I. Number and Title of Course:

MED 406 Student Teaching of Mathematics in the Lower Middle Grades.

II. Reasons for Addition to the Present Curriculum

This course will prepare our student for teaching mathematics in grades 5-9. This course will also qualify our students for extended certification from grades 8-12 to 5-12 and from grades 1-6 to 1-8.  The addition of the course will also address the new certification requirements proposed by the NYS Department of Education.

III. Major Objectives of the Course

A. Students will connect the theoretical basis developed for teaching mathematics in the middle school to the lower middle grades situation.
B. Students will observe and participate in the current practices and programs of lower middle grades mathematics as offered in Western New York.
C. Students will use their mathematical knowledge and individual talents to design and execute an instructional plan for children in the lower middle grades.
D. Students will use their pedagogical knowledge and individual talents to design and execute an instructional plan for children in the lower middle grades.

IV. Topical Outline:

A. Upon completion of this course, students will have demonstrated, in an actual classroom, the ability to:
1. Relate known college mathematics to lower middle grades mathematics,
2. Use professional literature and exhibit awareness of current developments in mathematics education relating it to middle grades teaching and learning,
Use a variety of teaching models appropriate for lower middle grade children to influence their mathematical learning opportunities,
Use a variety of technologies appropriate for lower middle grade children to influence their mathematical learning opportunities,
Use a variety of assessment strategies appropriate for lower middle grade children to influence their mathematical learning opportunities,
Organize and implement appropriate long-term and short-term instructional plans for teaching mathematics to lower middle grade children,
Recognize individual needs of children and plan and implement appropriate learning opportunities to meet these individual differences,
Manage students in a classroom which nutures their development,
Keep accurate and informative records, and
Show evidence of professional growth.

B. This field experience is intended to parallel and extend to practical applications the objectives obtained in the student teacherís prerequisite collegiate courses.  The student teacher is expected to participate in and perform the functions of a fullfledged professional in so far as it is possible in the setting in which they are placed.

 V. Sample Bibliography:

Books and Articles

Barnett C., Goldenstein D., Jackson B. Fractions, decimals, ratios, and percents : hard to teach and hard to learn.  Portsmouth, NH :Heinemann, c1994.

Bell, J. Gregory.  A history of mathematics class for middle school teachers . Microfilm. Ann Arbor, Mich. : University Microfilms International, 19--. - reel- ; 35 mm., 1992 .

Breeden, Terri. Middle school mathematician empowering students to achieve success in algebra and geometry . Nashville, Tenn. :Incentive Publications, 1996

Burdick, James L.  Math in the middle :a handbook of ideas you can use. Needham, MA :Prentice-Hall 1993.

Burns, Marilyn.  Mathematics teaching for understanding. White Plains, NY : Cuisenaire Company of America, 1992.

Burns, Marilyn. About teaching mathematics : a K-8 resource .  Marilyn Burns Education Associates; White Plains, NY : Distributed by Cuisenaire, c1992.

Cathcart, W. George.  Learning mathematics in elementary and middle schools, second edition.. Scarborough, Ont. Canada, :Prentice-Hall, 1997

Collins, William , Mathematics: applications and connections. NY :McGraw-Hill,1998

Copeland, Richard W. How children learn mathematics; teaching implications of Piaget's research. NY:Macmillan,  1974.

Coultas, June. Strategies for success in mathematics :teacher's resource guide : middle level 2nd ed. Roslyn, NY :Berrent , 1993

Davidson, Neil, Cooperative learning in mathematics : a handbook for teachers . Menlo Park, Ca. :Addison-Wesley Pub. CO., c1990.

Forte, Imogene. Integrating instruction in math :strategies, activities, projects, tools, and techniques . Nashville, Tenn. :Incentive Publications, 1996

Futrell, Mary H. ìEmpowering Teachers as Learners and Leaders.î In Teachers as Leaders:  Perspectives on the Professional Development of Teachers, edited by Donovan R. Walling, 119-36. Bloomington, IN.:Phi Delta Kappa Foundation, 1996

Gardner, Robert and Edward A. Shore, Middle School Math You Really Need, Portland, ME, J. Weston Walch, 1997

Gattegno, Caleb.The common sense of teaching mathematics. NY :Educational Solutions, 1974.

Georgetti, Suzanne, A special supplementary program of activity-based mathematics units for teaching middle school student . Toledo, OH  :University of Toledo. College of Education Project. 1995

Good, Thomas et al. Active mathematics teaching ,  NY, NY: Longman, c1983.

Good, Thomas L.,  Didactics and mathematics : the art and science of learning and teaching mathematics. Creative Publications, Palo Alto, CA. :, c1978.

