Prep+for+Next+Class

=**Preparation for Next Class**=

**For Class #2 - Saturday Sept 26, 2009 (8:30 am - 4:00 pm)**

 * __Treats__** - Elina and Brenda

__**Read and Record**:__ A. Read two of the four articles on Change. As you read, highlight, at most, four passages that catch your attention and think aboutwhy they “grabbed” you. Be prepared to share. B.Peruse teacher inquiry plan and think about the math content of your teacher inquiry and a classroom context you can use.C. Carefully read the course outline.
 * __TEACHER INQUIRY PROJECT__ **

**__TREATS__ - Michelle and Christina **
**__READ__** - (Read the other 2 of the 4 articles on change.) A. Be prepared to describe 2 ideas about changes needed in mathematics education. (Pick quotes from any of the 4 articles.) B. Be prepared to make inferences about how the changes impact teaching and student learning of mathematics.

· Ball, D., Hill, H., and Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade and how can we decide? //American Educator//, pp. 14-17, 20-22, 43-46. · Cohen, D. & Ball, D. (2001). Making change: Instruction and its improvement. //Phi Delta Kappan//. pp. 73-77. · Battista, M. (1999). The mathematical miseducation of America’s youth. //Phi Delta Kappan Online//. [|http://www.pdkintl.org/kappan/kbat9902.htm][|. pp. 1-15]. · Wilms, W. (2003). Altering the structure and culture of American public schools. //Phi Delta Kappan Online//. __http://www.pdkintl.org/kappan/k0304wil.htm__.

C. Teacher Inquiry Plan due
 * __TEACHER INQUIRY PROJECT PLAN__**

For Class #4 - Wednesday, Oct 7, 2009 (5:30-9:00 pm)
**A**. Treats: Donovan and Brian **B** . Read: Readings - due Oct 7, 2009  (Everybody reads the first 2) · Takahashi, A. and Yoshida, M. (2004). Ideas for establishing lesson-study communities. //Teaching Children Mathematics//. pp. 436-443. (HAVE TO READ) · Stigler, J. and Hiebert, J. (1999). The teaching gap. New York, NY: The Free Press. (HAVE TO) · Givvin, K., Jacobs, J., & Hollingsworth, H. (2006). What does teaching look like around the world? //ON-Math//, 4(1), 1-7. · Smith, M. (2004). Beyond Presenting Good Problems: How a Japanese teacher implements a mathematics task. · Ertle, B. and Fernandez, C. What are the characteristics of a Japanese blackboard that promote deep mathematical understanding? · Yoshida, M. (2003). Developing effective use of blackboard through lesson study. 1. As you read, think about “What the differences are between mathematics teaching in Germany, Japan, and the United States? 2. Infer how these differences relate to teaching mathematics through problem solving? **C**. Assignment Due – Math Task 1

For Class #5 - Wednesday, October 14, 2009 (5:30 to 9:00pm) **A. Treats -** Sarjeet and Christina **B**. **Record on our Wiki** (under wikipage, Learning Mathematics through Problem Solving) - one characteristic of leraning mathematics through problem solving; describe a math example (from our class in solving and discussing solutions) to support your idea. 1. Read 4 articles and think about how you would describe two characteristics of adolescent learners. 2. Explain how the characteristics of adolescents impacts student learning of mathematics. 3. Explain how the characteristics of adolescents impacts teaching. //Readings:// // * Jenson, E. (1998). How Julie’s brain learns. Educational Leadership, (56)3, pp. 1-4. * // //Knowles, T. and Brown, Dd. (2000). Understanding the young adolescent. What every middle school teacher should know. Portsmouth, NH: Heinemann. pp. 8-36. * Reinhart, S. (2000). Never say anything a kid can say. Mathematics Teaching in the Middle School. Pp. 478-483. * Stahl. R. (1994). Using think-time and wait-time skilfully in the classroom. ERIC Clearinghouse of Social Studies Social Science Education. Bloomington, IN., pp. 1-4.//
 * C. Read and Think about for** BLUE (discussion)
 * Topic Discussion -** **Blue - Adolescent Development**


 * D**. **Reminder** - Add to annotated bibliography articles for your teacher inquiry
 * E. LOAD GSP** onto your computer and try a few introductory moves...

**For Class #6 - Wednesday, October 21, 2009 (5:30 to 9:00pm)**

 * Treats - Jim and Yudhbir**

**Read** other 3 “Changes in Math Ed” articles for Oct 21 – if you need to

 * Solve** - Bus Problem - in two different ways (1 solution per page, using group colour marker)

**DUE on Oct 2**8 - Technology Webquest
a. Describe 2 characteristics of each theory: behaviourism, constructivism, and complexity theory. b. Infer how these theories explain a mathematics teaching/learning experience. // Behaviourism and Constructivism: // - Funderstandings. Behaviourism, Constructivism (Piaget, Vygotsky) - Clements, D. & Battista, M. (1990). Constructivist learning and teaching. //Arithmetic Teacher//, 38(1), 34-35 // Complexity Theory // - Davis, B. (2005). Teacher as “consciousness of the collective’. //Complicity: An International Journal of Complexity and Education//, 2, pp. 85-88. - Davis, B. (2003). Understanding learning systems: Mathematics education and complexity science. //Journal for Research in Mathematics Education// (34)2, pp. 137-167 - to be downloaded from wikispace
 * Start Reading … **

**Treats** - Jim and Spencer

 * Due** - Technology webquest
 * Reminder** - gather math articles or book chapters for teacher inquiry
 * Read** - Learning theories articles

Treats **- Donovan and Brenda**

 * Due** - Technology webquest
 * Reminder** - gather math articles or book chapters for teacher inquiry
 * Bring materials** to work on Math Task 2 - special slides from Class 7 - I will have some copies.
 * Read and Record** **in your journal** (you may do this in point form or in a table - be careful to __**define**__ each theory first)

**Treats –** Joe and Maria
- Funderstandings. Behaviourism, Constructivism (Piaget, Vygotsky) - Clements, D. & Battista, M. (1990). Constructivist learning and teaching. //Arithmetic Teacher//, 38(1), 34-35 - Davis, B. (2005). Teacher as “consciousness of the collective’. //Complicity: An International Journal of Complexity and Education//, 2, pp. 85-88. - Davis, B. (2003). Understanding learning systems: Mathematics education and complexity science. //Journal for Research in Mathematics Education// (34)2, pp. 137-167
 * Due Nov 7 ** – Annotated bibliography for teacher inquiry
 * Read all learning theories papers and bring along **
 * // Behaviourism and Constructivism //**// : //
 * // Complexity Theory //**


 * Due** - **Nov 18** - Learning Theories paper related to **YOUR Teacher Inquiry** ( at least 4 quotes in correct format) example, explanation, reference to your lesson and/or your thoughts about teaching mathematics
 * Readings** to review and remind you about decisions you need to make carefully when putting your lesson plans together

==** - Smith, M. (2004). Beyond presenting good problems: How a Japanese teacher implements a mathematics task. In R. Rubenstein and G. W. Bright (Eds.) //Perspectives on the Teaching of Mathematics,// pp. 96-106. Reston, VA: NCTM. - Ertle, B. and Fernandez, C. (2001). What are the characteristics of a Japanese blackboard that promote deep mathematical understanding? Lesson Study Research Group. Retrieved from[]. - Yoshida, M. (2003). Developing effective use of the blackboard through lesson study. Online publication. Retrieved from [] **==