Bank Street College of Education                        Fall, 2000
610 West 112th Street, N.Y. 10025
Linda Metnetsky:  875 - 4557                                lmetnetsky@bankstreet.edu
 
 
 
Webliography
Readings
Assignments

 
 
Math Group 1 
Math Group 2
Math Group 3
Math Group 4

 

TEED 530 Mathematics for Teachers in Diverse and Inclusive Educational Settings


Classes (N-6) 2 Credits

Math Resource Room - Sixth Floor - Room 624

Welcome to Math for Teachers! A major goal of this course is to provide teachers an opportunity to experience mathematics as an organic, creative discipline, and to learn about approaches to the teaching of mathematics within that context. As educators of young people living in the Information Age, we need to be clear about what the essential mathematics for the 21st century.

To accomplish this you will be expected to attend all classes, complete a number of required readings, complete some readings that you have selected yourself, and complete a variety of written and practical assignments. The math resource room has a variety of print and manipulative materials for your use in the room. Please do not remove materials from room as a number of students use the information and hands-on manipulatives.

Given the workshop nature of this course, absences and lateness will be Wconsidered in grading. All papers, reports, and journals are to be TYPED and submitted in a timely fashion.
 

COURSE OUTLINE

This course is organized into the topics that appear below. Four threads will permeate all discussions: the role of the teacher in an inclusive classroom, the use of language in learning, on-going assessment, and mathematical content.

NOTE: Topics and sessions may not always be parallel, though they will occur in the sequence described.

I. Introduction to Experiential Mathematics

II. Mathematics in 21st century!  What does it look like? The NCTM Standards 2000! III.  Learning Mathematics:  What cognitive frameworks are necessary for learning mathematics?
        Cognitive psychology emphasizes internal mental structures and Social cognitive theory emphasizes the outer social structures that interact
        with those internal mental frameworks (Hiebert 1992).  These theoretical frames translate into two key elements for unpacking the process
        of learning math.   They are reflection and communication respectively (Hiebert 1997).

        Examining Cognitive Development as a means of explaining how we learn mathematics.


IV. Early Childhood Mathematics
      Activities that encourage informal mathematics; developing a sense of number and algorithms; and geometry

 §  You may want to read Principles and Standards for School Mathematics: Introduction to Standards for Grades Pre-K-2  (http://standards.nctm.org/document/chapter4/index.htm) Look at the "e-examples" for the Pre-K-2 Chapter.

V . The Mathematics of Number (Lower Elementary):  Focus on Role of Place Value


VI.  Understanding Patterns and Relationships:  An Algebra Content Standard


VII. Mathematics of Rational Number (Upper Elementary)


VIII.  The Mathematics Learning Environment

IX.  Meeting the needs of divergent learners X.  Looking at Content Strands XI. Assessment - What is important about assessment?