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UNIVERSITY OF THE PHILIPPINES OPEN UNIVERSITY FACULTY OF EDUCATION EDMT 201 Founda !on" of Ma #e$a !%" Edu%a !on 2nd Se$e" e& AY 2012'201( COURSE )UIDE COURSE O*+ECTIVES The course is designed to introduce you to the learning theories and principles of mathematics education. At the end of the course, you should be able to: 1. 2. &. ). *. ,. Discuss how children learn mathematics and solve problems Discuss the professional standards for teaching Mathematics !"TM, 1#$#% 'valuate mathematics resources that are utili(ed in the classroom Discuss the criteria for curriculum evaluation in Mathematics "riti+ue mathematics lesson plans and activities Develop an action research proposal for the Mathematics classroom

COURSE OUTLINE -nit 1 . /earning and Teaching Mathematics Module 1 . /earning Theories Module 2 . /earning Mathematics Module & . 'ducational 0alues of Mathematics Module ) . Methods of Teaching -nit 2 . "urriculum in Mathematics Module * . "urriculum in Mathematics Module , . "urriculum 'valuation Module 1 . Trends in Technology -nit & . Mathematics 2esearch in the "lassroom Module $ . 3reparing for a "lassroom 4ased 2esearch COURSE MATERIALS The course main te5t consists of modules for Math 6: Mathematics 'ducation written by is by 2olando 6. 3anopio. The modules are available on the 'DMT 271 course site on -38-9s My3ortal. Download the modules to your personal computer or laptop so you do not have to go online to read the modules. :ou can also print a copy of the modules for yourself. :ou are re+uired to read online resources see list below% in addition to the modules.

-nit 1 "onnected "lassroom Math 3ro;ect Michigan <tate -niversity 277#% available at http:==connectedmath.msu.edu=pnd=theory.shtml

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/earning Theories available at

?elder, 2ichard M. and <oloman, 4arbara 2717%. /earning <tyles and <trategies available online at http:==www).ncsu.edu=unity=loc@ers=users=f=felder=public=A/<dir=styles.htm !ational "ouncil of Teachers of Mathematics ,3rofessional <tandards for Teaching Mathematics available online at http:[email protected]=tool@it=view.phpBob;C17&#Dlin@C$) -nit 2 E F12 "urriculum 6uide Mathematics available at http:==www.gov.ph=downloads=2712=71;an=MATG'MATA"<FEF12F"urriculumF6uide.pdf Antel 'ducation <ample Math -nit 3lans available at http:==www.intel.com=about=corporateresponsibility=education=@12=<T'M-nits.htm !"TM 8nline Anteractive resources available at http:==illuminations.nctm.org=/essons.asp5 -nit & <ample Action 2esearch in Math "lassroom 6orac@e, Michaela Ann 277#%. The 2ole of Manipulatives in the 'ighth 6rade Mathematics "lassroom available at http:==digitalcommons.unl.edu=cgi=viewcontent.cgiB articleC1722Dconte5tCmathmidactionresearch Amen, Hulane 277,%. -sing Math 0ocabulary 4uilding to Ancrease 3roblem <olving Abilities in a *th 6rade "lassroom available online at http:==scimath.unl.edu=MAM=files=research=AmenH.pdf Hohnson, Eristin and <chmidt , Anne 277,% The 'ffects of Teaching 3roblem <olving <trategies to /ow Achieving <tudents available at http:==scimath.unl.edu=MAM=files=research=<nyder<.pdf 3ierce, /orie 277#% 3ro;ect 4ased Anstruction in a <i5th 6radeMathematics "lassroom: A "ase of 2oller "oasters available at http:==digitalcommons.unl.edu=cgi=viewcontent.cgiB articleC172)Dconte5tCmathmidsummative 3oore, <helly 277$%. "ooperative /earning in 2elation to 3roblem <olving in the Mathematics "lassroom available online at http:==digitalcommons.unl.edu=cgi=viewcontent.cgiB articleC17)#Dconte5tCmathmidactionresearch 2aymond, Anne M. And /einenbach, Marylin "ollaborative Action 2esearch on The /earning and Teaching of Algebra: A <tory of 8ne MathematicsTeacher9s Development available at http:[email protected]=I@ovacsa=T8.pdf

STUDY SCHEDULE ,eeA% !.! /

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!ov 11, 2712 !ov 1#F2),2712 !ov 2* F Dec 1, 2712 Dec &F$, 2712 0A""!gn$en Dead1!ne2 De% 134 2012 Han 1F12, 271& Han 1)F1#, 271& 0A""!gn$en Dead1!ne2 Han 22F2,, 271& Han 2$ . ?eb #

1% 2% &% 1% 2% 1% 2%

3articipate in online forum for self Antroductions. 2ead Module 1. 2ead Assignment 6uide 1. 2ead Module 2 and &. 3articipate in ?orum 1. 2ead Module ). <hare preliminary results for Assignment 1.

"riti+uing of draft submission of Assignment 1 Su5$! A""!gn$en 16 1% 2ead Module *, , and 1. 2% 2ead Assignment 6uide 2. &% 3articipate in ?orum 2. 1% <haring of draft Assignment 2 2% "riti+uing of draft Assignments Su5$! A""!gn$en 26 1% 2ead Module $. 2% 2ead Assignment & 6uide. &% 2ead the action researches posted o the course site. )% 3articipate in ?orum &. Su5$! A""!gn$en (6 1% Draft submission of Action 2esearch 3roposal 2% 3articipate in ?orum ). Su5$!""!on of A% !on Re"ea&%# P&o7o"a1

0A""!gn$en Dead1!ne2 ?eb 11 . 1, ?eb 1$ . 2& March $, 271&

COURSE RE8UIREMENTS To pass the course, you must: 1. participate in asynchronous online class discussions 27J of the final grade% 2. submit three assignments ,7J of the final grade% &. <ubmit an action research proposal 27J of the final grade% D!"%u""!on Fo&u$" There are four graded online discussion forums for the course, in addition to the forum for self Fintroductions.The online discussions are asynchronous, which means that you can ;oin the discussion anytime within the period allotted for the forum. Ke shall be introducing ourselves to each other in the selfFintroductions forum. 3ost in this forum a brief statement about what you do=where you wor@, describe your mathematics training what did you li@e=disli@eB%, and share your opinion on how to teach mathematics to reduce math an5iety.

