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Math 103C: General Course Outline

Catalog Description

103A-103C. Observation and Participation: Mathematics Instruction.(Formerly Math 330.) Seminar, one hour; fieldwork (classroom observation and participation), two hours. Requisites: courses 31A, 31B, 32A, 32B, 33A, 33B. Course 103A is an enforced requisite to 103B, which is enforced requisite to 103C. Observation, participation, or tutoring in mathematics classes at middle school and secondary levels. May be repeated for credit. P/NP (undergraduates) or S/U (graduates) grading.

General Information: The goal of this course is to expose prospective mathematics teachers to the field of secondary mathematics education. Among other things, students will observe classroom teachers, read mathematics education literature, do middle and high school level mathematics from an adult perspective, discuss mathematics education issues, and explore effective teaching strategies. Reflection and critical analysis, through written assignments and discussions, are key components of the course. Seminars for 103A and 103C meet seven times per quarter. Seminars for 103B meet six times per quarter and students attend the annual Curtis Center Conference. Active participation is expected.

 
Math 103C: General Course Outline
Assignments and Grading
  • Observations and Reflections: Observe at least 2 class periods between each meeting (a total of 12 class periods per quarter).  During this quarter, observe in multiple classrooms, both middle school and high school. Following each observation, complete your assignment on the Online Information System (OIS), WeTeach website. (See Observation Protocol and Observation Reflection Guidelines).
  • Readings: Read the assigned articles for each session and write a reflection and critical analysis on each piece. (See Reading Reflection Guidelines.)
  • Problems of the Week (POW): Complete the POW assigned for each session. (See POW Guidelines.)
  • Attendance/Participation: Attend all scheduled classes and participate in discussions and critical analyses on observations, readings, mathematics problems, and other relevant education issues. Each student will facilitate one of the following discussions: observation reflection, reading reflection, or POW.
  • Mini-Portfolio: Compile a portfolio of personal highlights and reflections of the course. (See Mini-Portfolio Guidelines.)
  • Assignments will only be counted when turned in during class after discussions have taken place. Exception: all observation reflections are to be entered on the OIS WeTeach website the day before class. They will be graded on a scale of 1-3 (1—needs revision; 2—acceptable, meets requirement; 3—excellent, exceeds requirement). Work receiving a one (1) must be revised to receive credit. Math 103C is a two-unit pass/no pass course.
  • Grading: In order to pass the course, students must complete 80% of all assignments with a grade of at least 75%.
Summary of Course Requirements
Weekly Topics (Emphasis on the Teacher in the Classroom)

Session 1: Overview of Assessment

  • Mathematics Problem:
  • Overview of Math 103C
  • Assignments
  • Assigned Reading: California Department of Education (2006). Mathematics framework for California public schools, kindergarten through grade twelve (220-227). Sacramento, CA: CDE Press.
  • Problem of the Week
  • Observation Questions: The focus of the first set of observations is to determine what students and teachers think about assessment in general. As the teacher and several students the following questions and record the responses.
  • Ask the teacher: what is assessment? What types of entry-level assessment did you administer at the beginning of this semester? What information do you use to determine your students’ prior knowledge? What types of assessment do you generally use in a mathematics classroom?
  • Ask three students per class: what is assessment? What types of assessment do you know of, both in class and out of class assessment?

    As you observe, do you see any assessment going on (of any kind)?

Session 2: What Is Assessment?

  • Mathematics Problem
  • POW
  • Observation Reflections
  • Reading Reflections
  • Assignments
    • Assigned Reading


      Mathematical Sciences Education Board, National Research Council (1993). Measuring What Counts. (1-13) Washington, DC: National Academic Press.
    • Problem of the Week: 12 dot problem
    • Observation Questions: The focus of the second set of observations is to determine what students and teachers think about classroom assessment.  Ask the teacher and several students the following questions and record the responses.
    • Ask the teacher: what is classroom assessment? How do you assess your students? How often do you assess your students?
    • Ask three students per class: what is classroom assessment? How does your teacher assess you? How often does your teacher assess you? Do the assessment results reflect what mathematics you know or learned?


      Also, as you observe, do you see any assessment going on (of any kind)?

Session 3: Formative Assessment

  • Mathematics Problem
  • POW
  • Observation Reflections
  • Reading Reflections
  • Assignments
    • Assigned Reading


      Mathematical Sciences Education Board, National Research Council (1993). Measuring What Counts. (67-90) Washington, DC: National Academic Press.
    • Problem of the Week (POW due May 7, 2007): Tic-Tac-X Continued
    • Observation Questions: The focus of the third set of observations is formative assessment. One type of formative assessment is the ongoing assessment that teachers need to make during their instruction.
    • Describe the mathematics lesson for the day.
    • Does the student understand the mathematics that is being taught?  What evidence gives you the indication that the student understands the mathematics?
    • What is the teacher doing to determine what the student is learning? What types of assessment is the teacher using?
    • What would you do to assess what students are learning that day?

