A Professional Education Syllabus

EDU 331.01 Secondary Curriculum and Methods for Mathematics

EDU 333.01 Secondary Curriculum and Methods for Science
EDU 556.01: Methods of Teaching Middle Level Mathematics
MATH
Spring 2020: Mondays 5:45-8:15: 2/3 – 5/11
Instructor: Dr. Vicky Toney
E-mail Address: vicky.toney@converse.edu
Office Hours: By appointment
Phone: 864-612-3572 (cell)

____________________________________________________________________________________________
The Conceptual Framework

The “Ideal” Educator

All Converse College courses in professional education are designed to help the student meet the goals established in
the Conceptual Framework. That framework follows from the “Founder’s Ideal,” in which Dexter Edgar Converse said
his desire was that Converse students “may be enabled to see clearly, decide wisely, and to act justly.” Those three
"towering" ideas are at the heart of the Conceptual Framework guiding instruction in all Converse professional
education courses, both undergraduate and graduate. These ideas define our concept of The “Ideal” Educator.

The Institutional Standards

Professional education courses and experiences, combined with liberal arts courses, are designed to promote the
acquisition of knowledge, skills, and dispositions essential for The “Ideal” Educator. These learning outcomes are
embodied in the following “Institutional Standards” that are met through the instructional program, including this course.

The “Ideal” Educator:

1. Demonstrates knowledge of and respect for individual differences by differentiating instruction for the diverse
needs of all learners.
2. Demonstrates knowledge of and competence in innovative instructional strategies.
3. Demonstrates knowledge of content and standards by integrating them into planning and instruction.
4. Demonstrates knowledge of technology and the value of its use by integrating it into a variety of areas.
5. Demonstrates knowledge of and competence in assessment and evaluation of students, instruction, and self
through the utilization of informal and formal methods.
6. Demonstrates skills in management.
7. Demonstrates a positive attitude toward professionalism.

The Honor Code

The Honor Code applies to all Converse students. Any observed cheating must be reported. See the undergraduate
or graduate student handbook for policies and procedures relating to violations of the Honor Code.
Academic Accommodations
Students with documented disabilities who would like to request academic accommodations must email the Director of
Academic Accommodations and Tutoring Services, Tania McDuffie, at tania.mcduffie@converse.edu. Request for
Academic Accommodations forms are also available on the Converse College website, at
http://www.converse.edu/student-life/center-student-development-success/disability-services/students/academic-
accommodation-0

Writing Center: The Converse College Writing Center in Mickel Library (Room 204) offers one-to-one writing
conferences on papers at any point in the writing process. Peer Consultants help writers of all ability
levels. You may come for help to get started, organize and develop your ideas in a rough draft, use
sources, or learn to recognize and correct errors in grammar and punctuation. The Writing Center does
not proofread or “fix” papers, but we can help you learn better techniques for editing and improving your
own work. Please bring your assignment sheet, sources, and any writing you have already done. 
Appointments are strongly recommended and are available throughout the day. Appointments can be
made by visiting https://ccwritingcenter.youcanbook.me/ or by following links in
the my.converse.edu portal under Academic Support and Success. 

Required Texts:
Brahier, Daniel J. (2009).Teaching secondary and middle school mathematics. Boston, MA: Pearson Education, Inc.

Websites:
SC State Standards: https://ed.sc.gov/instruction/standards-learning/mathematics/
SC State Standards: https://ed.sc.gov/instruction/standards-learning/science/
NCTM Standards: http://www.nctm.org/standards

Course Description:
This course includes a study of methods, techniques, and materials of instruction appropriate to mathematics/science
teaching in the secondary/middle schools. Students will develop an awareness of the professional resources,
materials, and technology available for teachers. This class should, also, provide you with a philosophical view and the
practical tools you will need for your own classroom. This course is designed to be consistent with the principles and
standards of the National Council of Teachers of Mathematics.

