EMAT 6500 Connections in Secondary Mathematics
Summer Semester 2014
Last modified on April 22, 2014
(Statement required by the University!!)
A course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary.
Course: EMAT 6500 Connections in Secondary Mathematics
James W. Wilson
110F Aderhold Hall
Telephone (706) 542-4552
FAX (706) 542-4551
Office hours: I maintain an open door policy for office hours. I come to the office early each morning (usually 7:30 to 8:00) and if I am not tied up in a meeting or talking to another student I am available to you.
Prerequisites for EMAT 6500: MATH 2210 or 2260. If you have not studied differential and inferential calculus, discuss the situation with me.
Historical and Cultural knowledge
Observing structure of mathematical systems
Discerning symbolic form
Detecting form of an argument
Connecting within and outside mathematics
Reasoning when conjecturing and generalizing
Constraining and extending
Integrating strands of mathematical activity
Mathematical work of teaching
Analyze mathematical ideas
Access and understand the mathematical thinking of learners
Know and use the curriculum
Assess the mathematical knowledge of learners
Reflect on the mathematics in one’s practice
The underlying theme for this course is to explore Mathematical Knowledge for Secondary Teaching. The word "understanding" better conveys the point of view I want to encourage than the word "knowledge." Therefore I am adopting the theme of the Situations Project to focus on Mathematical Understanding for Secondary Teaching (MUST).
The goal here is to develop a strategy for mathematics teachers to develop the depth and breadth of mathematics study for teaching secondary mathematics.
There is no textbook. Course materials are on or linked to the EMAT 6500 web site at
Some materials will be distributed in class.
Grades and Requirements
Grading is a necessary part of what we do and it is my intention to base grades on performance in meeting the requirements of the course. This performance includes the following:
3. Group Reports
A. Group Project to create a set of Mathematical Foci for Situation 03 from the prompt and compare the group results with the Situation Project version
B. Group Project to create Situation from the prompt for DIVIDING one binomial by another.
C. Each person will complete 3 Situations using Prompts taken from your own teaching or teacher preparation experience.
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