As a way to work in the themes that were not mentioned, I think Teachers as Designers fits into almost any theme as it's a teacher who sets the tone in a classroom as well as leads the advancement through materials; so, I think we'll be touching on that quite often. I do think it's important to discuss assessment when we discuss diversity. Some children with disabilities (and even some without) are not good test takers. We need to consider assessing through observation.
The goal of the course is to assemble a toolkit for helping young children develop mathematically.
The course is offered for credit at Arcadia University and for P2PU School of Math Future completion certificate to anyone in the world (open and free). Overarching themes:
Personally meaningful and relevant mathematics achieved through projects, games, problem-posing and problem-solving.
Computer-based mathematics, including interactive simulations, modeling tools, solvers, and children programming platforms.
Lifelong learning for teachers, with the focus of online communities and networks for teacher support, and building your personal learning networks
Daily email:
http://groups.google.com/group/ed218arcadia
Tags
View Full Description-
MATHEMATICAL FUTURE
- Runs Jan. 17, 2012 to May 8, 2012
-
KindCourse
-
Signup
-
Chat
-
Updates490
-
Organizers1
-
Participants25
-
Followers27
People
Tasks
External Links
No external links have been added.
Week 2 Crowd-sourced syllabus (bonus, January 23-29)
Please comment and make suggestions about our syllabus!
The sign-up task was to suggest themes for the course. Of the seven topics I originally selected, the themes suggested in the sign-up task match only three. Definitely something to ponder! We need to push popular themes ahead in the course, I think, and maybe replace some of the others later.
Here are weekly topics and the matching themes:
META
Scope of modern elementary math
(no theme matches, but it’s this week)
Teachers as designers
(no theme matches)
Math ed people and communities
(no theme matches)
Assessment
(no theme matches)
Diversity: people and groups
Students with deep math difficulties (SandyG, Julia Brodsky)
Deep thinking, problem-posing, problem-solving
Problem-solving skills (Carolyn, Carolyn Lesser, Julia Brodsky)
Oral story problems (Denise)
Environments that foster thinking (Julia Brodsky)
Out of the box thinking (Julia Brodsky)
CONTENT
STEAM: science, technology, engineering, arts and math
Teaching math through art (Laura Haeberle)
History of math (April H.)
Practical applications (April H.)
Math in the daily life (Mike T.)
Interdisciplinary math through music, art, history (Mike T.)
Patterns
Patterns(Carolyn, Keisha, Sebastian Panakal, Dinesh Tantri, Bon Crowder, Kathy Cianciola)
Number and measure sense
Counting and numbers (Bon Crowder, Kathy Cianciola)
Number sense (Sebastian Panakal, SandyG, Dinesh Tantri)
De-emphasize fact drill (Denise)
Size (Bon Crowder)
Teaching time (Laura Haeberle)
Measurement (Carolyn Lesser, David Wees)
Number lines (Kathy Cianciola)
Where the wild things are: Exotic content foci
Early algebra (Denise)
Math without words (David Wees)
Vedic math (Sebastian Panakal)
Shapes (Keisha, Bon Crowder)
PROCESS
Computer-based math
Technology and developing math toolboxes (Mike T.)
Computer-based math (Maria Droujkova)
Math & technology (Laura Haeberle)
Learning through play
Learning through play (Carolyn, Carolyn Lesser, Keisha, April H., David Wees)
Math game design (Maria Droujkova)
Math well-being, anxiety,motivation, psychology
How we can get kids who lost interest back on track (ajc1696)
Helping kids despite institutional neglect and boredom with math (michael)
Embodied math (Maria Droujkova)
Exciting, non-intimidating teaching (SandyG)
What causes kids to lose interest, and how to prevent it (ajc1696)
Visual math, auditory math, kinesthetic math (Amanda Graf)
Constant, consistent support to young kids (Kathy Cianciola)
Task Discussion
-
-
As a student, I'm not too knowledgable on setting up a syllabus. That said, I'll give it a shot!
I feel like "Teachers as Designers" could be combined with "Math Education Communities" and/or "Assessments." I think that all of these get into the details of what it means to teach math, and the resources available, which we might be able to condense into just one or two weeks. Maybe we could spend this extra week with a greater focus on some of the more "popular" topics (such as "STEAM" or "Numbers and Measure Sense").
I also think that "Diversity: People and Groups" might be better off towards the last few weeks, when we go into the pyschological aspect of learning math, and how to reach all learners. It seems to strongly connect to "Math Well-being, Anxiety, Motivation, Psychology." Either way, it seems like most of the topics inter-relate, so it's exciting to see how it all turns out!
