EMAT 7050 Mathematics Instruction
Fall Semester 2014
Last modified on August 18, 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 7050 Mathematics Instruction
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 7050: Permission of the Department. It is expected that students will have studied MATH 2210 or 2260 and completed other upper division mathematics classes appropriate for certification. 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
To develope an understanding of the role of research in mathematics education and its implications for classroom practice.
To develop an understanding of current standards for teaching mathematics.
To deepen our understanding of how and why we can teach mathemtics to allow our students to experience the power, beauty, an usefulness of mathematics.
To experience investigations in mathematics that allow us to use mathematics to interpret, analyze, conclude or predict, generalize, and understand mathematics at a deeper level.
To explore how our mathematics teaching can convey to students the ways in which mathematics a can lead to a better understanding of our experiences.
To appreciate a balance of conceptual and procedural knowledge in our mathematics teaching.
The underlying theme for this course is to explore the scholarly and practical issues for secondary level mathematics teaching. We are going to examine and interpret literature from throughout our field. Our journey will touch on
-- Research on the teaching and learning of mathematics
-- Mathematics Understanding for Secondary Teaching
-- Historical and comtemporary developments in secondary mathematics teaching
-- Standards, in particular the Common Core State Standards in Mathematics
-- Issues and Practices
The goal here is to develop a strategy for mathematics teachers to develop the depth and breadth of mathematics study for teaching secondary mathematics.
The word "understanding" better conveys the point of view I want to encourage than the word "knowledge." Therefore I will draw upon the framework of the Situations Project to focus on Mathematical Understanding for Secondary Teaching (MUST).
Participation in discussions, including leading . . .
Annotated bibliography entry each week
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 and Individual Reports
Augusst 18 -- Course begins. Class meets every Wednesday from 4:40 to 7:40
Weekly -- Input of at least one Annotated Bibliography item
October 15 -- First essay due. Receive mid-term examination
October 22 -- Mid-term examination submitted.
December 5 -- Last class meeting. Second essay due. Receive Final Examination.
December 17 -- Final Examination due
December 22 -- Grades due
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