"The Teacher as a Reflective Decision Maker" is the basis on which the School of Education has built its teacher preparation program. This represents the effort to prepare teachers for every changing roles and continuous personal and professional self improvement. A reflective decision maker is one who knows how to evaluate and modify current teaching approaches to meet emerging student needs. For mathematics teachers, these current teaching practices include the use of technology, especially the abilities to use a wide variety of scientific and graphing calculators. These abilities must be grounded in a thorough knowledge of current theory, related to the Kentucky Core Content, and evaluated in light of new information, research and circumstances.

The School of Education has adopted the Experienced Teacher Standards established by the Kentucky Education Professional Standards Board as the foundation for its knowledge base. The objectives of EDU 659 deal primarily with Standard 2: Knowledge of Content, as expressed in pedagogical situations, Standard 3: Designs and Plans Instruction, and Standard 6: Assesses and Communicates Learning Results. They also deal with the newly proposed Technology Standard.

The evaluation measures of this course will assess the student's understanding of these Standards and his/her ability to apply these concepts to the teaching/learning process.

Instructor	Linda Jensen Sheffield, Ph.D.
Office	BEP 262 (572-5431)
Hours	Tues., May 25 and Thursday, May 27 4:30 - 7:30 PM Saturday, May 29 9:00 am - 4:00 PM BEP 158
Credit	One graduate or undergraduate credit
Email	Sheffield@nku.edu
Web Page	http://www.nku.edu/~sheffield

COURSE DESCRIPTION:

This course will focus on using calculators in the teaching of the Kentucky Core Content for Assessment created by the Kentucky Department of Education. Major concepts to be addressed in the areas of concepts, skills and relationships include Number and Computation, Algebraic Ideas, Geometry and Measurement, and Probability and Statistics. Participants will gain experience in the use of physical models and a variety of calculators to strengthen their skills in the teaching of mathematical concepts.

This course places particular emphasis on the School of Education themes of technology and intellectual vitality. EDU 659/599 specifically addresses the following Kentucky Experienced Teacher Standards (means of assessment in boldface below each performance criteria). An * indicates an item that is acceptable for inclusion in the student's portfolio.

Standard 2: The teacher demonstrates content knowledge within own discipline(s) and in application(s) to other disciplines.

Performance Criteria:

2.1 communicates a breadth of content knowledge across the discipline(s) to be taught.

UNIT PLAN (project)*

2.6 plans lessons and develops instructional material that reflect knowledge of current constructs and principles of the discipline(s) being taught.

UNIT PLAN (project)*

Standard 3: The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Performance Criteria:

3.1 focuses instruction on one or more of Kentucky's learning goals and academic expectations.

UNIT PLAN (project)*

3.2 develops instruction that requires the student to apply knowledge, skills and thinking processes.

UNIT PLAN (project)*

3.3 integrates skills, thinking processes, and content across disciplines.

UNIT PLAN (project)*

3.4 creates and utilizes learning experiences that challenge, motivate and actively involve the learner.

UNIT PLAN (project)*

3.5 creates and uses learning experiences that are developmentally appropriate for learners.

UNIT PLAN (project)*

3.6 develops and incorporates strategies that address physical, social and cultural diversity and shows sensitivity to differences.

UNIT PLAN (project)*

3.8 includes creative and appropriate use of technologies (audiovisual equipment, computers, lab equipment, etc.) to improve student learning.

UNIT PLAN (project)*

3.9 develops and implements appropriate assessment strategies and processes.

UNIT PLAN (project)*

3.11 develops and incorporates learning experiences that encourage students to be adaptable, flexible, resourceful, and creative.

UNIT PLAN (project)*

Standard 6: The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Performance Criteria:

6.1 selects and uses multiple assessments and sources of data.

UNIT PLAN (project)*

6.3 assesses student performance using the established criteria and scoring guides consistent with Kentucky's assessment program.

UNIT PLAN (project)*

Proposed Standard X: The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community, and conduct research/solve problems.

11. facilitates the lifelong learning of self and others through the use of technology.

13. applies research-based instructional practices that use computers and other technology.

Student Activities, Evaluation, and Grading Policy:

Students are expected to attend all class meetings (attendance will be taken), read assigned materials prior to class discussion, and participate in class discussions, projects and calculator activities. In addition, students will be expected to successfully complete the calculator unit plan.

This syllabus outlines the minimum requirements for successful completion of the course. Fulfillment of only the minimum requirements does not automatically correlate to superior performance. For a complete description of the requirements for superior (and other) performance requirements, please refer to the scoring guideline for the assignment. Be sure to evaluate yourself using the scoring guidelines before turning in your assignment.

Grading Scale

92% - 100% A

85% - 91% B

75% - 84% C

70% - 74% D

0 - 69% F

1. The instructor reserves the right to make changes in the syllabus, and/or class calendar if circumstances so dictate.

2. . Cheating, plagiarism, and illegal copying of software will not be tolerated.

BIBLIOGRAPHY

Sheffield, L and Cruikshank, D.. (1996) Teaching and learning elementary and middle school mathematics. Columbus, OH: Merrill Publishing Co.

Kentucky Department of Education (1993). Transformations: Kentucky's curriculum framework. Frankfort, KY: Author.

National Council of Teachers of Mathematics. (1998) Principles and standards for school mathematics: discussion draft . Reston, VA: Author. (http://standards-e.nctm.org/)

National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (1991) Professional standards for teaching mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (1989) Curriculum and evaluation standards for school mathematics. Reston, VA: Author.

Professional journals/related publications:

NCTM: Teaching Children Mathematics

Mathematics Teaching in the Middle School

Mathematics Teacher

Journal for Research in Mathematics Education

Curriculum & Evaluation Standards: Addenda Series

SSMA: School Science & Mathematics

KCTM: Kentucky Math Journal

ISTE: The Computing Teacher

(several other publications related to special interest groups/topics)

Date Topic Calculators

Tuesday, May 25 Number and Computation TI Explorer and Explorer Plus HP 6S

Thursday, May 27 Probability and Statistics TI 73 and TI 80

Algebra HP 38G

Saturday, May 29 Geometry and Measurement TI 92

Calculator Based Laboratories