MTED 5322 - Week 2 (September 5)
MTED 5322 - Week 2 (September 5) MTED 5322, Pedagogical Content Knowledge in Teach Math
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This 5 page Class Notes was uploaded by Mitzelle Escobar on Sunday September 6, 2015. The Class Notes belongs to MTED 5322, Pedagogical Content Knowledge in Teach Math at University of Texas at El Paso taught by Dr. Song An in Fall 2015. Since its upload, it has received 11 views. For similar materials see Pedagogical Content Knowledge in Teach Math: Fostering Geometric Reasoning in Education and Teacher Studies at University of Texas at El Paso.
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Date Created: 09/06/15
MTED 5322 Week 2 September 5 2015 Meeting 2 Today we will discuss More about teaching geometry How we can include geometry into several different categories A student is trying to show that 4948 Very dangerous to teach students with figures About Geometry and Math Education In the past 20 years 100 years and 1000 years 0 What has been changed I Before geometry used to be considered I Have more manipulatives to work on now were as before it was pure text book I The grade level in which geometry is introduced to children has been changing they are now seeing it at younger ages 0 What never changes I The topic and figures being used or addressed 0 What are the recurring issues and themes Brief Math Education History National Council of Teachers in Mathematics NCTM Founded 1920 I Drill and Practice 1920s 1930s I 0 At this time not everyone was able to go to high school 0 There were mass trainings for the teaching of students Meaningful Arithmetic 1930s 1950 I 0 Key focus was about meaningful arithmetic O 1942 bombed pearl harbor O Decided to reduce knowledge level so that more people could be recruited into the Army Sputnik Launched 1957 0 The cold war lasted 50 years The Nation Defense of Education Act 1958 0 Was enacted because the United States was terrified that other countries were more advanced than us New Math 1960s 1970 O The whole curriculum O The goal was not to educate every student just potential engineers and mathematicians this way we could get more advanced technology Back to Basics 1970s 1980s 0 Realized that the New Math was too hard for people and did not make sense to a certain extent therefore they went back to revise the curriculum so everyone could learn Issues in Instruction Teachers who themselves had been taught in traditional ways Math War amp PostWar 1989 1996 0 Compare students to others across the countries and may of the people in the US were not satisfied with our rank 0 Teachers wanted change because they felt that the standards from 1989 was not good 1997 0 1A 2000 0 Tried to solve issues that had been addressed for the past 11 years 2003 O The US ranked 15 and no one was satisfied with that 2006 2006 0 We were ranked as below average 2010 0 Three states in this country were not using this while everyone else was Top Performers in Reading Mathematics and Science East Asia Countries like Singapore are doing great overall 0 The class size is very large about 50 students The United States 0 Reading gt Science gt Mathematics Differences China compared to US 0 They have a chance to receive more time of instruction 0 Expectations are higher they only compare the score they want not compare to everyone else Content Distribution Looked at in Week 1 The Five Content Standards Geometry Number and Operation Algebra Data Analysis and Probability Measurement What contents should be included in the geometry curriculum Activity Let s work in group to design a geometry curriculum for List 48 0 Group 1 I 1 Shapes I 2 Theorems I 3 SymmetryTransformations I 4 Different viewpoints of 3D Figures 0 Group 2 I 1 Math Fluency I 2 Hand s on 39 3 Shapes Four Contents in Geometry Shapes and Properties 0 Shapes sides angles area or perimeter Transformations O Rotation translations re ection and dilation Visualization 0 Seeing the different angles above under front back and side views Location 0 Knowing where something is with the use of a grid Difference of Learning Geometry in Different Countries One country is souly taught through shapes for example china Our country US is trying to teach the information so that it can be applied it to real world situations Geometry Assessment Creating Assessments We will have to create an assessment for one of our tasks module 3 Today we will see an example of how to create an assessment that can be given to any grade level Assessment Development Example Articulating Shapes O The content are the student works on is both shapes and visualization O The teacher provides a student with a drawing and that person is supposed to tell others what to draw using their mathematical terminology to describe the drawing Arts and Crafts 0 The content area the student works on both shapes and transformations O The students are given a puzzle with triangles that they are to cut out Once they cut out all the triangular pieces their objective is to make different shapes through the pieces of the puzzle I Shapes made triangle trapezoid and parallelogram Activity Demonstration days First Presentations 0 September 26 Numbers 1 6 7 0 October 3 Numbers 8 9 14 Second Presents 0 November 21 Numbers 8 9 14 0 December 5 Numbers 1 6 7 Activity Demonstrations Will last 3040 minutes 0 If you have short activities you can go up to 3 different activities to use up that time 0 If you have a long activity that Will take up the 30 to 40 minutes that works too