Lesson 1:

• Orienting participants to the program:
  • Introductions
  • Brief description of course goals and requirements
• Rethinking "What is math?"
• Orienting participants to the program: More detail on course structure and requirements

Hw. 1:

• Initial math survey
• Reading on course philosophy
• Readings of classroom vignettes
• Readings on school math reform

Lesson 2:

• Follow-up discussion on school math reform
• Cardtrick activity

Hw. 2:

• Follow-up readings on math metaphors
• Cardtrick assignment
• Readings on affective aspects of learning math

Lesson 3:

• Follow-up discussion of cardtrick activity
• Solving a real-life math-related problem

Hw. 3:

• Readings on problem solving
• Writing assignment on problem solving
• Readings on children's learning of math
• Informal observations of a student
• (elem. only) Read description of "Presentation on a chosen topic" project

Lesson 4:

• Follow-up discussion on problem solving
• Viewing and discussion of "F.A.T. City" video

Hw. 4:

• readings on learning disabilities
• clinical interview of a student
• (elem. only) skim through reading materials provided to decide on topic for project

Lesson 5:

• Follow-up discussion on learning differences
• Sharing about concurrent student teaching

Hw. 5:

• readings on teaching math to diverse students
• readings on problem posing
• open written assignment

Lesson 6:

• Area inquiry experience I:
  • Introduction
  • Fish activity
  • Diamond activity
  • Generating figures

Hw. 6:

• Area assignments: (a) develop area formula of figure of choice; (b) reflections on thought-provoking questions about area; (c) read from Area story

Lesson 7:

• Area inquiry experience II:
  • Report on area formulas generated for homework
  • Rethinking the math of area
• "Walk down memory lane" (begins)

Hw. 7:

• "Walk down memory lane" on Area experience (notes only)
• written reflection on "What have I learned"
• readings from the NCTM Standard (geometry and measurement)
• readings on assessment

Lesson 8:

• "Walk down memory lane" and "What have I learned" discussion on Area experience
• Reflections on participants' learning differences
• Assessment activity and discussion

Hw. 8:

• follow-up reading on math of area
• written plans for a series of lessons on area at the grade level taught
• reading stories of inquiry math classes

Lesson 9:

• Follow-up discussion on stories of inquiry math classes read
• First identification of characteristics of an inquiry approach
• "Games" activity

Hw. 9 (elem.):

• Readings on an inquiry approach
• Preparing for Topic project presentations OR MIDTERM take-home exam due (i.e, Analyze in writing a classroom vignette from an inquiry perspective)

Lesson 10 (elem.):

• Presentations of Topic projects

Hw. 10 (elem.):

• Midterm exam due or Preparing for Topic project presentations

Lesson 11 (elem.):

• Presentations of Topic projects

Hw. 11 (elem.):

• Identify teaching strategies modeled in the course
• Readings on children's math learning

Lesson 12 (elem.):

• Follow-up discussion on children's learning
• Reflecting on teaching strategies modeled in the course

Hw. 12 (elem.):

• Final project preparation and written report

Lesson 13 (elem.):

• Reports on final projects

Hw. 13 (elem.):

• "What have I learned" paper (participants' written final reflection)

Lesson 14 (elem.):

• Reports on final projects
• Course evaluation (forms + open discussion)

Hw. 9 (sec.):

• Readings on an inquiry approach
• MIDTERM take-home exam (i.e, Analyze in writing a classroom vignette from an inquiry perspective)

Lesson 10 (sec.):

• Setting the stage for an independent inquiry experience

Hw. 10 (sec.):

• Independent inquiry experience assignment

Lesson 11 (sec.):

• Independent inquiry -- part II

Hw. 11 (sec.):

• First draft of report on independent inquiry experience due

Lesson 12 (sec.):

• Presentations and discussion of independent inquiry projects

Hw. 12 (sec.):

• Identify teaching strategies modeled in the course
• Readings on reading and writing in math
• Final written report on inquiry experience due

Lesson 13 (sec.):

• Follow-up discussion on reading and writing in math instruction
• Reflecting on teaching strategies modeled in the course

Hw. 13 (sec.):

• "What have I learned" paper (participants' written final reflection)

Lesson 14 (sec.):

• Course evaluation (forms + open discussion)

PRIOR TO THE BEGINNING OF THE STUDENT TEACHING EXPERIENCE

(NOTE: class met twice a week for 2 1/2 hours)

Preliminary assignments (to be completed over the university winter break):

• Read NCTM Curriculum Standards for grade level you will be student teaching in
• Read NCTM Teaching Standards
• Read "Contents and Processes" section of Research Ideas for the Classroom at appropriate school level
• Identify "teaching practice"
• Begin plans for inquiry unit

Lesson 1:

• Presentation of course goals, requirements and structure
• Planning new inquiry units: view presentation on video of a case-study of this process + discussion

Hw. 1:

• Follow-up readings on planning inquiry units
• Readings on rethinking the content goals of the math curriculum
• Read documentation about course and concurrent student teaching requirements and expectations

Lesson 2:

• Follow-up discussion on planning inquiry units
• Clarifications about course and student teaching requirements
• Follow-up discussion on rethinking the content goals of the math curriculum

Hw. 2:

• Readings and assignments on rethinking the teaching of algebra

Lesson 3:

• Rethinking the teaching of algebra (including modeling the planning of an inquiry unit on this topic as a class) -- part 1

Hw. 3:

• Readings and assignments on rethinking the teaching of algebra

Lesson 4:

• Rethinking the teaching of algebra -- part 2

Hw. 4:

• Readings and assignments on rethinking the teaching of algebra

Lesson 5:

• Rethinking the teaching of algebra -- part 3
• Sharing strategies to effectively use existing instructional resources

Hw. 5:

• Finalize individual plans for a unit on algebra
• Examine examples of reports of implementations of innovative units
• Jot down ideas about the innovative unit to be planned and taught

Lesson 6:

• Sharing and discussing preliminary plans for the student teachers' innovative units

Hw. 6:

• Prepare preliminary written plan for innovative unit

CONCURRENT WITH STUDENT TEACHING:

(NOTE: class met 4 times over the next 9 weeks, for 2 1/2 hours each time)

Hw. 7:

• Do readings and prepare a presentation for the class on chosen math topic

Lessons 8, 9 & 10:

• Students' presentation on rethinking the teaching of a math topic of their choice

Hw. 8, 9 & 10:

• Review relevant sections from NCTM Curriculum Standards and Research Ideas for the classroom

FOLLOWING COMPLETION OF STUDENT TEACHING:

(NOTE: class met weekly for 2 1/2 hours)

Lesson 12:

• Presentations of "teaching practice" project

Hw 12:

• Final written report on innovative unit due

Lesson 13 (&14):

• Presentations of innovative units implemented

Hw 12:

• "What have I learned" paper