Math 316 Syllabus

Teaching Mathematics in the Middle Grades

Spring 2011
Instructor: Timothy Peil, Ph.D.
E-mail: peil@mnstate.edu
Office: MacLean Hall 375V
Office Telephone: 218-477-2454
Web page: http://www.mnstate.edu/peil
Office Hours: TH 9:0010:20 & 12:002:50
Also, Wednesday evenings from 6:007:00 by email
Catalog Course Description: Teaching Mathematics in the Middle Grades (3 credits).
Materials and methods of teaching mathematics in grades 58. Open only to math majors with a
concentration in teaching and to elementary education majors with a specialty in mathematics.
Prerequisites: Math 303, 304 concurrently, or Math Education Major (Secondary) with at least
junior standing.
Required Text and Materials:
Teaching Student-Centered Mathematics Grades 5-8 by John A. Van de Walle and LouAnn
H. Lovin Published by Pearson. ISBN # 0-205-41797-3. 2006
Minnesota Academic Standard for Mathematics K-12 (2007) May be obtained from the
Minnesota Department of Educations website: http://education.state.mn.us/mde/index.html
3-ring binder and notebook paper
Where and when is class: TH 3:00-4:15 in MacLean 269.
Special Accommodations: Students with disabilities who believe they may need an
accommodation in this class are encouraged to contact Greg Toutges, Coordinator of Disability
Services at 477-2131 (voice) or 1-800-627-3529 (MRS/TTY), CMU 114 as soon as possible to
ensure that accommodations are implemented in a timely fashion.
Attendance Policy: http://www.mnstate.edu/acadaff/Departments/policies/studentabsence.htm
Academic Honesty: http://www.mnstate.edu/sthandbook/
http://www.mnstate.edu/sthandbook/policiesprocedures/academichonesty.cfm
Overall Objective: The teacher candidates will design, teach, and analyze mathematics lessons
that are mathematically correct and appropriate for the developmental level and mathematics
level of their student(s).
Class Philosophy: You are a teacher. You should begin thinking of yourself as a teacher, not as
a student. The transition from student to teacher is difficult for many people. You are
expected to think and conduct yourself as a teacher. You should consider this course to be a
professional workshop for teachers, as opposed to a course you must take as a student.
Course Content: The goal of this course is to introduce students to a variety of methods of
thinking, planning, acting, and reflecting about teaching middle school mathematics so that
they recognize effective mathematical teaching practices and begin to incorporate these

practices into their own evolving repertoire of teaching skills.

This course emphasizes the development of the students knowledge, talents and skills in
three specific areas:
(1) Pedagogical content knowledge for teaching middle school mathematics: This is
the knowledge of how to facilitate middle school students construction of
mathematical knowledge including the
sequence of instruction and inter-relatedness of mathematics concepts to be
developed
principles underlying teaching mathematics for meaning and understanding
including development of mathematical learning community, skillful
questioning strategies, and use of manipulatives and models for developing
mathematical understanding
types of student mathematical difficulties and misconceptions a teacher should
anticipate
types of activities and teaching strategies for developing understanding and
avoiding common difficulties and misconceptions
methods and issues of student motivation specific to teaching mathematics
reading strategies to help all students understand mathematics vocabulary
(2) Pedagogical knowledge directly related to teaching middle school mathematics:
This is the knowledge of how to prepare, organize, present, reflect on, and revise
lessons using problem-based tasks and/or other reform curricula either in addition to
or as an alternative to traditional direct and rule-based instruction.
(3) Social context knowledge related to past and current reform measures in
mathematics education and public school culture: This includes familiarity with
current middle school reform curriculums, the ability to discuss knowledgeably the
background, philosophy, general advantages and disadvantages of reform curricula
with students, parents, other teachers and administrators as well as how to stay
current in their own knowledge and understanding of the ongoing developments in
mathematics education in this country.
Written assignments like the reading guide questions are to be turned in, receive instructor
feedback, and returned to students by either email or directly turn in paper copies.
In class face-to-face meetings will be dedicated to hands-on labs using manipulatives,
students sharing assigned performance tasks, students practicing the use of methods and
strategies for teaching middle school mathematics content. Since this is a teaching methods
course it is important that students have the opportunity to practice and perform themselves,
receive constructive feedback on their performances, as well as to observe and critique
others performing a variety of tasks essential to good teaching.
Student Expectations:
Please be courteous to others. TURN OFF all cell phones before class begins. If you are
expecting an emergency message and your phone must be left on during class inform
Professor Peil before class begins. If a cell phone disrupts class, I reserve the right to
remove the disruptive student from the class session.

