MATH 375: Early Field Experience for Future Teachers, Spring 2007
 
Eric Hsu, TH 932, erichsu@math.sfsu.edu , AOL IM: EricHsuSFSU
Judy Kysh, BH 59, jkysh@sfsu.edu
 
Class Meetings. TuTh 2:10-3:25 in TH 434.    
 
Prerequisites. Math 301 or consent of instructor and interest in teaching mathematics in K-12 schools as a career. Math majors interested in teaching are recommended to take this course in their sophomore or junior year.
 
Bulletin Description. This 3-unit course provides the opportunity for students to relate the mathematics they are learning to the teaching and learning of mathematics at the middle and high school levels and at the same time fulfill the 45-hour field experience requirement for prospective teachers.
 
Course Objectives.  Students will:
    1. Serve as an assistant and observer in a K-12 math class,
    2. Learn teaching, facilitating, and helping skills,
    3. Expand their understanding of how students learn and respond to schooling,
    4. Become familiar with some research on student learning,
    5. Gain understanding of the mathematics knowledge needed for teaching,
    6. See what life as a high school teacher is like, and
    7. Get 45 hrs of classrooms experience, fulfilling a requirement of state credential programs.
 
Evaluation of Students. Students will demonstrate their mastery of the first four objectives on frequent graded homework assignments. Students will also complete at least one longer graded project. Students will also carry out their field-work reliably, positively and constructively.
 
Course Outline.  The order in which we work on the following topics may vary.
    1. Instrumental and Conceptual Knowledge
    2. Problem solving and its central role in teaching and learning mathematics
    3. Inquiry based learning and construction of understanding
    4. Teaching methods that support students’ building understanding
    5. Electronic learning tools
    6. Structuring mathematics lessons for secondary students
    7. Connections between topics at the 7-12 level and sorting out the big mathematical ideas
    8. Cultural assumptions or preferences and community building in the classroom
    9. Assessing what students understand
    10. High stakes testing and its effects on students, teachers, curriculum
 
Textbooks and Software. None.