An underlying belief for this course is that a teacher’s beliefs about mathematics may be the single most important factor in determining the teacher’s approach to teaching. Contrary to urban myths, mathematics is not static, nor is it the same for everyone. So the first step in developing a toolkit of teaching strategies, or in changing how mathematics is taught, one must look at what a teacher believes about mathematics. Tables of contents from most school mathematics textbooks do not define mathematics. This course is not a compendium of lessons. It is, in the best case, about teaching a person how to fish. The broad themes of this course include, but may not be limited to: Some historical perspectives about the teaching of mathematics Learning theories underlying the underlying the teaching of math, with emphasis on constructivism What the NCTM Standards say about the teaching of mathematics Developing and implementing lessons that reflect the Standards Technology and the teaching of mathematics Assessing the learning of mathematics Teaching the important stuff in a test-driven environment What AP Statistics and AP Calculus say about, or to, the school mathematics curriculum
Sorry I got tied up last night - our hearing went long. I will try to email you somae materials, including assignments. Or I will fix a link to the documents you will need. Check back later today. Thanks Peter
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