# 1 Welcome to ED 518-001 We’ll start promptly at 9:10. In the meantime, please: Make a nametag using the “tent-card” provided; put your name on both sides.

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1 Welcome to ED 518-001 We’ll start promptly at 9:10. In the meantime, please: Make a nametag using the “tent-card” provided; put your name on both sides. Write your name on the notebook provided (unless you prefer to use your own notebook).

2 ED 518-001 Fall 2004 Teaching Children Mathematics Instructor:Hyman Bass hybass@umich.edu 2413 SEB, 734-615-4043 Office Hours: By appointment Class email list: elmac7a@umich.eduelmac7a@umich.edu Course website: http://www- personal.umich.edu/~hybass/ED518.html

3 Overview of Class Introductions to one another and to course. Observers. Studying mathematics for teaching Break Studying mathematics teaching Wrapping up: syllabus, assignments, comments on today’s class

4 Course Framework

5 Course Requirements Attendance, participation (in class and in notebooks) Homework Two field-based projects Final exam

6 Notebooks To make records of own learning and ideas for future use To collect notes from others’ learning and ideas To use as a reference across our course To explore this as a tool for supporting different kinds and levels of learning To explore possible uses for a notebook as a professional

7 Three Kinds of Learning of Mathematics  Learning mathematics as a student  Learning mathematics for teaching  Learning to teach mathematics

8 Two Coin Problem I have pennies, nickels, dimes,and quarters in my pocket. If I pull out two coins, what amounts of money might I have?

9 Connections to Using Mathematics in Teaching Interest in what other people think, tracking on other people’s ideas Figuring out what other people mean, not just what you think Talking mathematics clearly Knowing more than one way to explain something

10 Studying Mathematics Teaching Records of practice –Third grade class, documented every day for a year –Diverse student population (race, language, culture) Close attention to talk, to student thinking, to teacher’s moves and comments Detail and evidence Learning to see and hear practices of teaching

11 Third Graders’ Mathematics Problem I have pennies, nickels, and dimes in my pocket. Suppose I pull out two coins, how much money might I have?

12 Viewing the Tape Before viewing. What do you expect third graders to do with the two-coin problem? Will it be easy or difficult? First viewing: What stands out to you? What do you notice about the mathematics, the teacher, the students, the fact that this is the beginning of the year? Second viewing: Watch the teacher closely. Take note of what she is doing, saying, etc.

13 Assignments Respond electronically 1.Syllabus & notebook guidelines: read & respond by Sunday, 9/17, @ 7pm 2.Initial survey; complete & return by Tuesday, 9/14, @ 5pm Due at the beginning of the next class 3.Ch. 1-3 of Lampert book 4.Reflections on our math work in class. 5.Rescaling the coin problem.

14 Comment Cards General Questions: How did you feel about the class today? What worked well? Less well? Suggestions for improvement? …. What are your impressions of the course so far?

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