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?orums 1F) are intended for class discussion of the module contents including the contents of the module readings%. Fo&u$ 1 Discussion Thread 1 Gow do children learn mathematicsB Khat techni+ues do effective teachers use to help solve problemsB Discussion Thread 2 2ead the draft assignment 1 of your classmate assigned to you. 6ive feedbac@ based on the chec@list. Fo&u$ 2 Discussion Thread 1 Krite a response to this statement: Ke do not have to teach computation any longer since calculators can perform the computations faster and more accurately. Discussion Thread 2 2eview the !"TM resources found in http:==illuminations.nctm.org=/essons.asp5 and select at least 2 resources that you can recommend for elementary or high school teacher mathematics teachers. Fo&u$ ( <elect and read at least two action researches posted on the course site under Module $, and synthesi(e what you have read using the following guide +uestions: 1% Khat are the problems addressed in the action researchB 2% Khat innovation s% or intervention was implemented to solve the problemB &% Gow does the innovation improve learning in mathematics classroomB 3ost a concise form of your synthesis in this forum and read and respond to the syntheses posted by others. Hoin the class discussion on action research in mathematics classroom. Fo&u$ 9 <elect at least two lessons posted by your classmates, and criti+ue how the lessons and activities address issue s% in teaching mathematics.

A""!gn$en " A""!gn$en 1 -sing the interview form provided, interview at least three &% elementary or high school teachers and summari(e the a% approaches they use in teaching mathematics that wor@ well and do not wor@ wellL b% the areas of wea@ness or difficulty of the students and strategies to overcome these difficultiesL and c% how the teachers have used calculators and computers to teach mathematics. A""!gn$en 2 -sing the class observation form, observe a teacher wor@ing in an elementary or high school classroom, and evaluate what ma@es the lesson effective. 'valuate the te5tboo@ the class is currently using. <ee what current trends in problem

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solving, computers, and the li@e are included in the boo@s. A""!gn$en ( <ubmit a lesson plan that will address a mathematics classroom problem. Anclude activity guides=sheets for the students. F!na1 Re:u!&e$en <ubmit an action research proposal for mathematics classroom. The paper should include the basic parts found in the action research template for this class. )&ad!ng S/" e$ The range of grades is from 1.7 '5cellent% to *.7 ?ail%. The passing grade is &.7. 4etween 1.7 and &.7, grades are given in increments of 7.2* e.g. 1.2*, 1.*, 1.1*, 2.7%. <cores for specific course re+uirements are transmuted to the 1.7F*.7 scale. A final grade of ).7 is conditional: a student with a final grade of ).7 must ta@e and pass a removal e5am for the grade to become a &.7. ?ailure of the removal e5am means a removal grade of *.7. A final grade of 'MT for N'5tendedO, the -38- e+uivalent for NAncompleteO% may be given but 8!/: A? a student has demonstrated satisfactory performance in at least half of the course re+uirements. A student who gets a final grade of 'MT has one year to submit outstanding course re+uirements.
IMPORTANT REMINDERS

1. All course discussions are to be conducted online at the course site on -38-9s My3ortal http:==myportal.upou.edu.ph%. Monitor the course site regularly at least twice a wee@% for any announcements, including new readings, new learning activities, and new schedules. "hec@ the upper right hand bo5 labeled N/atest !ewsO every time you log in. 2. All class discussions are academic discussions, which means that the relevant academic conventions apply. 2espond to discussion +uestions thoughtfully, clearly, and concisely. 4ase your responses on empirical data e.g. the course readings, your personal e5periences, careful observation of e5ternal events%. 2ead contributions made by your classmates and respond thoughtfully, appropriately, and courteously. 4e guided by the neti+uette guidelines at http:==online.uwc.edu=Technology=onl'ti+uette.asp. 3ersonal messages should be sent to the email address of the person concerned, not posted on the course site.

&. Khen citing information from a source in your forum posts and=or assignments, please +uote or paraphrase as appropriate, cite the source details author surname and date of publication in parentheses%, and include a list of references at the end of your post. -se the A3A style of citing references see http:==owl.english.purdue.edu=owl=resource=*,7=7*=

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P scroll down for the lin@s to reference formats by type of publication%. 3lagiarism and other forms of intellectual dishonesty are unacceptable under any and all circumstances. ). Adhere to the schedule of course activities outlined above. 2ead in advance. Try to anticipate possible conflicts between your personal schedule and the course schedule, and ma@e the appropriate ad;ustments. ?or e5ample, if you will be travelling within the term, prepare in advance any assignment that may be due within the period of your travel. 8bserve deadlines. Anform the ?A" in advance about any unavoidable delays or NabsencesO or NsilencesO of more than a wee@9s duration. "8!TA"T A!?82MATA8! 8? TG' ?A"-/T: A!F"GA26' ?A"% >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> /ecturer, ?aculty of 'ducation, -3 8pen -niversity &? !ational "omputer "enter, ".3. 6arcia Avenue, -3 Diliman, Que(on "ity 'mail: amelia.buanRgmail.com