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Graduate Course Proposal Form Submission Detail - MAE6166
Tracking Number - 1982
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Current Status:
Approved, Permanent Archive - 2004-07-02
Campus:
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Course Change Information (for course changes only):
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Detail Information
- Date & Time Submitted: 2004-02-17
- Department: Secondary Education
- College: ED
- Budget Account Number: 172400000
- Contact Person: Denisse Thompson
- Phone: 42687
- Email: thompson@tempest.coedu.usf.edu
- Prefix: MAE
- Number: 6166
- Full Title: Communication Skills in Mathematics
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Comm Skills in Math
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: Admission into the MAT in Middle Grades Mathematics or CI
- Corequisites:
- Course Description: This course examines issues related to communicating in mathematics, including reading, writing, speaking, and listening. It satisfies the reading in the content area mandate for certification.
- Please briefly explain why it is necessary and/or desirable to add this course: State mandates require that all teachers complete a course dealing with reading in the appropriate content area.
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is required in the MAT in Middle Grades Mathematics.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? none (There is currently an undergraduate course, Reading the Language of Mathematics.)
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctorate in mathematics education
- Objectives: 1. Knowledge of the relationship between language development/reading and the teaching/learning of mathematics;
2. Knowledge of the characteristics of the language of mathematics (vocabulary and symbolism) and the major problems students encounter with this language;
3. Knowledge and application of instructional design and procedures for helping students improve their skills in reading mathematics;
4. Knowledge and application of techniques for aiding the development of mathematical vocabulary;
5. Knowledge and application of techniques for determining the readability of mathematics textbooks and some of the issues involved in using readability formulas;
6. Knowledge and application of problem-solving processes and instructional procedures to aid in the solution of verbal mathematical problems;
7. Knowledge of some of the research on students' ability with word problems and problem solving;
8. Knowledge of the issues involved in integrating writing into the mathematics classroom;
9. Knowledge and application of instructional design and procedures for helping students improve their skills in writing mathematics;
10. Knowledge and application of techniques used in assessing and evaluating open-ended assignments;
11. Knowledge of ways to ask open-ended questions, including modifying questions and incorporating technology;
12. The ability to develop and apply rubrics to open-ended problems.
- Learning Outcomes: • Students will write reflections related to the readings and instructional approaches discussed in class.
• Students will read a book about mathematics, approved by the instructor, summarize the book, and discuss how this book might be used in a mathematics classroom.
• Students will develop a unit plan in which they incorporate reading strategies, vocabulary strategies, writing strategies, and some open response assessment items. They will design a rubric for the open-response items.
• Students will research a topic related to the content of this course and write a paper synthesizing the results.
- Major Topics: 1. Communication in mathematics
2. Mathematics as a language
3. Technical aspects of mathematical vocabulary and symbolism
4. Strategies for learning vocabulary
5. Need for reading in the content area
6. Strategies for reading mathematics texts
7. Readability issues in mathematics
8. Research on word problems
9. Strategies for solving word problems
10. Writing in the mathematics classroom
11. Discourse in the mathematics classroom
12. Research on writing proofs
13. Strategies for helping students with proof-writing
14. Alternative assessment strategies
15. Rubrics and their uses
- Textbooks: Sample text:
Teaching Reading in Mathematics (2nd Edition). Mary Lee Barton and Clare Heidema.
Aurora, CO: McRel, 2002.
A packet of supplemental readings related to the content of the course will also be used. Sample readings might include the following:
Maida, Paula. “Reading and Note-Taking Prior to Instruction.” Mathematics Teacher, 88 (September 1995): 470-473.
Marks, Daniel. “A Guide to More Sensible Word Problems.” Mathematics Teacher, 87 (November 1994): 610-611.
Peressini, Dominic, and Norman Webb. “Analyzing Mathematical Reasoning in Student’s Responses across Multiple
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.