I. Number and title of course

Mathematics Education 601- SEMINAR IN TEACHING OF MATHEMATICS

Besides the mathematics content, which effective teachers must possess, quality teaching is aided when teachers are also knowledgeable regarding a variety of teaching techniques. The basic aim of this course is to provide students with the opportunity to explore different classroom approaches and content ideas either independently, as a class or in small groups.

This course is a revision and renumbering of an existing course.

A. An awareness of a wide variety of student needs in mathematics.

B. A knowledge of approaches to mathematical content and teaching styles to meet student needs in mathematics.

C. An ability to select, develop, adept ' end evaluate ideas for use in the mathematics classroom. -

D. An ability to communicate more readily and effectively with other teachers and with students on ways to teach and learn mathematics.

The following is a list of typical behavioral objectives subject to modification of individual instructors. Consider alternative teaching methods by reading, attending class, being in group discussions, and publicly stating one's own personal preferences in teaching mathematics.

A. Demonstrate an awareness of a variety of the 'needs of the mathematics students in the school where employed.

B. Actively participate in class group activities.

C. Communicate one's ideas to a committee of peers or other educators.

D. Set goals at periodic intervals.

E. Write reports detailing how these goals: are going to be reached.

F. Evaluate one's own progress periodically by interacting with class members and others, including the 'instructor.

G. Submit written evaluations of one's own work at the end of each goal period.

H. Share teaching ideas for the mathematics classroom with all other class members.

I. Implement goals by adapting the results for use in one's own classroom.

J. Examine one's own strengths and weaknesses as a teacher.

The following represents only a few of the possible areas which may be taken up in this course. It is not meant to be an exhaustive list, nor is it intended that every item listed will: be part of the course. It is intended that each apply only to the teaching of mathematics.

A. Team teaching.

B. Individualizing instruction.

C. Group teaching and learning.

D. Mathematics lab.

E. Games in teaching math.

F. Interdisciplinary approaches with math.

G. Special methods for the slow learner or gifted in math.

H. Motivating student interest in math.

I. Discipline difficulties in a math classroom.

J. Programmed learning.

K. Computer assisted instruction.

L. Math projects as a teaching device.

M. Discovery teaching.

Aichele & Reys, Paadings in Secondary School Mathematics, Prindle, Weber, Schmidt, 1971.

Bruner, J., The Process of Education, Vintage, 1963.

________________ Toward a Theory of Instructor, Norton, 1966.

Flanagan, John, et al., Mathematics Behavioral Objectives, WIP, 1971.

Gangey, W.J., The Psychology of Discipline in the Classroom, Macmillan, 1968.

Greenberg. H. M.. Teaching With Feeling, Pegasus, 1969.

Johnson & Rising, Guidelines for Teaching Mathematics, Second Edition, Wadsworth, 1972.

Kim & Kallough, A Resource for Secondary School Teaching, Macmillan, 1974.

Mager, Preparing Instructional Objectives, Fearon, 1962.

McIntosh, J., Perspectives on Secondary Mathematics Education, Prentice-Hall, 1971.

Rogers, C., Freedom to Learn, Merrill, 1969.

Saxe, R.W.(ed.), Opening the Schools, McCutchan, 1972.

Mathematics Teacher, Arithmetic Teacher, Journal for Creative Behavior, NCIM Yearbooks.

Lectures, discussions, student presentations, group activities independent study, instructor- student conferences. Evaluation may include self-evaluation or peer evaluation, as well as instructor evaluation.

Permission of instructor and teaching experience other than student teaching.

Three semester hours.

This course revision was examined in accord with established procedures of the Graduate Faculty of Mathematics on 2/13/75

___________________________ Chairman of Mathematics

Math. Ed. 601 - SEMINAR IN TEACHING OF MATHEMATICS An exploration of a variety of techniques and content ideas for teaching mathematics.

Prerequisite: Permission of instructor and teaching experience other than student teaching.

A master's degree in mathematics, a doctorate in mathematics education, and an interest and experience in the teaching of mathematics at the secondary school level. For example,

Bailey, W. T. Associate Professor of Mathematics M.A. (Mathematics) University of Buffalo Ed. D. (Mathematics Education) SUNY/ Buffalo

Wiesen, R. A. Professor of Mathematics M.S. (Mathematics) Syracuse University Ed. D. (Mathematics Education) SUNY/ Buffalo