Key Assignments at the Week LP Topic from LP Objectives Readings for the Next Class End of This Class Examine aspects of their Review the PISA data on Bruer, J. T. (1993). Schools for thought (pp. 1-7). Cambridge, mathematical and scientific mathematics and science literacy. MA: MIT Press. knowledge. Before reading, ask students to National Center for Education Statistics. (2012). PISA data. predict where the U.S. students will Recognize the limitations in their Science literacy: Average scores. fare in comparison to other ability to apply even basic ideas in National Center for Education Statistics. (2012). PISA data. Examining industrialized countries. mathematics and science. Mathematics literacy: Average scores. What It Clinical Interview 1: Look over the to problematize both their week Means to Stigler, J. W., & Hiebert, J. (1999). Refining the images. In The 1 description of Clinical Interview 1 knowledge and the practices used 1a Know Science teaching gap (pp. 55-72). New York: The Free Press. and examine the examples posted to construct that knowledge in and on the course website. Post schools. Mathematics questions about this assignment on the website. Begin discussing this assignment with classmates, as next week they will each need a partner to work with. Recognize the status of the U.S. Stigler, J. W., & Hiebert, J. (1999). Teaching as a cultural Post group members for Clinical educational system in comparison activity. In The teaching gap (pp. 85-101). New York: The Interview 1 on Blackboard. to other industrialized countries. Free Press. concepts of mean and MATH ONLY: National Research Council. (2001). The strands median in a real-world setting. of mathematical proficiency. In Adding it up: Helping children NAEP and mathematics (pp. 115-155). Washington, DC: National Analyze samples of student week Mathematical Academies Press. 2 mathematical work, making 1b and Scientific conjectures about students’ SCIENCE ONLY: Duschl, R. A., Schweingruber, H. A., & Proficiencies reasoning and understanding. Shouse, A. W. (Eds.). (2007). Goals for science education. In Taking science to school: Learning and teaching science in Examine the strands of Washington, DC: National Academies Press. grades K-8. mathematical and scientific proficiencies and their implications for teaching.
Week LP Topic from LP Objectives Key Assignments at the End of This Class Readings for the Next Class week 1a 1 Examining What It Means to Know Science and Mathematics Examine aspects of their mathematical and scientific knowledge. Recognize the limitations in their ability to apply even basic ideas in mathematics and science. to problematize both their knowledge and the practices used to construct that knowledge in schools. Review the PISA data on mathematics and science literacy. Before reading, ask students to predict where the U.S. students will fare in comparison to other industrialized countries. Clinical Interview 1: Look over the description of Clinical Interview 1 and examine the examples posted on the course website. Post questions about this assignment on the website. Begin discussing this assignment with classmates, as next week they will each need a partner to work with. Bruer, J. T. (1993). Schools for thought (pp. 1-7). Cambridge, MA: MIT Press. National Center for Education Statistics. (2012). PISA data. Science literacy: Average scores. National Center for Education Statistics. (2012). PISA data. Mathematics literacy: Average scores. Stigler, J. W., & Hiebert, J. (1999). Refining the images. In The teaching gap (pp. 55-72). New York: The Free Press. week 1b 2 NAEP and Mathematical and Scientific Proficiencies Recognize the status of the U.S. educational system in comparison to other industrialized countries. concepts of mean and median in a real-world setting. Analyze samples of student mathematical work, making conjectures about students’ reasoning and understanding. Examine the strands of mathematical and scientific proficiencies and their implications for teaching. Post group members for Clinical Interview 1 on Blackboard. Stigler, J. W., & Hiebert, J. (1999). Teaching as a cultural activity. In The teaching gap (pp. 85-101). New York: The Free Press. MATH ONLY: National Research Council. (2001). The strands of mathematical proficiency. In Adding it up: Helping children mathematics (pp. 115-155). Washington, DC: National Academies Press. SCIENCE ONLY: Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Goals for science education. In Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.
UTCH-200-Knowing-Learning-in-Mathematics-and-Science-Syllabus.docx