, 2010 (5:30 to 9:00pm)
 * Reminder** - Add to annotated bibliography articles for your teacher inquiry
 * A. Treats -** Adriana and Kavita

1. Read 4 articles and think about how you would describe two characteristics of adolescent learners. 2. Explain how the characteristics of adolescents impacts student learning of mathematics. 3. Explain how the characteristics of adolescents impacts teaching. //Readings:// // * Jenson, E. (1998). How Julie’s brain learns. Educational Leadership, (56)3, pp. 1-4. <span style="font: normal normal normal 7pt/normal 'Times New Roman';">* // //Knowles, T. and Brown, Dd. (2000). Understanding the young adolescent. What every middle school teacher should know. Portsmouth, NH: Heinemann. pp. 8-36. * Reinhart, S. (2000). Never say anything a kid can say. Mathematics Teaching in the Middle School. Pp. 478-483. * Stahl. R. (1994). Using think-time and wait-time skilfully in the classroom. ERIC Clearinghouse of Social Studies Social Science Education. Bloomington, IN., pp. 1-4.//
 * B. Read and Think about for**
 * Topic Discussion -** **Green - Adolescent Development**


 * C**. **Reminder** - Add to annotated bibliography articles for your teacher inquiry

<span style="font-family: arial,helvetica,sans-serif; font-size: 17px; font-weight: 800; line-height: 25px;">For Class #8 - Wednesday, February 10, 2010 (5:30 to 9:00pm)
 * A. Treats -** Mihaela and Kendra


 * B. Read and Think about**

-Davis, B. (2003). Understanding learning systems: Mathematics education and complexity science. Journal for Research in Mathematics Education (34)2, pp. 137-167

 * C**. **Reminder** - Add to annotated bibliography articles for your teacher inquiry


 * Reminder** - gather math articles or book chapters for teacher inquiry Annotated Bibliography due Feb 24, 2010


 * Read and Record** **in your journal** (you may do this in point form or in a table - be careful to __**define**__ each theory first)

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a. Describe 2 characteristics of each theory: behaviourism, constructivism, and complexity theory. =====

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b. Infer how these theories explain a mathematics teaching/learning experience.=====

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-Clements, D. & Battista, M. (1990). Constructivist learning and teaching. Arithmetic Teacher, 38(1), 34-35=====

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-Davis, B. (2005). Teacher as “consciousness of the collective’. Complicity: An International Journal of Complexity and Education, 2, pp. 85-88=====

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-Davis, B. (2003). Understanding learning systems: Mathematics education and complexity science. Journal for Research in Mathematics Education (34)2, pp. 137-167=====

Bring whatever you need to complete Math Task II

 * Read and be ready to discuss...**

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a. Describe 2 characteristics of each theory: behaviourism, constructivism, and complexity theory. =====

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b. Infer how these theories explain a mathematics teaching/learning experience.=====

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-Clements, D. & Battista, M. (1990). Constructivist learning and teaching. Arithmetic Teacher, 38(1), 34-35=====

=
-Davis, B. (2005). Teacher as “consciousness of the collective’. Complicity: An International Journal of Complexity and Education, 2, pp. 85-88=====

=
-Davis, B. (2003). Understanding learning systems: Mathematics education and complexity science. Journal for Research in Mathematics Education (34)2, pp. 137-167=====


 * Due** - Learning Theories paper related to **YOUR Teacher Inquiry** ( at least 4 quotes in correct format) example, explanation, reference to your lesson and/or your thoughts about teaching mathematics
 * Readings** to review and remind you about decisions you need to make carefully when putting your lesson plans together

== - Smith, M. (2004). Beyond presenting good problems: How a Japanese teacher implements a mathematics task. In R. Rubenstein and G. W. Bright (Eds.) //Perspectives on the Teaching of Mathematics,// pp. 96-106. Reston, VA: NCTM. - Ertle, B. and Fernandez, C. (2001). What are the characteristics of a Japanese blackboard that promote deep mathematical understanding? Lesson Study Research Group. Retrieved from[]. - Yoshida, M. (2003). Developing effective use of the blackboard through lesson study. Online publication. Retrieved from[] ==