Readings will be provided in hard copy form on Day 1

Date

Goals

Readings

1. Jan 3 FE309

Inquirying About Learning Mathematics for Teaching - Exploring relationships between participants’ teaching and learning mathematics experiences, beliefs; mathematics content knowledge and mathematics pedagogy within an inquiry and research framework - Making sense of embodied knowledge of mathematics through different data management strategies. · Demonstrating an openness to innovation and change · Having the theoretical understanding and foundation necessary to design, implement and assess programs for all learners

What is “Mathematics for Teaching?” – Deborah Ball Change in Math Education (Jan 3 – 7) q Ball, D., Hill, H., and Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade and how can we decide? American Educator, pp. 14-17, 20-22, 43-46. q Cohen, D. & Ball, D. (2001). Making change: Instruction and its improvement. Phi Delta Kappan. pp. 73-77. q Battista, M. (1999). The mathematical miseducation of America’s youth. Phi Delta Kappan q Wilms, W. (2003). Altering the structure and culture of American public schools. Phi Delta Kappan

2. Jan 5 FE309 Journal 1

- Developing and understanding a range of solutions and representations to problems - Experiencing problem solving as an inquiry process for student learning - Exploring Algebraic Reasoning through Arithmetic using graphing calculators · Demonstrating an openness to innovation and change · Understanding and implementing Ministry of Education curriculum expectations · Creating learning environments to support students in learning mathematics

3. Jan 7 Ed Commons OISE 3rd floor Lab 6??

Journal 2

Change in Mathematics Education - Relating theories of learning to the mathematics teaching of all students - Analysing lesson design from study of TIMMS research and information about mathematics instruction from around the world · Understanding how to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs to all students · Having the theoretical understanding and foundation necessary to design, implement and assess programs for all learners · Creating learning environments conducive to the intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral development of all learners

4. Jan 10 FE309

Program Design and Implementation – Problem Solving as a Process for Teaching Mathematics - Exploring 3-part lesson design and open questions as “During” part of a lesson - Understanding problem solving as an inquiry process for teaching all students mathematics - Design problem solving-based mathematics lessons that engage all students · Understanding how to use expectations, strategies and assessment practices based on needs of all students · Creating learning environments to support all students in learning mathematics

What does teaching and learning through problem solving mean? Problem Solving Lesson Design (Jan 10 – 20) q Yoshida, M. (2003). Developing effective use of blackboard through lesson study. q Takahashi, A. and Yoshida, M. (2004). Ideas for establishing lesson-study communities. Teaching Children Mathematics. pp. 436-443. (HAVE TO READ) q Stigler, J. and Hiebert, J. (1999). The teaching gap. New York, NY: The Free Press. (HAVE TO) q Givvin, K., Jacobs, J., & Hollingsworth, H. (2006). What does teaching look like around the world? ON-Math, 4(1), 1-7. q Smith, M. (2004). Beyond Presenting Good Problems: How a Japanese teacher implements a mathematics task. q Ertle, B. and Fernandez, C. What are the characteristics of a Japanese blackboard that promote deep mathematical understanding?

5. Jan 17 FE309 MATH TASK due

Program Design and Implementation – Problem Solving as a Process for Teaching Mathematics - Exploring Proportional Reasoning and its impact on mathematics teaching and learning through the Intermediate and Senior divisions - Relating theories of learning to the mathematics teaching of all students · Practising designing, implementing and assessing programs for all learners · Having the theoretical understanding and foundation necessary to design, implement and assess programs for all learners

6. Jan 20 Ed Commons OISE 3rd Floor Lab 6?

Understanding Diversity of Knowing and Learning Mathematics – Mathematics for All Students - Exploring Representations of Multiplication and Division from point of view - Concepts, Algorithms, and Mental Math (Whole Numbers, Decimals, Fractions, Percents, Ratios, Rates, Rational Numbers Using Conceptual Models) - Relating theories of learning to the mathematics teaching of all students · Understanding how to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs to all students

7. Jan 21 OISE 2-286

Analyzing Program Design and Implementation through Mathematics Learning Theory - Exploring periodic functions and their impact on mathematics teaching and learning through the Intermediate and Senior divisions · Accessing a variety of resources, including technological resources, within and beyond the educational system to enhance and support student learning

Learning Theories (Jan 21 – 31) Behaviourism, Constructivism and Complexity Theory q Funderstandings. Behaviourism, Constructivism (Piaget, Vygotsky) q Clements, D. & Battista, M. (1990). Constructivist learning and teaching. Arithmetic Teacher, 38(1), 34-35 q Davis, B. (2005). Teacher as “consciousness of the collective’. Complicity: An International Journal of Complexity and Education, 2, pp. 85-88 q Davis, B. (2003). Understanding learning systems: Mathematics education and complexity science. Journal for Research in Mathematics Education (34)2, pp. 137-167

