MATHashley


 * Textbook Survey—Mathematics **

As you peruse your content area textbook, please complete the following activities and/or questions. You may place your responses on this page.

1. Write a bibliographical entry for the book using APA format. Brumbaugh, D. K. B., & Rock, D. R. (2008). //Teaching secondary mathematics//. (3rd ed.). Lawrence Erlbaum.

2. What are the authors’ backgrounds in education? Douglas K. Brumbaugh- University of Central Florida David Rock- Columbs State University

3. Read through the Prefaces. What are 2 things that you learned about the book or author? This book was designed to make me think. It is talking with me, not to or at me.

4. Looking at the Table of Contents, what are the 3 main sections of the book? 1. General Fundamentals 2. Mathmatics Education Fundamentals 3. Content and Strategies

5. Which chapter should you definitely read before you begin the unit project? Chapters 2-4 and the chapter of the specific subject

6. What do PTHND stand for? P- Problem Solving T- Technology H- History N- National Council of Teachers of Mathematics (NCTM) D- Do

7. A general format for a math lesson plan is provided on page 7. How does it compare to the RIO format? (What is similar? What seems missing?)

8. Of all the chapters in the book, which one interests you the most? Why? I'm really interested in Technology. I think it's a great way to get students curious and motivated about the material. I'm a little concerned with how old the book is though. The Discovery chapter is also interesting on how to get students to think on their own. Also, I like how it has chapters on each specific content.

9. Of all the chapters in the book, which one will you probably not read during this course? Why? The Introduction is probably fairly pointless. Also, I probably won't end up reading most of the content areas simply because it's not necessary now.

10. What is one section in particular that you would like to discuss further with your content advisor? Technology.


 * Instructor Recommendations for Reading:**
 * For Research Essay and Unit Planning—Read Parts I and II. Highlight as you read a chapter. Then stop and list your “Top 5 Ideas/Tips” from the chapter. Read only one chapter at a sitting.
 * As you do you the unit plan and summative plan, read the chapters in Part III that are applicable.

After content advisor session, post on your wiki page: "What are 3 current trends or issues facing your content area?" -- Explain in approximately 1 paragraph.

The obvious trend now is technology. We discussed the use of Smartboards, calculators, Smartphones, ipods, ipads, geometer’s sketchpad, and other forms of technology. We also talked about homework. The school Jill works at doesn’t count homework for any part of the students’ grades. It seems like that could be very controversial. Personally, as a teacher, I would want to count homework as a grade. I don’t like that policy at all. One final thing we discussed was classroom participation; should or shouldn’t it be part of the students’ grades? I haven’t decided on this one. I think it is important that the students participate, but for myself as a student, I hate participation points so I don’t think it would be fair to push it on my students.

__Abstract for Research Essay__ My main topics that I plan to touch on will be homework, discovery learning (and enhanced discovery learning), and technology. Homework is an issue for most math teachers. I have some of my own strategies but others that I have researched would be interesting to use too. Strategies using discovery learning and enhanced discovery learning seem to be well worth a teacher’s time. It is a way for the students to discover things for themselves instead of having the teacher directly tell them. Enhanced discovery learning involves a bit more guidance from the teacher. Finally, the use of technology can be highly beneficial in the classroom. The “interactive whiteboard” is a tool that has a positive impact on engagement and motivation. It is more fun and seems to boost students’ confidence and self-esteem. Also, there is an only resource for homework problems. It is a good way for students to get help while doing their homework and allows the teacher to focus on teaching instead of grading.

__Writing in Math__

-What are the author’s main arguments or points? In this article, Burns discusses how writing has changed the way she teaches math. She never liked writing herself, but after learning ways to incorporate it into the curriculum, she has never turned back.

-Does he/she support those arguments or points convincingly? Explain. She discusses her different writing strategies in math. She talks about keeping logs or journals, solving math problems, explaining mathematical ideas, and writing about learning processes. These seem to be good ways for you to assess your students and for your students to assess themselves.

-How does the information in this reading support what you will do or do in your classroom? Site some specific examples.I like the idea of journals. This is a good way to have the students write what they learned, what was confusing, and anything else on their mind. I think it is a good way to communicate to each student individually. I think it is also very important for students to be able to explain their reasoning, not simply be able to do the work.

__Meeting with Content Advisor__ At our meeting, Jill gave us several good examples of assessments. She provided a good variety of subjects and questions. We discussed the testing done at her school. Apparently, all final exams are done as multiple choice. She said students really have a hard time doing multiple choice questions in math simply because they have never done it before. She also had an interesting idea for oral tests in math. She said she has done them before and would recommend it. She also provided an example of a project and a writing assignment. She used to assign students a portfolio assignment for them to work on the entire unit. She has it due the day of the test, but they are allowed to use it on the test. We also discussed the use of calculators on tests. We all agree that there are different times when calculators should be allowed. It is a good idea to give two different parts of a test, one with calculator and one without.

__Reasons for Becoming a Teacher__ Well initially, I had no intention in becoming a teacher. Finally, I realized I really wanted to continue my math degree but had no clue where to go with it, I decided to give teaching a chance. I talked to my old high school calc teacher and she told me how rewarding it can be. I absolutely love the content in math and I have always enjoyed the social aspect to high school so why not put it together? Now that I've been on the other side of things and have taught some lessons, I see now how rewarding it really is. I think the best feeling I have had since starting my clinical was at Steffen Middle School. There was a student there who said at least once a class period that she hates math and will never understand it. When I was correcting tests, she ended up with a very close to perfect score. It made me so happy to know that between my coop and I, we were able to change that. To go along with that, the entire class scored perfect in the section that I taught. Just that feeling of making even the slightest difference has become so rewarding to me. I've really enjoyed making the personal connections with the students. I hope I can be one of those teachers that students come back to visit years after graduation.

__Content Advisor Reflection__ Last time we met, we basically went through our thoughts on our unit plans and got some feedback on that. Overall, I got some ideas for lessons and was able to design my first lesson right then and there with her. For the most part, I was just going with the chapter in my geometry textbook but after discussing it with her, we decided to take out some sections that we both felt didn't fit the unit. We also clarified some issues I was having finding the standards that go with the lesson.

__Unit Plan Scenarios__ I think the easiest scenarios to adapt to are the ones where some classes are being interrupted by either WKCE testing or a student assembly. You don't want your classes being ahead or behind so I would figure a way to review with the classes that are meeting. Otherwise, find something relevant to the material but not vital for the end assessment to share the your students. I think the hardest scenario to adapt to is the class of 30 rowdy students at the end of the day. I would have to limit group time and create the groups myself. I would have to get loud and not accept any unwanted behaviors.