STATE UNIVERSITY COLLEGE AT BUFFALO

Department of Mathematics

I. Number and title of course

MED 408 - Professional Semester - Senior High School

II. Reasons for addition to the present curriculum

A. To apply the theoretical methods and materials dealt with in the methods course to the practical experience of teaching secondary school mathematics.
B. To involve professionals in the field in the preservice education and training of mathematics teachers.
C. To make available New York State certification for otherwise qualified graduate and undergraduate liberal arts mathematics students.
D. To provide a flexible professional program for a prospective mathematics teacher.
III. Major objectives of the course
A. To connect the theoretical basis developed for secondary school mathematics instruction and evaluation to the school situation.
B. To permit pre-service mathematics teachers to observe and participate in the current practices and programs of school mathematics as offered in Western New York.
C. To provide a period during which students can use their theoretical knowledge amd individual talents to design and execute an instructional plan.
D. To have the pre-service mathematics teacher use correctly in the secondary classroom the mathematics learned as an undergraduate.
V. Topical outline
A. The major objectives of the course On completion of the course, the student will have demonstrated, in the actual classroom, the ability to:
1. Relate known college mathematics to secondary mathematics
2. Use professional literature and exhibit some awareness of current development in mathematics education.
3. Use various teaching materials such as models, diagrams, and audiovisual materials.
4. Use various teaching techniques such as lecture, laboratory, small group, and other strategies.
5. Exhibit complete familiarity with the specific mathematics curriculum of the situation.
6. Use appropriate timing and organization in developing single lesson in mathematics and in the planning of some larger part of the mathematics curriculum.
7. Develop and use questions that reflect all levels of Bloom's Taxonomy for mathematics students.
8. Write instructional and learning objectives.
9. Recognize and plan for different levels of pupil ability and development.
10. Use accurate and informative record keeping techniques.
11. Evaluate their own teaching and make of this changes to meet the needs of pupils, on the basis evaluation.
12. Use the chalkboard, overhead projector, calculators and maintain appropriate standards in the subject and computers
13. Establish and maintain appropriate standards in the subject matter of mathematics.
14. Use a variety of means for evaluating pupil achievement.
15. Identify weaknesses in pupil performance.
16. Increase self-confidence and leadership qualities needed for teaching mathematics
17. Exhibit enthusiasm for teaching mathematics.
18. Develop additional skills for teaching mathematics
19. Grow as a person developing into a teaching professional.
B. Plan of the course
This field experience is intended to parallel and extend to practical applications, the competencies obtained as a student in MED 308. The student is expected to participate in and perform the functions of the full-fledged professional in so far as it is possible in the activities given below. An integral part of this course is an additional one- hour methods course intended to extend the knowledge gained in MED 308, and serve as a bridge to span the gap between theory and practice in teaching. Students will be required to meet as a group periodically throughout the two student teaching situations. This will serve as a place to discuss with both supervisors and peers all aspects of pre-service teaching of mathematics.
Activities
1. Classroom management
a. Motivational aids
b. Discipline and control
c. Survival strategies and alternatives
d. Good versus bad teaching
e. Rapport with pupils
f. Application of the relevant psychology with the pupils in the secondary classroom.
This includes an understanding of:
i) Development and environmental readiness of pupils
ii) Planning for meaningful learning
iii) Planning for transfer and reinforcement
iv) Use of contemporary theories of learning
2. Planning for instruction
a. Objective writing
b. Relating testing to objectives
c. Evaluation planning
d. Questioning strategy
e. Encouraging creativity
f. Individualizing-planning a program of instruction for differing levels of student development
g. Learning theories applied to mathematics
h. Preparing and writing critiques of lesson plans
i. Homework, assignments, timing, and pacing
j. Practice in designing units of instruction