Course Objectives & Outcomes

Upon completion of this course:
1. Students will be able to describe the physical, social, emotional and intellectual development of secondary school
students.
2. Students will be able to design lessons based on South Carolina Math Standards, Common Core State Standards,
and National Council of Mathematics Standards using techniques appropriate for students with diverse learning needs.
3. Students will be able to make and explain personal decisions regarding the issues of class policies, classroom
management, cooperative learning, and classroom diversity.
4. Students will be able to develop lessons for different modes of instruction and for any secondary mathematics
course.
5. Students will understand, appreciate, and be able to integrate the use of computers, calculators, and appropriate
manipulatives into the teaching of the secondary mathematics curriculum.
6. Students will appreciate the importance of problem-solving in the mathematics curriculum, and will be able to
integrate it into all content area topics.
7. Students will incorporate a variety of assessments of student learning into lessons they develop.
Course Requirements & Aligned State and/or National Standards

EDU EDU Advanced Teaching Initial Certification

331 531
556
Requirements % of % of NBPTS core propositions ADEPT performance
grade grade standards
1. Attendance and Participation (Professionalism) 5 5 1, 2, 3, 4, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
2. Response to Readings 10 10 4, 5 3, 5, 7
3. Sample Problem Presentations 20 15 2, 4 4, 5, 6
4. Learning Activities Lesson 10 10 2, 3, 4 1, 3, 4, 5, 6, 7
5. Unit Plan 30 25 1, 2, 3, 4 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
6. Teacher Web Page 5 5 2, 3, 4 1, 5, 6, 7, 10
7. Initial and Final Assessment 10 10 4, 5 5, 8, 9, 10
8. Portfolio 10 10 4, 5 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
9.Article Review/Annotated Bibliography 10 4, 5 3, 5, 7

Grading Scale

A = 100 - 95 A- = 94 B+ = 93 B = 92- 87 B- = 86
C+ = 85 C = 84 -76 C = 75 F = below 75

Clinical/field work: A 50 hour clinical is a required embedded component of this course for students enrolled in the
course for initial certification.

Attendance and participation: Attendance is required. This course involves hands-on-in-class involvement. Due to
this, being present for all of the class period is critical. Being late or leaving early is considered missing part of the
class and could result in points being deducted. Points will be deducted at the professor’s discretion when a student
fails to attend or to engage in activities in class. 5% of your total grade will come from your attendance and
participation in class. All work turned in past the due date will have one point/day deducted from the grade. All
absences are matters to be resolved between the instructor and the student. Students are allowed one absence
without penalty. In the event that a student finds it necessary to miss class, it is the student’s responsibility to make up
resulting deficiencies. Students must hand in work on the assigned due date unless cleared by instructor AHEAD of
time. Students are expected to conduct themselves in a professional manner.

Description of requirements:

Assessments/ Scoring Guides

1. Responses to readings: We will have an aggressive schedule of readings. We will respond to readings in
several ways: through in-class discussion; through blogs or online, threaded discussions outside of class; or
through other activities related to readings, including required books and journal responses. These responses
are not intended to be long written activities, but it is expected that you will have read the material thoroughly
and respond in thoughtful ways, drawing connections between other readings and your own experiences.
 Assessment guide for response to readings:
Responses may deal with any of the following questions:
 What did you learn from the reading?
 How did the reading increase your understanding of teaching issues?
 What might you take away from this reading?

2. Sample Problem Presentations: (Content Knowledge) You will present problems to the class over the course
of the semester. You will submit a copy of your presentation notes as well as a detailed copy of the problem’s
solution. These problems will include a variety of secondary/middle mathematics/science topics from the
courses in the high school curriculum. Classmates will provide feedback on the presentations.

3. Learning Activities Lesson (incorporating the use of Technology): Develop a lesson plan and present a
learning activity. Your activity should involve the application of graphing calculators, computers, Promethean
Board, Interactive software (web-based is fine) or another form of teacher-approved technology. The lessons
must use discovery and/or cooperative learning. Each activity should contain a Converse lesson plan (at least
1 page) and a student worksheet (up to 2 pages). The lesson plan will include the name of the activity, the
intended audience, instructional goals or objectives, needed materials (including software and hardware), a
description of the activity and sample assessment problems. Clearly describe how discovery learning or
cooperative learning is incorporated into the lesson. The student activity sheet should be a structured set of
instructions for students to follow and questions to be answered. Presentation: Briefly describe the activity
you have developed and demonstrate one or more parts of the lesson to the class. The technology
presentation should include the use of a computer and projection device or graphing calculator overhead.
Presentations should take no more than 15 - 20 minutes.