Session 4: High Stakes Tests?for the Student

  • Mathematics Problem (CAHSEE problems)
  • POW
  • Observation Reflections
  • Reading Reflections
  • Assignments
    • Assigned Reading: CAHSEE Mathematics Study Guide. You will be assigned to one of five strands in groups of two or three. Select two released items to share with the whole group during the next class session.
    • Problem of the Week: Bag of Marbles
    • Observation Questions: The focus of the fourth set of observations is high stakes tests. Make sure that you are observing in classrooms where there are students in 10th grade or above.  Ask the following questions of the teacher and students (10th and 11th graders) and record their responses:
    • Ask the teacher: what do the students at this school think about the California High School Exit Exam (CAHSEE)? What do you do to prepare students for this exam?
    • Ask three students per class: Have you taken the CAHSEE? If yes, did you pass? Was it easy or hard? Did anyone help you prepare for the exam?

Session 5: High Stakes Tests?for the School

  • Mathematics Problem (CAHSEE and CST problems)
  • POW
  • Observation Reflections
  • Reading Reflections
  • Assignments
    • Assigned Reading: Articles focusing on standardized testing.
    • Problem of the Week
    • Observation Questions: The focus of the fifth set of observations is high stakes tests for the school. These observations can be in middle or high schools.  Ask the following questions of the teacher and students and record their responses:
    • Ask the teacher: what do the students at this school think about the standardized testing (particularly the California Standards Test [CST])? What do you think about the CST? What do you do to prepare students for the CST?
    • Ask three students per class: What do you think about the CST? If they are not sure what it is, it’s the testing they and the whole school take yearly that generally occurs in April or May (and not the CAHSEE).

Session 6: Summative Assessment

  • Mathematics Problem
  • POW
  • Observation Reflections
  • Reading Reflections
  • Assignments
    • Assigned Reading

      Silverman-Welty-Lyon (1992). Case study: Sarah Hanover. In Case Studies for Teacher Problem Solving, McGraw-Hill, Inc.
    • Assigned Reading: Go to http://csmp.ucop.edu/cmp/resources/CHASEE.html and scroll to the CST released questions. You are assigned to select either grades 6, 7, or geometry to read. Also look at the problems and select five different types of problems. Work out the problems. Look at the distractors and determine what students might do to obtain the distractors.
    • Problem of the Week (POW due May 28, 2007):
    • Observation Questions: The focus of the fourth set of observations is summative assessment—end of course exams and grading. Select two students per class and ask them the following:
    • What grade are you getting in this class? What grade do you think you should get?
    • What is used to determine your final grade?
    • How much does homework count toward the grade?

      As you observe the students you asked, do you think their behavior indicates that the grades they think they will or should get reflect what they know?

Session 7: Final Reflection

  • Mathematics Problem
  • POW
  • Observation Reflections
  • Reading Reflections
  • Mini-Portfolio Due: discussion/reflection of portfolio
  • Final Comments and Pizza
Observation Protocol
  • Observe at least 2 classroom periods between each UCLA class session for a minimum total of 12 sessions for the quarter.
  • No more than two UCLA students are to observe a specific classroom at the same time.
  • Consider carpooling to the school sites.
  • Check in at the main office each time you visit a school site and receive a visitor’s pass.
  • As representatives of UCLA and as prospective teachers, and under the guidance of the UCLA instructor, you must be professional at all times when dealing with school staff and secondary students. This includes being polite and courteous, being non-judgmental, and dressing appropriately.
  • All observation reflections are to be entered into the OIS.
  • Ask the teacher you observe to sign the Observation Record form.
  • You will be provided focus questions for each of the observations.  The reflections are to address these questions as part of the observation.
Observation Reflection Guidelines
  • Must be entered in the WeTeach website: https://tepd.ucop.edu/weteach. I do not need copies.
  • Must use proper spelling, punctuation, and grammar.
  • Must address the focus question as part of the observation and be reflective.
  • Must include your description and your reflection/analysis.
Reading Reflection and Critical Analysis Expectations
  • Reflections and critically analyses are to be type written, approximately one to two pages in length, using 12-point type, single-spaced. The document can be sent electronically (Word Document) to the instructor prior to seminar.
  • Reflections are to reflect professional writing and academic language, including use of proper spelling, punctuation, and grammar.
  • Reflections and critical analyses are to address the following:
    • At least two ideas you gained from the reading.
    • At least one question that arose for you while reading this piece.
    • A general reflection and critical analysis on the reading as a whole (e.g., do you agree or disagree with the author? Why or why not?)
Problem of the Week Write-Up
  • Solve the problem using multiple methods.
  • Write a brief narrative on how you approached the problem and how you solved it describing your processes. Include any challenges that you faced and how you addressed them.
Mini-Portfolio Guidelines
  • Select one piece of writing from each of the following: Problem of the Day, Problem of the Week, Observation Reflection, and Reading Reflection.
  • Write a final reflection of the course. Include why you selected the pieces of work, what you learned and gained from the course and what questions you have remaining about teaching.

Comments

Outline update: 10/11

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