COURSE SYLLABUS

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

Instructor:James W. Wilson

110F Aderhold Hall

Telephone (706) 542-4552

FAX (706) 542-4551

e-mail:jwilson@uga.edu

Teaching Assistant

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.

Objectives

- To learn about and develop and understanding of the Common Core State Standards (CCSS) grade level standards.

- To become aware of and implement the CCSS standards for mathematical practice.

- To explore Mathematical Understanding for Secondary Teaching (MUST) via the components of
- To explore MUST principles via examination of Situations prompted from classroom episodes.

- To create MUST Situations from possible classroom episodes.

- To engage in some independent investigations
of mathematics topics using the MUST framework

- To examine correspondence among the MUST Framework, CCSS standards, the the NCTM Principles and Standards.

Mathematical proficiency

Conceptual understanding

Procedural fluency

Strategic competence

Adaptive reasoning

Productive disposition

Historical and Cultural knowledgeMathematical activity

Mathematical noticing

Observing structure of mathematical systems

Discerning symbolic form

Detecting form of an argument

Connecting within and outside mathematics

Mathematical reasoning

Justifying/proving

Reasoning when conjecturing and generalizing

Constraining and extending

Mathematical creating

Representing

Defining

Modifying/transforming/manipulating

Integrating strands of mathematical activity

Mathematical work of teachingAnalyze 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

Course Description.

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.

## Course Assignments

There is no textbook. Course materials are on or linked to the EMAT 6500 web site at

http://jwilson.coe.uga.edu/EMAT6500/EMAT6500.html

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:

1. Attendance

2. Participation

3. Group Reports

4. ProjectsA. 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.

Schedule

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As a University of Georgia student, you have agreed to abide by the University’s academic honesty policy, “A Culture of Honesty,” and the Student Honor Code. All academic work must meet the standards described in “A Culture of Honesty” found at: www.uga.edu/honesty. Lack of knowledge of the academic honesty policy is not a reasonable explanation for a violation. Questions related to course assignments and the academic honesty policy should be directed to the instructor.

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