8. Jan 24 FE309

Exploring Teaching Geometry with Technology – Technology Webquest (ON-LINE) - Exploring Measurement and Data Management using virtual manipulatives, data management software, and dynamic geometry software
- Analyzing the use of technology for teaching and learning mathematics · Accessing a variety of resources, including technological resources, within and beyond the educational system to enhance and support student learning

9. Jan 26 FE309 Micro teaching

Practising Teaching Mathematics through video taping 10 min of a lesson - Relating theories of learning and adolescence, lesson design principles, and components of an effective learning environment for effective mathematics teaching of all students · Practising designing, implementing and assessing programs for all learners

10. Jan 27 FE309 Micro teaching

Practising Teaching Mathematics through video taping 10 min of a lesson - Relating theories of learning and adolescence, lesson design principles, and components of an effective learning environment for effective mathematics teaching of all students · Practising designing, implementing and assessing programs for all learners

11. Jan 31 FE309 3-part Lesson Plan due

Understanding Diversity of Knowing and Learning Mathematics – Mathematics for All Students - Exploring Representations of Addition and Subtraction from point of view - Concepts, Algorithms, and Mental Math (Whole Numbers, Decimals, Fractions, Percents, Ratios, Rates, Rational Numbers Using Conceptual Models) - Relating theories of learning to the mathematics teaching of all students · Understanding how to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs to all students

12. Feb 2 FE309

Growing Success and Writing Success Criteria

To be defined along the way – identified and shared by peers

13. Apr 4 FE309

Practicum De-Brief New assignments Questioning

14. Apr 6 FE309

Periodic Functions Guest: Connie Quadrini

15. Apr 7 FE309

Assessment Math Tidbits (2)

16. Apr 11 FE309

Quadratics Math Tidbits (2) Math Tidbits (2)

17. Apr 13 FE309

Calculus with a Technology lens Guest: Shirley Dalrymple

18. Apr 14 FE309

Math Tidbits (2) Presentations Properties of Functions: Quadratic, Polynomial, Rational Geometry and Trigonometry (static) Applications of Vectors (not Calculus)

19. Apr 18 FE309

Math Tidbits (2) Presentations Properties of Functions: Exponential, Logarithmic, Trigonometric Math Models and Personal Finance

20. Apr 20 FE309

Data using Tinkerplots Guest: Paul Costa

21. Apr 21 FE309

Math Tidbits (2) Presentations Rate of Change, Limits and Derivatives, Geometry and Algebra of Vectors Data, Statistics, and Probability

## Readings will be provided in hard copy form on Day 1

DateGoalsReadings1.Jan 3FE309Inquirying About LearningMathematics for Teaching- Exploring relationships between participants’ teaching and learning mathematics experiences, beliefs; mathematics content knowledge and mathematics pedagogy within an inquiry and research framework

- Making sense of embodied knowledge of mathematics through different data management strategies.

· Demonstrating an openness to innovation and chang

e· Having the theoretical understanding and foundation necessary to design, implement and assess programs for all learners

What is “Mathematics for Teaching?” – Deborah BallChange in Math Education (Jan 3 – 7)q Ball, D., Hill, H., and Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade and how can we decide?

American Educator, pp. 14-17, 20-22, 43-46.q Cohen, D. & Ball, D. (2001). Making change: Instruction and its improvement.

Phi Delta Kappan. pp. 73-77.q Battista, M. (1999). The mathematical miseducation of America’s youth.

Phi Delta Kappanq Wilms, W. (2003). Altering the structure and culture of American public schools.

Phi Delta Kappan2.Jan 5FE309Journal 1-Developing and understanding a range of solutions and representations to problems- Experiencing problem solving as an inquiry process for student learning

- Exploring Algebraic Reasoning through Arithmetic using graphing calculators

· Demonstrating an openness to innovation and change

· Understanding and implementing Ministry of Education curriculum expectations

· Creating learning environments to support students in learning mathematics

3.Jan 7Ed Commons OISE 3rd floorLab 6??Journal 2Change in Mathematics Education- Relating theories of learning to the mathematics teaching of all students

- Analysing lesson design from study of TIMMS research and information about mathematics instruction from around the world

· Understanding how to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs to all students

· Having the theoretical understanding and foundation necessary to design, implement and assess programs for all learners

· Creating learning environments conducive to the intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral development of all learners

4.Jan 10FE309Program Design and Implementation – Problem Solving as a Process for Teaching Mathematics-Exploring 3-part lesson design and open questions as “During” part of a lesson- Understanding problem solving as an inquiry process for teaching all students mathematics

- Design problem solving-based mathematics lessons that engage all students

· Understanding how to use expectations, strategies and assessment practices based on needs of all students

· Creating learning environments to support all students in learning mathematics

What does teaching and learning through problem solving mean?Problem Solving Lesson Design (Jan 10 – 20)q Yoshida, M. (2003). Developing effective use of blackboard through lesson study.

q Takahashi, A. and Yoshida, M. (2004). Ideas for establishing lesson-study communities.

