**Math Ed 218**

**Task Design
and Assessment**

**Winter 2010**

**Professor:** Blake
E. Peterson **Class** **Time:** TTh 9:30-10:50 am

**Office:** 193B
TMCB **Classroom:** 154 TMCB

**email:** peterson@mathed.byu.edu **Office Hours:** MW 1:30-2:30 pm

**phone**: 422-7784 TTh
1-1:50 pm and
by appointment

**Texts: **

Stein,
Smith, Henningsen and Silver. *Implementing
Standards-based Mathematics Instruction: A Casebook for Professional
Development.* Teachers College Press (2000).

Harold
L. Schoen, editor. *Teaching Mathematics Through Problem
Solving, Grades 6-12.* NCTM
(2003).

**Technology**:

It would be helpful to have a graphing calculator for this course.

**Course Description: **

This course, along with Math Ed 117, is designed to give prospective secondary teachers an opportunity to consider the question, ÒHow do we best learn mathematics so it can be understood, extended and applied?Ó and the related questions, ÒHow do we best teach mathematics for understanding?Ó and ÒHow do we assess mathematical understanding?Ó We will gain insight into these questions by exploring some of the big conceptual ideas, strategies and models that underlie the skills and procedures of secondary school mathematics. Additional insight will come from examining how children learn mathematics through engaging in worthwhile mathematical tasks and how tasks can be used to identify and assess mathematical understanding. Concepts to be studied in this course include: concept identification, task development, assessment tools, and the issues that arise when designing and implementing worthwhile mathematical tasks.

**Attendance:**

Because
we will be developing a community of learners in which ideas will be shared and
examined, daily attendance is expected.
Because class exploration and discussion will be the center of our work,
our time together in class will require more thoughtful participation than in a
traditional lecture format. Prompt
class attendance is crucial. So
also, is a willingness to formulate and ask questions about the mathematics you
are learning, being anxiously engaged in sharing your ways of thinking
mathematically, and seeking to understand the mathematical thinking of others.
It is important that we create an atmosphere where the sharing of ideas is
valued and safe, where we donÕt face ridicule for expressing a lack of
understanding or for making mistakes.
Examining mistakes and misunderstandings are all part of the learning
process, and are even necessary to our growth. Because of the importance of
attendance, a 2% grade deduction will be assessed for each absence past the
second one.

**Grading: **Homework 50%

Midterm
Exam 20%

Curriculum
Project 30%

** 100-93% A 76-73% C**

** 92-90% A- 72-70% C-**

** 89-87% B+ 69-67% D+**

** 86-83% B 66-63% D**

** 82-80% B- 62-60% D-**

** 79-77% C+ 59-0% F**

**Coursework:**

__Homework
__

**Problems and Exercises**

In addition to the larger mathematical tasks discussed in class, a variety of smaller problems and exercises will be assigned as homework. These problems and exercises will introduce or reinforce important mathematical ideas and concepts. While you should work diligently on all assigned problems and exercises, only selected samples will be graded.

**Reader Response Papers**

On a regular basis you will be asked to respond to assigned readings by writing a summary and reflection (2-3 pages) about the reading. In your paper, you should address the following questions:

*What? * What
are the Òbig ideasÓ of this chapter or article?

*So What?* What
are the implications of these ideas for the learning and teaching of
mathematics?

*Now What?* What
are the implications for you? How
is your personal philosophy of how students learn mathematics and how you might
teach them evolving?

__Midterm
Exam__

During the second half of the semester, we will have an exam which will assess your understanding of the mathematics we have investigated in addition to the principles of task design. More details about the timing of the exam and the nature of the content will be provided later in the semester.

__Curriculum
Project, Report and Presentation__

During
the regularly scheduled final exam period (Saturday, April 17 @ 2:30 pm), each
group will present a task and assessment they have developed to the entire
class. The task should be rich and open-ended to allow your students to explore
and develop mathematical power and strength. As part of your project you will complete the task and
assessment yourselves and discuss the mathematical topics covered. Your presentation should be accompanied
by a three-page, carefully written exposition of the same material, in
depth. Begin early to think about
a topic and discuss your presentation well in advance with your professor. Plan carefully about what you will say
and write.

**Daily Schedule: **Classwork tasks, homework problems and reading
assignments will be posted for each class period on Dr. PetersonÕs website http://mathed.byu.edu/~peterson/Classes.html. The homework assignments will have
specific due dates. There will be
a 20% deduction from the grade for each class period they are late.

**Honor Code Standards**

In keeping with the principles of the BYU Honor Code,
students are expected to be honest in all of their academic work. Academic honesty means, most
fundamentally, that any work you present as your own must in fact **be **your own work and not that of
another. Violations of this
principle may result in a failing grade in the course and additional
disciplinary action by the university.

Students are also expected to adhere to the Dress and
Grooming Standards. Adherence
demonstrates respect for yourself and others and ensures an effective learning
and working environment. It is the
universityÕs expectation, and my own expectation in class, that each student
will abide by all Honor Code standards.
Please call the Honor Code Office at 422-2847 if you have questions
about those standards.

**Preventing Sexual Discrimination or
Harassment**

Sexual discrimination or harassment (including
student-to-student harassment) is prohibited both by the law and by Brigham
Young University policy. If you
feel you are being subjected to sexual discrimination or harassment, please
bring your concerns to the professor.
Alternatively, you may lodge a complaint with the Equal Employment
Office (D-240C ASB) or with the Honor Code Office (422-2847).

**Students with Disabilities**

If you have a disability that may affect your
performance in this course, you should get in touch with the office of Services
for Students with Disabilities (1520 WSC). This office can evaluate your disability and assist the
professor in arranging for reasonable accommodations.

**Interstate New Teacher Assessment and
Support Consortium (INTASC)**

The Department of Mathematics Education and the
Teacher Education Department at Brigham Young University support the
propositions and standards as outlined in the INTASC conceptual framework for
preparation of teachers.