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Monday, 9/23
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In class:
- Brief introduction and
welcome to course
- As a class, brainstorm on
the typical features of a math class
- Break class into groups
in which they discuss their experiences in math classrooms
- Groups report out,
discuss math as a cult and math as a culture
- Give students the
mathematical biographies of Angi and Erik
Assignment:
- For Wed – write a
mathematical biography (see handout)
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Tuesday, 9/24
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In class:
- Erik begins with a
“typical” lesson on linear equations
- Erik discusses the
failings of this approach (deconstructs)
- Erik reteaches same
content using a more student-centered approach
Assignment:
- For Wed – write a journal
response to Erik’s new approach, comparing to the old model of instruction
- For Fri – math problems
from textbook
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Wednesday, 9/25
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In class:
- Students meet in groups
and share responses; report out consensus
- In groups, students
complete worksheet on linear equation concepts to identify what they did
learn
- Introduce themes of
“Attention to Detail” and “Drill ‘n Kill” for linear equation techniques
with bridge to grammar
- Apply above concepts to
student biographies – do peer review in pairs, orally, with focus on
proofreading for grammar errors and I-disease
- Discuss “Why is revision
worth it?” “What could happen if revision were included in ‘New Math’?”
Assignment:
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For Fri – read articles on the real lives of mathematicians, do
summary/response in journals; address question “How do the lives of
mathematicians, your teachers, and your peers differ? More importantly,
why?”
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Thursday, 9/26
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In class (Three 30-min
modules):
- Erik presents new content
- Students practice with
new techniques/ideas and troubleshoot in groups; student scribe documents
in form of observation
- Introduction of
write-to-learn activities, demonstration of the discussion web, and
aspects of observation (5 W’s)
Assignment:
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Friday, 9/27
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In class:
- Excel Lab #1
- Context/Application
databases: Matter of Fact, nilesonline.com
Assignment:
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