Hatfield, Mary, et al Mathematics Methods for Elementary and Middle School
     Teachers . :Allyn and Bacon(1997)

Kennedy, Leonard M., et al Guiding Children's Learning of Mathematics, Eighth Edition: :Wadsworth Publishing, 1997

MathScape :seeing and thinking mathematically.  Mountain View, Calif. :Creative Publications,1998

Mathematics teaching in the middle school . Reston, VA, :National Council of Teachers of
          Mathematics, 1997

Mission mathematics grades 5-8 . Reston, VA :National Council of Teachers of
           Mathematics1997

Middle-grade teachers' mathematical knowledge and its relationship to instruction,. Albany, NY : a research monograph State University of New York ,  1998

National Board for Professional Teaching Standards (U.S.) Middle childhood through early adolescence/mathematics standards (for teachers of students ages 7-15).   Southfield, MI. National Board for Professional Teaching Standards (U.S.) 1998

National Council of Teachers of Mathematics, Assessment Standards for School Mathematics, Reston, VA: 1995

National Council of Teachers of Mathematics, Curriculum and Evaluation Standards for School Mathematics, Reston, VA: 1989

National Council of Teachers of Mathematics, Principles andStandards for School Mathematics, (discussion draft) Reston, VA: 1998

National Council of Teachers of Mathematics, Professional Standards for Teaching Mathematics, Reston, VA: 1991

Stenmark, Jean Kerr. Mathematics Assessment:  Myths, Models, Good Questions and Practical Suggestions, Reston, VA: National Council of Teachers of Mathematics, 1991.

Suydam, Marilyn, et. al. Helping Children Learn Mathematics.  :Allyn and Bacon ,1998

Theule-Lubienski, Sarah Anne. Mathematics for all? : examining issues of class in mathematics teaching and learning , Reston, VA :National Council of Teachers of Mathematics 1996

Troutman, Andria P, Lichtenberg , Betty Kiser , Mathematics: Strategies for Teaching Children, Fifth Edition . :Brooks/Cole, 1995

University of the State of New York, State Education Department, Learning Standards for Mathematics, Science, and Technology, 1996

Van de Walle, John A. Elementary and middle school mathematics :teaching developmentally  3rd ed. New York : Longman, 1998

Wisconsin Center for Education Research, Statistics and school mathematics . Wisconsin Center for Education Research, University of Wisconsin-Madison U.S. Dept. of Education, Office of Educational Research and Improvement, Madison, Wis Washington, DC Educational Resources Information Center, 1994

U.S. Dept. of Education.TIMSS International Study .  Office of Educational Research and Improvement, Washington, DC 1997

Platts, Mary E. Challenge  : suggested activities to motivate the teaching of mathematics in the intermediate grades . Stevensville, MI : Educational Service, c1975.

Rosser Sue V. (ed.), Teaching the majority : breaking the gender barrier in science, mathematics, and engineering .NY, NY :Teachers College Press,  c1995.

Zaslavsky, Claudia. Math Games and Activities from Around the World, Chicago, IL. Independent Publishers Group, 1998

Periodicals
Teaching Children Mathematics
Mathematics Teaching in the Middle School
Computers in the Teaching of Mathematics and Science
For the Learning of Mathematics
Journal of Research in Mathematics Education
Mathematics Teaching
 

VI. Prerequisites
 Completion of MED 200, 307, 309, 383W, EDF 202; GPA of at least 2.5 in all education courses; all required math courses, and 6 hours of upper division mathematics courses; GPA of at least 2.5 in all math courses; senior status.
 

VII. Presentation and Evaluation:
The student teacher will, in so far as is possible, carry out the objectives in the topical outline above as an apprentice professional.
The student teacher, supervisor, and cooperating teacher will discuss the progress of the student teacher.  Both the supervisor and the cooperating teacher will provide support and assistance to the student teacher in every way possible to facilitate maximum benefit from the situation.
The evaluation of the student teacher will be done by the supervisor and the cooperating teacher in written critiques and conferences.  The final evaluation of the student teacher will be done by the college supervisor.

VIII. Credit
 6 semester hours.

IX. Departmental Approval:

This course was examined with the recommended procedures and was approved by the faculty of the Mathematics Department.
 

  __________________________
  Department Chair    Date
 

X. Catalog Description:
 MED 406 ñ Student Teaching of Mathematics in the Lower Middle Grades
 Lower middle school laboratory experiences; goals of lower middle school education; psychological influences; teaching models; assessment techniques; class room management; total involvement in lower middle school activities-practicum.

XI. Statement of Qualifications:
 A masters' degree in mathematics or mathematics education along with New York State Certification is the minimum formal education required.  Some of the current faculty who could teach this course are Robert Frascatore (MA, University of Maine), Tom Giambrone (EdD,  SUNY Buffalo), Luella Johnson (PhD, SUNY Buffalo), Betty Krist (EdD, SUNY Buffalo), and Eileen Schoaff (PhD, SUNY Buffalo).

XII. Support Services Required:

Present facilities (local publis schools) are adequate.
 

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