4. Unit Plan: Select a major unit or chapter for any secondary/middle mathematics/science topic (you might want
to choose a topic in your clinical class). Prepare a detailed unit plan for 10 days. The plan should include the
NCTM content standards and the Common Core Standards for Mathematics addressed in the unit, specific
performance objectives for each lesson, methods of instruction, special materials, quizzes, reviews, and
assessment with rubric. Presentation: You will present your unit to the class on the last day of class. You
should be able to explain how you went about planning for the daily lesson plan. In your presentation, there
should be evidence that you have learned and used terms, methods, strategies, practices, techniques, etc.
presented in this course.

5. Teacher Web Page: Develop a web page that contains a brief description of yourself and of the class you
teach. Include a picture or graphic as well as a listing of that night’s ‘homework assignment.’  List at least six
web resources (links) that might be useful to your students as they complete this homework assignment. Save
an electronic copy of your page and present a brief (less than 5 minutes) highlight of it to the class.

6. Initial and Final Self-Assessment: At the beginning and completion of the course, you will complete a self-
assessment of your progress as a mathematics educator. This will provide a starting point at the beginning of
the course and will reflect changes in your feelings about teaching and growth made throughout the semester.
A list of questions will be provided to help guide your thinking.
 7. Portfolio: All assignments will be kept in a three ring binder with dividers. Assignments will include 1-6 above
and additional homework or classwork assignments, such as, but not limited to, classroom rules, classroom
management strategies, choice of internet resources to use with your students, list of professional resources,
materials to use in accordance with the abilities, learning styles, and special needs of your students. These
assignments will be graded as they are done throughout the semester and will be used as practice to build on
as you do the assignments 1 – 6 above.

8. GRADUATE STUDENTS ONLY: Article Review/Annotated Bibliography: Students will read a minimum of five
articles from peer-reviewed journals related to teaching secondary mathematics and create an annotated
bibliography. You will describe the nature of the article you selected and how it links with teaching secondary
mathematics. Provide a general analysis of the article. Questions candidates may consider when describing
articles may include:

a. In what ways does this article address professional standards required for successful secondary
mathematics curriculum, instruction, and/or assessment?

b. In what ways might this article inform teaching and learning in the high school mathematics curriculum?

Reflection Opportunities
Students are encouraged to reflect throughout the course, as we tackle new material and begin to synthesize what we
learn with what we may already understand about young adolescents, secondary mathematics curriculum, and
assessment. There are two written assignments which will have a specific component focused on reflection- The
response to readings and the initial and final self-assessment.

*The instructor reserves the right to amend the syllabus throughout the semester.

Course Schedule/ Assignment Due Dates

Class Date Topic Due TODAY Homework

2/3 Introductions; Goals for course Read chapters 1 and 2
Review of syllabus and course (turn in tonight) Typed Response to reading (notes,
assignments; Expectations: Set summary, reflection )
up 3 ring binder
Converse Lesson Plan Template
LiveText
NCTM standards
PowerPoint on Implementing
Standards-Based Mathematics
/Science Instruction
2/10 Discuss Chapters 1 and 2 Reading response Read chapters 3 and 4.
to chapters 1 and 2, Typed Response to reading (notes,
summary, reflection)

Type a 2-3 page self-assessment

about your thoughts and beliefs, as
 well as your own practices related
to math/science and teaching
mathematics/science.

Plan math/science problem

2/17 Discuss Chapters 3 and 4.
Math/science problem
presentation
List for learner description
Differentiation
Reading response Read chapter 5.
to chapter 3 and 4. Typed Response to reading (notes,
summary, reflection)
Self-assessment
due. Plan math/science problem
Write a learner/classroom
description for a class you are
observing/teaching.

2/24 Discuss chapter 5. Reading response Read chapter 6. Typed Response

Math/science problem
presentation
Classroom management, rules
Bloom’s Taxonomy
3/2 Discuss chapter 6
Math/science problem
presentation
Homework, make-up work,
grading policy
3/9 Discuss chapter 7
Math/science problem
presentation
Manipulatives
to chapter 5 to reading (notes, summary,
reflection )
Learner/Classroom
Description Graduate students – begin looking
for articles
Plan math/science problem
Reading response Read chapter 7. Typed Response
to chapter 6. to reading (notes, summary,
reflection )
Plan math/science problem.
Graduate students – look for
articles
Reading response Read chapter 8. Typed Response
to chapter 7. to reading (notes, summary,
reflection )
Graduate students – look for
articles

Special Needs Complete a lesson plan.

