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Viewing: LTC 4590W ottensa : Teach.Math in Sec.Schools: Focus on Geometry, Probability and Statistics - Writing Intensive

Last approved: Tue, 13 Sep 2016 16:15:22 GMT

Last edit: Tue, 13 Sep 2016 16:15:22 GMT

Proposal Type

Writing Intensive

Contact Information

ciscojo
Jonathan
Cisco
CiscoJo@missouri.edu
573/884-6221
Campus Writing Program
Are you submitting this proposal on behalf of an instructor?
Yes
Instructor for whom you are submitting proposal:
ottensa
Samuel
Otten
ottensa@missouri.edu
573/882-6231
Learning Teaching & Curriculum
Subject Area’s Department Chair/Director:
ciscojo
Jonathan
Cisco
CiscoJo@missouri.edu
573/884-6221
Campus Writing Program

Term for Proposal

 
Fall 2016

Course Catalog Information

EDUC
Learning, Teaching, & Curriculum (LTC)
Learning, Teaching, & Curriculum
4590W
3
 
30
Teach.Math in Sec.Schools: Focus on Geometry, Probability and Statistics - Writing Intensive
Provides experience which advanced students' knowledge, understanding, and facility in engaging students in learning mathematics. Major issues/topics highlighted in the course are: exploration of curriculum, teaching strategies, and assessment for geometry, probability and statistics.
 
Lecture/Standard
A-F (allow student to choose S/U option)
LTC 4571 or LTC 7571 and LTC 4581 or LTC 7581.
 
 
Admittance to Phase II.

Instructor Information

ottensa
Samuel
Otten
ottensa@missouri.edu
573/882-6231
Learning Teaching & Curriculum
(numbers only)
Tenure Line Assistant Professor
 
Yes, in the last five years
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

LTC 4590 continues the transition from secondary teacher candidates to effective, responsive, and professional mathematics teachers. The major content emphasis of the course is on geometry, data analysis probability, and measurement as well as process standards of communication, connections and representation. Because this course is required for all teacher candidates in secondary mathematics, LTC 4590 is designed to enhance teacher candidates\' pedagogical content knowledge by exploring multiple ways to make geometry, probability and statistics comprehensible to school mathematics students. Additionally, the course will focus on curricular issues and explore current research related to teaching, learning, and assessment. All teacher candidates are required to be enrolled concurrently in LTC 4594, the field experience for LTC 4590. Prerequisites: TDP 4571 TDP 4581.
 
Face-to-face
Self paced?

 
15
Should this course be considered for funding?

Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
All assignments
Responses to Writing Prompts: 15% of semester grade. On a regular basis,
students will be assigned articles to summarize and reflect upon in
relation to their experiences as a student and teacher of mathematics.
Reading assignments and corresponding reflections must be completed and
submitted electronically prior to class in order to avoid a late penalty.
Note: The purpose of these assignments is to gauge reading comprehension
and overall writing quality (e.g., sentence structure and fluency). There
are no drafts but students receive feedback on their writing (e.g.,
grammatical errors noted and corrected). Typically there are at least 8
such assignments but responses are generally limited to two to three
paragraphs each, although some student far exceed this target length.

Area Formula Connections Project: 15% of semester grade. This assignment
requires students to develop meaning for at least two area formulas
through the use of multiple representations (symbolic, pictorial, verbal)
and connections to other relevant formulae. Individual submissions will be
compiled, bound, and subsequently disseminated to members of our class.
Note: The purpose of this assignment is to develop technical writing
skills (i.e., proofs and mathematical argumentation). There is a peer
review component, and at least two or three drafts which require students
to make substantial revisions - typically, the quality of initial
submissions is poor. Depending on the proofs they select to write, length
can range from 3 to 7 pages single-spaced.

Written Mathematics Lesson Plan: 15% of semester grade. For this
assignment, you will write a lesson plan based on a textbook lesson. Your
lesson will address expectations of the Missouri Pre-Service Teacher
Assessment (MoPTA), and include customary elements (e.g., learning
objectives, assessment plan, relevant standards) as well as adaptations
for diverse learners. The target length is 3 to 6 pages single-spaced.

Critique and Revision of Khan Academy Video: 15% of semester grade.
Working with a partner, you will analyze one ³lesson² in the Khan Academy
video library and provide insightful critique. You will create an original
video that addresses the same content standards but addresses the deficits
of the original lesson. You will capture your lesson using technology
tools that will be shared with the class. The target length is 3 pages.

Analysis of Classroom Management Strategies: 10% of semester grade. This
assignment requires you to explore relationships between classroom
management, student motivation, and engagement, including strategies and
techniques for promoting student interest and mathematics learning. Target
length is 4 pages.

Analysis of Mathematics Exam: 15% of semester grade. For this paper, you
students analyze a published achievement test (e.g., end-of-chapter
textbook exam) in relation to existing frameworks: a) the Mathematics Task
Framework, b) Principles and Standards for School Mathematics, and c)
Common Core State Standards for Mathematics. Additionally, they offer an
alternative, non-routine assessment item and justify how it embodies key
tenets of the Assessment Principle. Note: The purpose of this assignment
is to develop critical thinking skills as well as to refine writing
skills. There is a peer review component, and at least two drafts which
require students to make substantial revisions. Length ranges from 8 to 11
pages double-spaced.
Length of assignment:
32
Instructor
24
Instructor
56

Total pages for all assignments:
First drafts:
32.00
Revisions:
24.00
56.00
 

Writing Intensive Teaching

Instructor provided feedback
Other
Peer review
I'm not sure if this is the location to provide elaboration or not. I would add that I scan samples of student work, stripping any identifying information, and share it on the screen. I use this to make points about how writing can be improved.
There are some writing prompts that students are expected to respond to as soon as they enter class. However, these require relatively brief responses and are not collected or evaluated.
There are at least three papers for which more than one acceptable
interpretation, explanation, analysis, or evaluation is permissible. In
particular, any two given students are likely to have quite differing
views on the quality of the items on a mathematics test. That is, some
will believe the items are of decent quality while others will be quite
critical of the lower levels of cognitive demand required of high school
mathematics students. These contrasting positions are each defensible.
Moreover, students are likely to classify individual test items
differently despite using a common analytic framework. Secondly, the
Critique and Revision of Khan Academy Video assignment allows students to
take a position on the representations, explanations, and pedagogical
orientation of a video in the Khan Academy video library. Third, the
Analysis of Classroom Management Strategies enables students to identify
and discuss viable behavior management techniques and contrast them with
strategies they expect to be less successful.
Writing assignments are made throughout the semester, beginning with some
initial writing prompts (e.g., "What was the most important thing you
learned in LTC 4581 [one of the course prerequisites]? Explain.", followed
by the Area Formula Connections Project, Written Lesson Plan, Analysis of
Classroom Management Strategies, Critique and Revision of Khan Academy
Video, and Analysis of Mathematics Exam Paper. Moreover, article summaries
and reactions are distributed across the 16-week course.
85
%
 
1
.

Course Syllabus

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Administrative Information

Education and Social Sciences
 
 

Acknowledgement


Additional Comments

 
 
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