Teaching Children Mathematics. pp. 436-443. (HAVE TO READ)q Stigler, J. and Hiebert, J. (1999). The teaching gap. New York, NY: The Free Press. (HAVE TO)

q Givvin, K., Jacobs, J., & Hollingsworth, H. (2006). What does teaching look like around the world?

ON-Math, 4(1), 1-7.q Smith, M. (2004). Beyond Presenting Good Problems: How a Japanese teacher implements a mathematics task.

q Ertle, B. and Fernandez, C. What are the characteristics of a Japanese blackboard that promote deep mathematical understanding?

5.Jan 17FE309MATH TASK due

Program Design and Implementation – Problem Solving as a Process for Teaching Mathematics-Exploring Proportional Reasoning and its impact on mathematics teaching and learning through the Intermediate and Senior divisions- Relating theories of learning to the mathematics teaching of all students

· Practising designing, implementing and assessing programs for all learners

· Having the theoretical understanding and foundation necessary to design, implement and assess programs for all learners

6.Jan 20Ed Commons OISE 3rd FloorLab 6?Understanding Diversity of Knowing and Learning Mathematics – Mathematics for All Students-Exploring Representations of Multiplication and Division from point of view - Concepts, Algorithms, and Mental Math (Whole Numbers, Decimals, Fractions, Percents, Ratios, Rates, Rational Numbers Using Conceptual Models)- Relating theories of learning to the mathematics teaching of all students

· Understanding how to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs to all students

7.Jan 21OISE2-286Analyzing Program Design and Implementation through Mathematics Learning Theory-Exploring periodic functions and their impact on mathematics teaching and learning through the Intermediate and Senior divisions· Accessing a variety of resources, including technological resources, within and beyond the educational system to enhance and support student learning

Learning Theories (Jan 21 – 31)Behaviourism, ConstructivismandComplexity Theoryq Funderstandings. Behaviourism, Constructivism (Piaget, Vygotsky)

q Clements, D. & Battista, M. (1990). Constructivist learning and teaching.

Arithmetic Teacher, 38(1), 34-35q Davis, B. (2005). Teacher as “consciousness of the collective’.

Complicity: An International Journal of Complexity and Education, 2, pp. 85-88q Davis, B. (2003). Understanding learning systems: Mathematics education and complexity science.

Journal for Research in Mathematics Education(34)2, pp. 137-1678.Jan 24FE309Exploring Teaching Geometry with Technology – Technology Webquest (ON-LINE)- Exploring Measurement and Data Management using virtual manipulatives, data management software, and dynamic geometry software

- Analyzing the use of technology for teaching and learning mathematics

· Accessing a variety of resources, including technological resources, within and beyond the educational system to enhance and support student learning

9.Jan 26FE309Micro teaching

Practising Teaching Mathematics through video taping 10 min of a lesson- Relating theories of learning and adolescence, lesson design principles, and components of an effective learning environment for effective mathematics teaching of all students

· Practising designing, implementing and assessing programs for all learners

10.Jan 27FE309Micro teaching

Practising Teaching Mathematics through video taping 10 min of a lesson- Relating theories of learning and adolescence, lesson design principles, and components of an effective learning environment for effective mathematics teaching of all students

· Practising designing, implementing and assessing programs for all learners

11.Jan 31FE3093-part Lesson Plan due

Understanding Diversity of Knowing and Learning Mathematics – Mathematics for All Students-Exploring Representations of Addition and Subtraction from point of view - Concepts, Algorithms, and Mental Math (Whole Numbers, Decimals, Fractions, Percents, Ratios, Rates, Rational Numbers Using Conceptual Models)- Relating theories of learning to the mathematics teaching of all students

· Understanding how to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs to all students

12.Feb 2FE309To be defined along the way – identified and shared by peers13.Apr 4FE309New assignments

Questioning

14.Apr 6FE309Guest: Connie Quadrini

15.Apr 7FE309Math Tidbits (2)

16.Apr 11FE309Math Tidbits (2)

Math Tidbits (2)

17.Apr 13FE309Guest: Shirley Dalrymple

18.Apr 14FE309Presentations

Properties of Functions: Quadratic, Polynomial, Rational

Geometry and Trigonometry (static) Applications of Vectors (not Calculus)

19.Apr 18FE309Presentations

Properties of Functions: Exponential, Logarithmic, Trigonometric

Math Models and Personal Finance

20.Apr 20FE309Guest: Paul Costa

21.Apr 21FE309Presentations Rate of Change, Limits and Derivatives, Geometry and Algebra of Vectors

Data, Statistics, and Probability

22.Apr 28FE309Math Tidbits (2)