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Mathematics Education In Elementary Schools
Course Instructor:
Lucy Giannotta (South Option Coordinator)
Office:Room 11-158, 252 Bloor St. W.
Office Fax: 416-926-4744
E-mail: lgiannotta@oise.utoronto.ca
"When students learn mathematics, they do more than master basic skills; they acquire a concise and powerful means of communication. Knowledge of mathematical language, structures, and operations will help students to reason, to justify their conclusions, and to express ideas clearly." The Ontario Curriculum Grades 1-8 Mathematics |
Course Description
As a participant in the Mathematics component of the Curriculum and Instruction course, you will be encouraged to actively participate in large and small group learning activities and discussions that will assist you in acquiring an understanding and appreciation of mathematics education at the elementary school level. You will closely examine "what" is taught in mathematics as described in Ministry and Board documents as well as other available materials. You will also be encouraged to gain a stronger understanding of "how" the mathematics program is developed and implemented. In this course, emphasis will also be placed on self-reflection. You will be encouraged to reflect on the practices you observe in your practicum and learn from your experience and the experiences of other candidates in the course.
Topics Of Study
Course Expectations
Upon completion of this course you will be able to:
Course Evaluation
1) Mathematics Lesson Plan
In small groups, you will have the opportunity to develop and implement a lesson plan based on chosen expectations outlined in the five strands of the Mathematics Ontario Curriculum. During your presentation, you will need to consider demonstrating the following:
You will need to provide a hard copy
of your lesson plan to the rest of the class. Each group will present/implement
their mathematics lesson plan to the rest of the group. The presentation should
not exceed 10 minutes in length. Independent Study time (12:00-1:00) may be
used to work on this assignment in room 36 (371 Bloor).
Weighting: 25% (15%Instructor and 10% Peers).
Presentation Date: Friday, December 8, 2000
Considerations
regarding the Lesson Plan Assignment:
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2) Math
Issue-Action Research Project
Based on a math issue discussed in class and/or based on a small question emerging from your interactions with students during your STEP and Practicum experiences, you will engage in teacher research. The teacher researcher as an observer, a questioner, a learner and a more complete teacher will be discussed in class and this process of action research will be applied to this assignment. "Problems can become questions to investigate, occasions for learning rather than lamenting. Everything that happens in a classroom can be seen as data to be understood rather than causes for blaming or congratulating ourselves or our students." (Glenda Bissex, 1986)The purpose of this assignment is not only to do research about your students and their learning, but it is also about doing research with your students, working together to discover answers to a simple question that will arise in the classroom.
Note: If you wish to do a math issue action research project separately from Hazel and Karyn's assignment, you should complete the two-page proposal (linked below) and submit (hard copy) to Lucy anytime before March 19 -- so that she may give feedback before you proceed to the final project. Before starting a project, you should read the following articles: |
Weighting: 30% (Instructor)
Due: Action Research Proposal: January 12 to March 19, 2001
Final Research Report April 17, 2001 (Action Research Conference).
3) Reflective Response Journal:
It is highly encouraged that all entries in your response journal are conducted on-line. Throughout this course, you will be asked to reflect on a variety of topics and experiences. You will be asked to submit your response journal twice in the school year. Remember that in the process of reflecting: "... reflection questions can double the retention of the facts and concepts learned in an academic lesson." (Jeanne Gibbs)
Weighting: 25% (10% Instructor and
15% Self)
Due: Friday, January 26, 2001 & Friday, April 20, 2001.
4) Professional Performance
Weighting: 20% (Instructor)
Recommended Reading
Cathcarte, Pothier & Vance. (1997). Learning Mathematics in Elementary and Middle Schools. Toronto: Allyn & Bacon.
Jeanne Gibbs. (1994). Tribes A New Way of Learning Together. California: Center Source Publications.
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