Lesson Plan Practice

3/16 SPRING BREAK

3/23 SPRING BREAK

3/30 Discuss chapter 8 Response reading Read chapter 9. Typed Response

to chapter 8. to reading (notes, summary,
Shared Lesson reflection )
Lesson Plan
WRITE 5 OPEN ENDED
ASSESSMENT QUESTIONS WITH
DIFFERENtT MATH/SCIENCE
SUBJECTS

Graduate students – finish at least

one of your articles
4/3 Discuss Chapter 9 Response to Read Chapters 10 and 11. Typed
chapter 9 Response to reading (notes,
Unit plan topic summary, reflection )
Unit plan topic due
Discuss Assessment Begin working on unit plan –
Graduate students choose topic and begin thinking
Discuss rubric. – 1st article due about strategies, etc.

Graduate students – complete 2nd

articles
4/10 Discuss Chapters 10 and 11 Response to Read Chapter 12. Typed Response
chapters 10 and 11 to reading (notes, summary,
reflection )

Graduate students Work on webpage – research

– 2nd article due technology

Graduate students – complete 3rd

article
4/17 Technology Dr.Toney’s spring Read Chapter 12 Typed Response
break – no class. to reading (notes, summary,
Webpage reflection )

Work on webpage – research

Work on unit plan. technology

Graduate students – complete 3rd

article
4/24 Discuss Chapter 12 Response to Work on Unit plan – Progress will
chapter 12 be checked.
Present web page
Graduate students Complete the final self-assessment.
Work on unit plan – questions –3rd article due
Work on unit plan
Web Page Due
Time to work on unit plan in class Graduate students – complete last
2 articles

Unit plan rough

draft due

5/1 Check progress on unit plan Final self- Finish unit plan
assessment due
Meet with Dr. Toney – work on Graduate students – complete all
unit – questions Graduate students articles
– 4th and 5th
articles due

5/8 Unit Plans Presentations Unit Plan due

5/11 Turn in any work that needed to

be redone.

Technology Resources

Internet and LiveText use are required for this course. Students will need access to computers and graphing
calculators to complete certain class activities. Computer labs are available on campus in Carmichael, Phifer, and
Kuhn.

Bibliography:
In addition to the texts cited in required readings section and recommended texts above:

Horn, Ilana Seidel (2012). Strength in numbers: Collaborative Learning in Secondary Mathematics. Reston, VA:
NCTM.
Jones, Fredric H. (2007). Fred Jones Tools for Teaching. (2nd ed.). Santa Cruz, CA: Fredric H. Jones & Associates,
Inc.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for
increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C.A. (2001). How to differentiate in mixed-ability classrooms. (2nd ed.). Alexandria, VA: Association for
Supervision and Curriculum Development.
Van de Walle, John A. (204). Elementary and middle school mathematics; Teaching developmentally. Boston, MA:
Pearson Education, Inc.
Van de Walle, John A. & Lovin, LouAnn H. (2006). Teaching Student-Centered Mathematics: Grades 5-8. Boston, MA:
Pearson Education, Inc.
Wormelli. R. (2006). Fair isn’t always equal: Assessing and grading in the differentiated classroom. Portland, ME:
Stenhouse.

ADEPT (Assisting, Developing, and Evaluating Professional Teaching)

Performance Standards: Initial Certification Degree Programs

APS 1: Long-Range Planning

APS 2: Short-Range Planning of Instruction
APS 3: Short-Range Planning, Development, and Use of Assessments
APS 4: Establishing and Maintaining High Expectations for Learners
APS 5: Using Instructional Strategies to Facilitate Learning
APS 6: Providing Content for Learners
APS 7: Monitoring and Enhancing Learning
APS 8: Maintaining an Environment that Promotes Learning
APS 9: Managing the Classroom
APS 10: Fulfilling Professional Responsibilities Beyond the Classroom

National Board Performance Teaching Standards

Proposition 1: Teachers are committed to students and their learning.

Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students.

Proposition 3: Teachers are responsible for managing and monitoring student learning.

Proposition 4: Teachers think systematically about their practice and learn from experience.

Proposition 5: Teachers are members of learning communities.