TOPICS IN MATHEMATICS EDUCATION:
CURRICULUM AND INSTRUCTION
-THE AFFECTIVE DOMAIN RESEARCH IN MATHEMATICS EDUCATION-
MATH 610B SPRING 1999
6:00-8:40 Tuesdays
DuSable Hall 302
INSTRUCTOR:
Dr. Alan Zollman OFFICE HOURS:
by appointment
352 Watson Hall or M, W 3:30-4:30
Northern Illinois University TELEPHONE:
815/753-6750
DeKalb, IL 60112-2888 e-mail:
ZOLLMAN@math.niu.edu
http://www.math.niu.edu/~zollman
COURSE OBJECTIVES:
The objectives of MATH 610 are: to familiarize you with materials and
publications
for teaching mathematics with respect to the new Principles and
Standards of School Mathematics;
to acquaint you with affective domain research on the learning and teaching
of mathematics;
to acquaint you with current curriculum issues of attitudes, beliefs,
appreciations,
preferences, emotions, feelings, and values in mathematics education. This
semester's MATH 610-B is an in-depth investigation of current developments
in areas of
attitude and beliefs research that relate directly to mathematics learning,
curriculum,
and instruction. PRQ: Consent of department (usually, MATH 510 and
either MATH 511, MATH 512, MATH 513, MATH 514, MATH 515, or MATH 517).
TEXTS:
Grouws, D.A., Ed. (1992). Handbook of research on mathematics
teaching and learning.
New York: Macmillan Publishing Company. [RECOMMENDED TEXT]
National Council of Teachers of Mathematics. (1998). Principles and
Standards for School Mathematics:Draft.
Reston, VA: NCTM. [RECOMMENDED TEXT]
Owens, D.T., Ed. (1993). Research Ideas for the Classroom: Middle
Grades Mathematics.
New York: Macmillan Publishing Company. [RECOMMENDED TEXT]
Jensen, R.J., Ed. (1993). Research Ideas for the Classroom: Early
Childhood Mathematics.
New York: Macmillan Publishing Company. [RECOMMENDED TEXT]
Wilson, P.S., Ed. (1993). Research Ideas for the Classroom: High
School Mathematics.
New York: Macmillan Publishing Company. [RECOMMENDED TEXT]
MATH 610B-1 SEMESTER SCHEDULE
SESSION # DAY DATE TOPIC
_______________________________________________________
1 T Jan. 12 What is Research? Why Do Research?
Types of Research. The Research Process
2 T Jan. 19 Principles and Standards of School Mathematics (Draft Document)
3 T Jan. 26 Principles and Standards of School Mathematics (Draft
Document)
4 T Feb. 2 The Role of Affect-Critical Component of the Student & of
the Teacher
5 T Feb. 9 Types of Research: Surveys, Experiments, & Quantitative
Studies
6 T Feb. 16 Types of Research: Case Studies & Qualitative Studies
7 T Feb. 23 Research in Students' Attitudes
8 T Mar. 2 Research in Students' Beliefs: Mathematics, the Self, the
Social Context
& Mid-term Examination
March 6th -- 14th NIU SPRING BREAK
9 T Mar. 16 Research in Students' Confidence, Motivation, Persistence,
Anxiety
10 T Mar. 23 Designing an Affective Domain Investigation
11 T Mar. 30 Designing an Affective Domain Investigation
12 T Apr. 6 Research in Teachers' Knowledge
13 T Apr. 13 Research in Teachers' Attitudes
14 T Apr. 20 Research in Teachers' Beliefs
15 T Apr. 27 The Affective Domain and Learning, Teaching, and the
Curriculum
T May 4 Final Exam @ 6:00-8:40 pm
FINAL EXAM Tuesday, May 4th @ 6:00-8:40 pm
(No exceptions!)
Note: Changes and adjustments may be made to this syllabus. Such
changes will be
announced in class.
On the weeks of Jan 29th, Feb 5th, Feb 12th, Feb 26th, Apr. 16th; I am
scheduled
give presentations across the country. I will leave DeKalb immediately
after my
Thursdays' office hours on these dates and return to campus on Mondays. If
you need
to discuss class matters, please plan ahead.
COURSE EVALUATION:
40 points Current Issue Paper on the Affective Domain
30 points Midterm Examination
40 points Final Examination
30 points Design of Current Issue Paper on the Affective Domain
5 points Class Discussion Facilitator (Topic & Date chosen by
lottery)
5 points Attendance (always)
COURSE GRADING:
90% & above = A
80% & above = B
70% & above = C
60% & above = D
PERFORMANCE RUBRIC
F
Student does not turn in assignments; shows little evidence of appropriate
knowledge,
skills, understandings, and reasoning; does not successfully communicate;
approach
to assignments leads to inappropriate work, e.g., presents extraneous
information.
D
Student does incomplete assignments; shows gaps in evidence of appropriate
knowledge,
skills, understandings, and reasoning; attempts partial communications;
approach
to assignments leads away from accurate work.
C
Student complete assignments; presents evidence of appropriate knowledge,
skills,
understandings, and reasoning; successfully communicates important ideas;
approach
to assignments leads to accurate work.
B
Student goes beyond assignments; displays clear, concise, coherent
knowledge, skills,
understandings, and reasoning; fluently communicates multiple ideas;
assignments
are beyond expectations.
A
Student insightfully interprets and extends assignments; construes,
elicits, and connects
knowledge, skills, understandings, and reasoning; flawlessly communicates
at many
levels; assignments are exemplars.
DEPARTMENTAL FINAL is Tuesday, May 4th @ 6:00 pm
Only the Assistant Chair or Chair of the Department of
Mathematical Sciences can waiver
the date or time of this Final Examination.
MATHEMATICS EDUCATION LABORATORY:
Open lab hours are available for you to use the lab's equipment, e.g., the
research
books and papers, during the semester. There is a lab attendant that can
assist
you in finding materials. Lab hours for this semester will be
posted.
ASSIGNMENTS AND LEARNING ACTIVITIES
ATTENDANCE, CLASS PARTICIPATION, ETC.
: Your participation in class discussion is essential to your further
learning of
mathematics education. (One point will be subtracted from the final grade
for each
unexcused absence. Excused absences are described in the NIU Student
Handbook.
Late assignments will not be accepted without prior approval of the
instructor.)
EXAMINATIONS:
The final exam will be comprehensive, covering all the semester's topics
up to the
date of the exam. You MUST
take the final examination with your fellow classmates at the scheduled
time!
HELPFUL HINT: To help you reflect and review, outline the important
aspects of the
course on 5X8 index cards.
DESIGN OF CURRENT ISSUE PAPER.
: You will write a paper on a specific research-able topic in either
beliefs or attitudes
of students or teachers. This paper will include a research question(s)
and a design
of a pilot study of a research project. The paper will contain the
background and the methodology of a study in some aspect of the affective
domain.
CURRENT ISSUE PAPER.
: After approval of your design paper, you will pilot test your research
project.
The paper will contain the background and the methodology of the design
paper and
also the results and conclusion study in some aspect of the affective
domain. This
paper may lead you to a research topic in the NIU Mathematics Education
Program.