Welcome! The best way to learn
to become a teacher is to start thinking like one. Master teachers understand
that not only are they responsible for children’s learning, they
are also responsible for their own learning. This page has general information
about the course and the way in which it is taught. The navigation bar
on the left takes you to detailed information on course assignments, goals,
grades, etc. As a future teacher,
it is your responsibility to become familiar with course requirements
and assignments.
To
print out information on the syllabus, select  Syllabus or Scavenger Hunt
Prerequisites. T104; E328
and M201 must be taken as corequisites with E348.
Course Description. E343 is part of the first cluster of professional
education courses you take. Grouped with E328 Science in the Elementary
School and M201 Early Field Experience, this course focuses
on the development of mathematics teaching competencies. During
the semester I hope to show you that teacher learning equals student learning. The more you learn about your students’ mathematical thinking and
how to make mathematical connections, the more your students will learn.
Learning, and teaching, are active, collaborative processes. To help you better understand these teaching-learning ideas, this section
of E343 is taught in an active, participatory style. It is TEAM (Together Everyone Achieves More) and
problem solving based. My standards are high. It is not unusual to spend
a full class period working on one “simple” math problem. The course content is designed to help you develop the necessary knowledge,
skills, and dispositions so that you can implement developmentally appropriate
mathematics lessons in your future K-6 classroom. The
best resource you can bring to this course is your willingness to learn
new ways of thinking about and communicating mathematically. For
detailed information on course assignments, goals, grades, etc., use the
navigation bar on the left or the links at the bottom of each page. It is your responsibility to become familiar with course expectations
& requirements by reading the syllabus and the information of this
web site. During the
semester we will be focusing on . . .
Communication of ideas about
mathematics teaching and learning.
Activities and assignments throughout the semester will help you develop
an awareness of your personal “definitions” of teaching and
learning. You will be asked to think about both your past and present
teaching/learning experiences in order to uncover beliefs that may hinder
your teaching or your learning. You will be sharing your thoughts about
teaching with others through open discussion and written reflection.
Direct observation
of how mathematics is learned—by observing how children
construct understanding (and misunderstandings) of mathematics you will
begin to build your understanding of how to teach mathematics. During
your M210 Field Experience, you will observe and work directly with children.
You will also be asked to observe yourself, to consciously think about
your learning style and how you organize mathematical knowledge. This
information will be shared with others in order to better understand that
people of all ages learn in a variety of ways.
Working cooperatively with others on
projects related to teaching and learning,
especially mathematics learning. As the nations of the world become more
economically and ecologically interdependent in the 21st Century, cooperative
learning and teaching will become a crucial “habit of mind”
for both you and your students. You will be given the opportunity to learn
this skill through group projects and through participation in TEAM activities
during the semester.
The central
themes woven throughout this course include:
- Anchoring—Mathematics
is as easy as A2 + B2 = C2 Can you solve this equation? Give it a
try, then go to: solution
- Attitude—In
mathematics, the whole is greater than the sum of the parts.
- Beliefs—Mathematics
is not just computation. It’s problem-based learning, and you CAN
do it!
- Building Competence—Mathematics is more than memorizing algorithms.
- Communication—Mathematics
is a language that you can use.
- Celebration—Mathematics
is FUNdamental.
A
Final Note. My goal is to help you become the best K-6 teacher you can
be. However, I cannot do that by myself. You must become an active participant
in your own learning. Let me know if you are not getting as much out of
this course as you think you should. To the extent that requests for alternative
assignments are appropriate and feasible, I will modify them. My “door”
is always open should you wish to talk about E343 or teaching (or life).
Look for me in the 3rd floor science area, Cubicle 3008B. My office hours are 9:30-10:30 a.m. on Mondays and Wednesdays, and
anytime by appointment. You are also welcome to call me at home (336-8325)
before 10 p.m.
I look forward to an exciting semester
of getting to know you!
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