Students will act in an honest and trustworthy manner. Cheating is defined as part of the
Student Code of Conduct in the Student Handbook at
http://www.mnstate.edu/sthandbook/scc/definitions.cfm

Evaluation: Student progress in the course will be evaluated by a mix of formal and informal
assessment techniques including the following:
Written Assignments
Lesson Plans
Lesson Presentations
Exams
Participation and performance on in-class activities and labs
Final exam May 11th at 3:00 p.m.
Scored written assignments, lesson plans, lesson presentations, and in-class activities and
labs will be evaluated on a five point rubric.
5 All objectives fulfilled, all mathematics correct, no grammar or spelling errors
4 All objectives fulfilled, minor mathematics errors such as notation, minor
grammar or spelling errors
3 Most objectives met, minor mathematics errors, minor grammar or spelling errors
2 Objectives not met, a major mathematics error, grammar or spelling errors
1 Objectives not met, many mathematics errors, many grammar or spelling errors
0 Nothing completed
Exams will be scored as a percent of the total points possible.
Gateway Exam over basic arithmetic skills: To pass the Arithmetic Gateway Exam, you must
answer 26 of 29 questions with a correct solution. The exam may be retaken until passed,
do not wait until the last minute to take the exam. The Gateway Exam must be passed to
receive a passing grade for this course. The Gateway Exam must be passed by the
withdrawal deadline, April 4th.
Grading Scale:
For the rubric: A: 4.5+, B: 3.5-4.5, C: 2.5-3.5, D: 1.5-2.5, F: 1.5
For the exam: A: 92%+, B: 84%92%, C: 75%84%, D: 65%75%, F: 65%.
The final grade is based on a weighted average of the above scales where the rubric scores
count 50% and the exam scores count 50%.
Institutional Goals and Professional Standards Addressed by This Course: This course is
aligned with the Conceptual Framework of the MSUM Education Unit. The aim of the
Teacher Preparation Program is to produce future professionals who are knowledgeable,
reflective, humanistic, and creative. Please read and become familiar with this framework
found online at
http://www.mnstate.edu/edhuman/Accreditation/Conceptual_Framework/ConceptFrameSum.htm

As mandated by the Minnesota Board of Teaching, this course is also aligned with
Standards of Effective Practice (StEP) and the Minnesota Mathematics Standards (MS) as
listed in BOT 8710.4600 Mathematics Matrix Form I-C, and MIDDLE LEVEL
ENDORSEMENT LICENSE FOR TEACHERS OF MATHEMATICS
Main Course Requirements:
Readings (See course schedule for due dates.)
Chapter 1: Foundations of Student Centered Instruction
Chapter 2: Flexible Strategies for Whole Number Computation
Chapter 3: Fraction Concepts and Computation
Chapter 4: Decimal and Percent Concepts and Decimal Computation
Chapter 5: Extending the Number System
Chapter 6: Developing Concepts of Ratio and Proportion
Chapter 7: Geometric Thinking and Geometric Concepts
Chapter 8: Developing Measurement Concepts and Formulas
Chapter 9: Algebraic Reasoning
Chapter 10: Exploring Functions
Chapter 11: Exploring Data Analysis
Chapter 12: Exploring Concepts of Probability
Additional Required readings:
Teaching Reading in Mathematics, by Mary Lee Barton and Clare Heidema, McREL, 2002.
Chapter 3 Generating Representations: Division by Fractions from Liping Mas
Knowing and Teaching Elementary Mathematics
Chapter 6 Adolescent Brain Research from How the Brain Learns Mathematics by
David Sousa
Chapter 13 When a Student Perpetually Struggles from NCTMs Lessons Learned
from Research
Chapter 10 Connecting with Parents from So You Have to Teach Math?: Sound Advice
for K-6 by Marilyn Burns and Robyn Sibley
Written Assignments (Minnesota Standards of Effective Practice & MIDDLE LEVEL
ENDORSEMENT LICENSE FOR TEACHERS OF MATHEMATICS)
(See course schedule for due dates and for detailed instructions)
How the Brain Learns Mathematics (Standard 2)

Four lesson plans using different techniques all parts included (Standards 1, 4, 7)
Creating assessments using MS Word Math Type Equations (Standard 8)
Sequence of Instruction: Write a problem one level up and one level down (Standard 3 & 3D
1c)
Report on interview about math anxiety (1F 2D 7C 7D 7E 7F)
Back-to-School night handout Connecting with Parents (Standard 10)
Liping Ma Essay (I2)
Project/Activity write-ups (3D2e v)
Write a written review of an article from a journal such as the Mathematics Teaching in
the Middle School.
Write a written review of an article from a mathematics book or a mathematics education
book from the library such as an NCTM Yearbook.
Review a game or a manipulative from the Curriculum Library.
Sample of In-class Activities:
Modeling basic arithmetic operations
Use of base ten blocks in developing arithmetic operations
Patterning and development of variable representations
Sharing problem solving strategies
Formulating Probing Questions
Using a Rubric
Pattern Block Fraction Lab
Polyhedra Net/Surface Area Lab
Formative Feedback exercise
Sequence of Instruction: one problem up and one problem down
Real number sort and Venn Diagram of Real Number System
Simulation: Capture/Recapture method from biology
Transparent Percent-Grid Lab
Chips Models of Integers Lab (charged particle model)
Connected Math Lesson on Ratio Comparisons
Graph/Rate/Story Lab
Singapore Bar Diagram Problems and Problem Solving Method
Algebra Tiles
Cultures, Minorities, and Math Activity
Pythagorean Relationships Lab
Methods of Record Keeping
Instruction using the Smart board and MOBI