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:

• continue to work on real-life problem discussed in class
• readings on problem solving
• writing assignment on problem solving

Lesson 4:

• Conclusion of real-life math problem activity and follow-up discussion on problem solving
• Area inquiry experience I:
  • Introduction
  • Fish activity

Hw. 4:

• reflections on thought-provoking questions about area
• reading from the area story
• (elem. only) skim through reading materials provided to decide on topic for project

Lesson 5:

• Brief follow-up discussion on area story
• Area inquiry experience II:
  • Rethinking the math of area
  • Diamond activity
  • Star activity (begins)

Hw. 5:

• Area assignment: continue to develop area formula of given star and prepare presentation
• readings on math of area and NCTM Standards (on geometry and measurement)

Lesson 6:

• Area inquiry experience III:
  • Star activity (conclusion)
• Reflections on the area inquiry experience:
  • Walk down memory lane
  • What have we learned
  • identify participants' learning differences

Hw. 6:

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

Lesson 7:

• Follow-up discussion on stories of inquiry math classes read
• First identification of characteristics of an inquiry approach
• Analysis of video-tapes of classroom vignettes

Hw. 7:

• Readings on an inquiry approach and from NCTM Professional Standards
• First draft of MIDTERM take-home exam (i.e, Analyze in writing a classroom vignette from an inquiry perspective)

Lesson 8:

• Follow-up discussion of inquiry approach
• Pairs provide feedback and suggestions on mid-term first draft
• Games activity -- Part I

Hw. 8:

• reading on assessment
• MIDTERM take-home exam due

Lesson 9:

• Follow-up discussion on assessment
• Games activity -- Part II

Hw. 9 (elem.):

• Readings on children's learning of math
• Readings on the topic of "Operations"
• Games follow-up assignment

Lesson 10 (elem.):

• Follow-up discussion on children's learning of mathematics
• Modeling for the Topic project presentation:
  • modeling how to read/use one of the new reform-based math curricula
  • engaging the class in activities and discussions on the topic

Hw. 10 (elem.):

• Preparing for Topic project presentations
• Read NCTM Standards relevant to all topics to be presented

Lesson 11 (elem.):

• Presentations of Topic projects
• Informal sharing of concurrent student teaching experiences

Hw. 11 (elem.):

• Preparing for Topic project presentations
• Read NCTM Standards relevant to all topics to be presented
• Written reflections on topic presented

Lesson 12 (elem.):

• Presentations of Topic projects
• Informal sharing of concurrent student teaching experiences

Hw. 12 (elem.):

• Written reflections on topic presented
• Identifying teaching strategies modeled in the course
• Fill course evaluation questionnaire

Lesson 13 (elem.):

• Reflecting on teaching strategies modeled in the course
• Course evaluation (forms + open discussion)

Hw. 13 (elem.):

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

Hw. 9 (sec.):

• Readings on probability

Lesson 10 (sec.):

• Rethinking the teaching of probability -- Part I:
  • rethinking the math of probability
  • modeling how to read/use one of the new reform-based math curricula

Hw. 10 (sec.):

• Readings from innovative units on probability
• probability assignment

Lesson 11 (sec.):

• Rethinking the teaching of probability -- Part II

Hw. 11 (sec.):

• probability assignment
• readings from innovative units on probability

Lesson 12 (sec.):

• Rethinking the teaching of probability -- Part III

Hw. 12 (sec.):

• Written reflections on the teaching of probability
• Identifying teaching strategies modeled in the course
• Fill course evaluation questionnaire

Lesson 13 (sec.):

• Reflecting on teaching strategies modeled in the course
• Course evaluation (forms + open discussion)

Hw. 13 (sec.):

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

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

• Read NCTM Curriculum Standards for grade level you will be student teaching in
• Read "On the Shoulders of Giants"
• Read "Contents and Processes" section of Research Ideas for the Classroom at appropriate school level
• Written plans for first innovative unit on "area" or "probability"
• Identify potential topic for second inquiry unit and begin reading about it

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
• Read documentation about course and concurrent student teaching requirements and expectations

Lesson 12:

• Overall reports and reflections on what each pre-service learned from the student teaching experience

Hw 12:

• Final written report on innovative unit due

Lesson 13 (&14):

• Presentations of innovative units implemented