k. Plan for the inclusion in items 8, 9, and 10, the two main areas of mathematical instruction cognitive and affective Incorporate applications in mathematics in appropriate lessons
3. Demonstrating the awareness of curricular issues through:
a. Appropriate material from secondary and other texts as needed
b. The secondary mathematics curriculum-what it is
c. Curriculum projects
4. Demonstrating the following aspects of evaluation and testing
a. Design of different types of tests
b. Non-traditional evaluation
c. Record keeping and grading
d. Diagnosing and resolving learning difficulties. Plan evaluation for a specific purpose
5. Putting into practice as many of the following special learning techniques as are feasible and
appropriate in a given situation.
a. Discovery, guided discovery, Socratic method, programmed instruction, and so on
b. Gaining practice in questioning, heuristics, proper use of voice, language, and so on
c. Problem solving
d. Games
e. Individualization
f. Small groups
g. Math laboratory
h. Gifted students
i. Slow learners
j. Practice in teaching those with emotional, learning, or motivational difficulties
k. Models, A-V aids, calculators, and computers
1. Lecturing
 V. Examples of major bibliography, texts and readings
Bloom, Benjamin Ed., Developing Talent in Young People, Ballantine Press, New York, NY., 1985.
Crosswhite, F. Joe, Organizing for Mathematics Instruction, National Council of Teachers of Mathematics Yearbook, Reston, VA., 1977.
Dablke, Richard and Verhey, Roger, What Expert Teachers Say About Teaching Mathematics, Palo Alto, CA., 1986.
Gingerich, Owen, Ed., Scientific Genius and Creativity, readings from the Scientific American, W. H. Free-man and Co., New York, NY.,, 1982.
Greenes, Carole E., Willcutt, Robert E., and Spikell, Mark A., Problem Solving in the Mathematics Laboratory, Prindle, Weber & Schmidt, Inc., Boston, MA 1972.
Dessart, Donald J. and Suydam, Marilyn N., Classroom Ideas from Research on School Mathematics, National Council of Teachers of Mathematics, Reston, VA 1983.
Jacobs, Harold R., Mathematics IL Human Endeavor, W. H. Freeman and Company, San Francisco, CA., 1976.
Kastner, Bernice, Space Mathematics, National Aeronautics and Space Administration, Washington, D.C., 1985.
Maletsky, Evan M., and Hirsch, Christian R., Eds., Activities from the Mathematics Teacher, NCTM, Reston, VA., 1981.
NCTM, Alternate Courses for Secondary School Mathematics, Reston, VA 1985.
NCTM, Curriculum and Evaluation Standards for School Mathematics, Working draft, Reston, VA., 1988.
Polya, George, How To Solve It, Princeton University Press, Princeton, NJ., 1973.
Schulte, Albert P., Ed., Learning and Teaching Geometry K-12, National Council of Teachers of Mathematics Yearbook, Reston, VA., 1987.
VI. Methods of Presentation and Evaluation
The pre-service teacher will observe and discuss the observations with the cooperating teacher, present lessons to pupils of the secondary school, will construct and revise lesson plans, apply different strategies and, in so far as is possible, carry out the content of the topical outline above as an apprentice professional. The student, supervisor, and the 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 in the situation. The evaluation of the student teacher will be done by both the supervisor and the cooperating teacher. This will include written critiques by the supervisor and, possibly, also by the cooperating teacher. Final evaluation of the student teacher will be on the basis of the current ESTE document.
VII. Prerequisities A. Completion of MED 308 with a grade of C or better.

B. GPA of 2.5 out of 4.0 in all mathematics courses applied towards the major.

C. All professional courses completed with a GPA of 2.5.

D. Permission of instructor.

 VIII. Semester Hours Credit
Six (6) (0:6)

IX. Statement of approval

This course proposal was examined in accordance with recommended procedures, and approved by the Department of Mathematics.

Chairperson Date

X. Catalog Description

MED 408 - Professional Semester Senior High School An introduction to the practice of classroom teaching for the secondary mathematics teacher. Actual field experience in classroom discipline, planning for instruction, curricular issues, evaluation and testing, field observation and participation, peer presentations, construction and critique of lesson plans, use of media, and research and use of teaching strategies.

XI. Statement of Qualifications of Faculty Who Will Teach the Course

Experience, expertise, and interest in teaching Secondary Mathematics, a Masters Degree in Mathematics, and a Doctorate in Mathematics Education is desirable.

XII. Present facilities (public Schools) are adequate