Georgia Southern University
College of Education
Department of Middle Grades and Secondary Education
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MSED 7531 – Integrating Computing Technology and Mathematics |
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Instructor: Dr. Gregory Chamblee |
Office: 4139 COE Building |
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Phone: 912 – 871 – 1917 (w) 912
– 839 – 9225 (h) |
Office Hours: Prior to Class Or by appt. |
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Email: gchamblee@gasou.edu |
Class Meeting: Brunswick High School |
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WebCT: http://sunct.gasou.edu:8999 |
Introduction to teaching middle grades and secondary mathematics
using computer-based technology. Emphasis is placed on planning and assessing
computer-based classroom instruction.
How This Course Supports the College’s
Conceptual Framework
The purpose of this course is to increase teacher’s content and pedagogical knowledge about implementing computer-based instruction using three interwoven techniques: developing a need, creating instruction and assessing instruction. Student understanding for the need of computer- based instructional strategies occurs via research findings readings (cultural, gender and test scores). Student development of instructional strategies is based on both national and state content standards. Assessment techniques for determining the effectiveness of computer-based instruction is tied to national standards, state standards and self-reflection. Most candidates who enroll in the course are teachers who work with diverse populations. During the course, candidates become aware of additional teaching techniques and teaching activities that can be used in working with diverse populations in mathematics classrooms.
See Middle Grades & Secondary Graduate Matrices
Students are expected to meet all requirements for admission and retention to the Teacher Education Program (TEP). Unsuccessful completion of field experiences, unsatisfactory progress toward meeting program objectives (including course assessments), unsatisfactory grades/GPA, and actions found in violation of the GSU Student Conduct Code or the Georgia PPC’s Code of Ethics can result in non-retention in the TEP.
Directed Instruction; Cooperative Learning; Guided Practice; Library Research; Internet Research; Student-Led Instruction
If a student has a documented and declared disability, reasonable accommodations will be provided when requested by the student according to the recommendations of the GSU Disabled Student Services office.
Course Objectives
By the end of the course, students will be able to:
1. use various computer software packages to solve middle grades and secondary mathematics problems;
2. critique the effectiveness of currently available computer resources;
3. develop curriculum that integrates computers in the mathematics classroom;
4. develop strategies that assess computer-based mathematics instruction;
5. review research on effective computer-based staff development components for mathematics teachers;
6. review research on integrating computers in the mathematics classroom, including test score, gender, and multicultural perspectives;
7. use technology to discuss current trends on integrating computers in mathematics;
8. use technology to disseminate trends on integrating computers in mathematics; and
9. demonstrate the use of computers to teach mathematics.
Subject
Matter Content:
1. Types of Computer-Based Instruction in the Mathematics Classroom
2. Computer-Based Learning Mathematics Resources
3. Methods of Integrating Computer-Based Learning into the Mathematics Classroom
4. Selecting and Evaluating Computer Software
5. Trends and Issues in Computer-Based Mathematics Learning
1. Co-led discussions of research on using computers to teach middle grade and secondary mathematics
2. Term project that involves developing curriculum modules that integrate computers in the teaching of secondary and/or middle grade mathematics
3. Presentation of term project
4. Solving middle grade and/or secondary mathematics problems
5. Creation of an on-line portfolio of project
6. Final
1. Complete all reading assignments. [obj. 1]
2. plan and complete a project that integrates computers in the teaching and learning of middle grade and/or secondary mathematics [obj. 3, 4];
3. demonstrate strategies for integrating computers in the teaching of middle grade and/or secondary mathematics [obj. 1, 2, 9];
4. plan and lead discussions/activities about integrating computers in the middle grade and/or secondary mathematics classroom [obj. 2, 5, 6, 7, 9];
5. solve middle grade and/or secondary mathematics problems [obj. 1]
6. Final [obj. 2, 5, 6]
Course Policies
Required
Texts
NONE
Software
The
Geometer’s Sketchpad (2001). Emeryville, CA: Key Curriculum Press.
Microsoft Office.
Websites
Apple Computer (Technology-based lessons). http://www.apple.com/education/k12/index.html
Georgia Department of Education (Mathematics QCCs). http://www.doe.k12.ga.us
Key Curriculum Press (Geometer’s Sketchpad). http://www.keypress.com
Lemonade Stand (web based mathematics software). http://littlejason.com/lemonade
Microsoft (Technology-based lessons). http://www.microsoft.com
National Council of Teachers of Mathematics (on-line content standards). http://ww.nctm.org
Youthfirst (Mathematics Teacher Materials). http://www.youthfirst.org
Selected Readings From:
National
Council of Teachers of Mathematics. Mathematics teacher, Mathematics
teaching in the
middle school, Arithmetic teacher. Reston, VA: Author.
National
Council of Teachers of Mathematics (2000). Professional standards for school
mathematics. Reston, VA: Author.
Suggested
Chazan D. & Houde, R.(1989). How to use conjecturing and microcomputers to teach geometry.
Reston, VA: NCTM.
Coe, M. A. & Land, M. (1998). Looking at quality web sites.
http://coe.uh.edu/insite/elec_pub/HTML1998
Kaput,
J. (1992). Technology and mathematics education. In Grouws, D. A. (Ed.), Handbook
of
reseaerch on mathematics teaching and learning. New York, New York: Macmillan.
National
Council of Teachers of Mathematics (1995). Assessment standards for school
mathematics. Reston, VA: Author.
National
Council of Teachers of Mathematics (1989). Curriculum and evaluation
standards for
school mathematics. Reston, VA: Author.
National
Council of Teachers of Mathematics (1991). Professional standards for
teaching
mathematics.. Reston, VA: Author.
Neyland, M. (1994). The use of spreadsheets in mathematics. In J. Neyland (Ed.), Mathematics
Education: A Handbook for Teachers (pp. 56 B 64). Reston, VA: NCTM.
Swetz,
F. & Hartzler, J.S. (Eds.). (1991). Mathematical modeling in the
secondary school
curriculum. Reston, VA: NCTM.
Wyatt, K. W., Lawrence, A. & Foletta, G. M. (1998). Geometry activities for middle school
students with the Geometer’s Sketchpad. Emeryville, CA: Key Curriculum Press.
Attendance
Regular attendance is required. Students with more than one absence will have 3 points deducted from their final course average for each additional absence. All materials are due the date stated on the syllabus.
Late Assignments: See assignments for policy.
Missed In-Class Activities: No make-ups will be given. A grade of 0 will be assigned for a missed in-class assignment. The 0 will be factored into your class participation grade.
Academic Honesty
Students are expected to abide by the GSU Student Conduct Code and Regulations regarding academic integrity. Academic misconduct such as cheating and plagiarism will be reported to the Office of Judicial Affairs. Students caught violating the GSU Student Conduct Code and Regulations regarding academic integrity will receive a 0 for the assignment and an F for the course.
Course
Grading
|
Assignment |
Percentage |
Due Date |
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Projects* |
65 |
As Assigned |
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Presentation |
10 |
As Assigned |
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In-Class Work/Homework |
10 |
As Assigned |
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Final Exam |
15 |
March 25, 2002 |
*Project grade has these components:
Excel Assignment 20%
SketchPad Assignment 20%
PowerPoint 10%
Web Site 5%
Spotlight on Algebra 10%
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Total 65%
Grades (course average)
A = 90 – 100 B = 80 – 89 C = 70 – 79 D = 60 –69 F = <60