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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

Mathematical proficiency

Conceptual understanding
Procedural fluency
Strategic competence
Adaptive reasoning
Productive disposition
Historical and Cultural knowledge

Mathematical 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 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 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.
  

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. Projects

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.

Schedule

 

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The University of Georgia seeks to promote and ensure academic honesty and personal integrity among students and other members of the University Community. A policy on academic honesty has been developed to serve these goals. All members of the academic community are responsible for knowing the policy and procedures on academic honesty.

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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