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Selected artifacts from the pre-service program (B3)
First homework assignment
Assignment Sheet #1
- Write your first journal entry (see course description), and bring
to class enough copies for all the students in the class plus 2 copies
for the instructor.
- As a complement to the "what is math" activity done in class,
provide a brief "math autobiography" by responding in writing
to the attached questionnaire (writing assignment -- 3 points)
- To better understand my philosophy for the course, read:
*Borasi, R. and Brown, S.I. (1989). Mathematics teachers' preparation:
A challenge. The Mathematics Teacher, Feb. 1989, pp.88-89.
- To get a sense of the nature and rationale of most recent recommendations
for school math reform, read "Introduction" (pp.1-12) and "Summary
of changes in content" (pp. 20-21 + 70-73 + 126-127) of National Council
of Teachers of Mathematics (1989), Curriculum and evaluation standards
for school mathematics
- To get an image of what the recommended reform would look like in the
classroom, read the following classroom vignettes from:
* Lampert, M. (1990). When the problem is not the question and the solution
is not the answer: Mathematical knowing and teaching. American Educational
Research Journal, Spring 1990 -- pp. 42-55 ONLY
*Borasi, R. (1995). What secondary mathematics students CAN do. In: I.M.
Carl (Ed.), Prospects for school mathematics: 75 years of progress (pp.
43-61). Reston, VA: National Council of Teachers of Mathematics.
(Other short stories distributed in class)
- Read carefully the "Course Description", "Course agendas"
and "Course and grading policies" hand-outs distributed in class;
I will entertain questions and concerns about these documents at the beginning
of our next class.
NOTE: the readings marked with an asterisk can be found in the course
reader, available from the University Bookstore.
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