COE Conceptual Development and Knowledge Base College of Education Conceptual Framework

College of Education Conceptual Framework
COE Conceptual Development and Knowledge Base
The conceptual framework contains four core concepts, which are themes through which
we organize and deliver our programs; hence they are central to our vision of professional
educators and scholars. These include:
Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission Statement
To prepare highly skilled professionals to assume roles and positions in teaching,
research, educational leadership, and human development.
To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the
cultural and linguistically diverse learner.
To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific educational,
economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas of
science, mathematics, educational technology and intercultural dimension (language,
literacy, culture and interdisciplinary studies in regard to preparing teachers,
counselors, administrators, educational researchers, and professional at all levels, not
only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the mission
of the University and will have national prominence. It will be at the forefront in
programs for English Language Learners and, through teacher preparation, P-16 and
life-long education initiatives will be a model for helping to close the student
achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the local,
regional, and national educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding the effectiveness of the
programs. You will receive one survey in the final semester prior to graduation regarding the operations of
the unit during your time here. A second survey will occur within one year following graduation from or
completion of a program, and will be sent to your employer. This survey will focus on the preparation
received at UTB/TSC. Please remember that your response to these surveys is critical to UTB/TSC excellence.
University of Texas at Brownsville/Texas Southmost College
Spring, 2013
EDCI 6349 Current Issues and Research in Mathematics Education
Course Times:
Location:
Teacher:
Office hours:
Office Telephone:
Email:
Friday 6:00 PM - 9:00 PM
EDBC 1.326
James A. Telese, Ph.D.
Mon & Tues 2:30 -4:00pm, Thurs. 1-3pm, Tues & Fri by appt.
882-7669
[email protected]
About your instructor
Dr. Telese has been teaching at UTB/TSC since 1995, courses like Introduction to Research, Testing
and Measurement, Graduate Mathematics Education courses. He started a graduate program in
mathematics education at UTB/TSC in the C&I Department. He earned a Ph.D. from Texas A&M
University, College Station in 1994 in mathematics education.
Required Text
No text is required. Readings will be provided.
Additional Material
American Psychological Association. (2001). Publication manual of the American Psychological
Association (5th ed.). Washington, DC: Author.
Course Description (from catalog):
Current issues will include studies of prominent issues and problems related to mathematics education
and curriculum development. Topic includes multicultural mathematics education, gender and ethnicity
issues regarding mathematics, analysis of learning in the mathematics classroom, using the internet to
enrich the teaching ofMath and review of recent research in mathematics education.
Course History and Rationale
This course was developed for the master's in C&I degree with an emphasis in mathematics education.
The purpose was to establish a course that has the potential to address various topics or issues that arise,
as well as particular student needs in their work as mathematics educators.
In this course, we will identify and investigate a few of the most current issues and problems in
mathematics education as well as become familiar with the major areas of research in the field. A
significant focus of this course will be on research that can help to inform practitioners in the
teaching and learning of mathematics, especially research that will help us to better understand
teaching practice as it is enacted in the complexity of the classroom.
Course Objectives
Describe the nature of quantitative research in mathematics education.
Describe implications of findings from PISA.
Describe Situated Cognition Learning Theory.
Design a situated learning activity or assessment task.
Write a rationale for the importance of moving children from additive thinking to algebraic
thinking.
Write a scholarly paper on an issue in mathematics education.
Write a plan to conduct a research study. (optional)
Summarize published research studies in mathematics education.
Apply research findings to mathematics classroom assessment.
Describe issues regarding differentiated instruction.
.
Course evaluation and grading scale
Summaries, and other projects
Research Plan
Issue Paper
45%
30%
25%
90-100
80-89
70-79
60-69
A
B
C
D
Course assignments/requirements
Summaries
Each week turn in a written summary of a mathematics education research study. It’s length should be
2-3 typed pages, which will include a citation in APA style, a brief description of the study that presents
the purpose and or research questions, the appropriateness of the literature review, and the highlights of
the methodology, i.e., variables, data collection, and results. The significant part of the summary is to
include how you view the study and how the study’s results could apply to your classroom or
classrooms in general.
Research Plan (optional):
This is a 4-5 page paper that describes how you would go about examining a problem using the
scientific method to study the problem. Hence, the components of the paper include:
Introduction
a very brief presentation of previous and related studies to your problem;
a purpose statement;
a hypothesis or research question
Methodology
data collection-what is to be measured, how is it to be measured, describe the process of
how data would be collected
Conclusion-what you hope to learn from conducting the study and how the results might apply to
your situation
Issue Paper (e.g., situated learning, meaningful learning/culturally relevant, teaching ELLs, the role of
the task in mathematics classrooms, etc.)
Choose an issue of personal interest to you and be prepared to make a very brief, 5 minute
presentation. For this assignment you are to investigate the research on a particular problem in
the field of mathematics education.
You are to provide a review of relevant research related to the problem you have
identified (consider both pro and con),
describe any conclusions you might be able to draw as a result of your research,
identify the sources that you used and that might help us to further investigate this topic
(using APA format).
Your paper should be NO MORE THAN 5 PAGES, excluding references in length.
Where to Search for Information:
1. The internet
2. ERIC & ERIC Document Reproduction Service (EDRS) – As a UTB/TSC student you can
gain access to many of these research articles on-line (e.g, PDF files) and/or on
microfiche in our library or on-line datatbases.
3. UTB/TSC Library and interlibrary loan.
4. My personal collection of research (I will be bringing some of my resources to class)
The purpose of this assignment is to provide you an opportunity to deeply investigate how
research can provide support and guidance on a specific problem in the field of mathematics
education. This is a good opportunity to consider conducting background research on a field of
interest that might lead to further study.
Final Exam (optional): A final will be administered that will cover ideas obtained throughout the
course. It will be in an essay format. You may bring a laptop to type your responses.
Course Schedule
Date
Week 1
Topics and Activities
Introduction Situated Learning
Readings
What’s Due?
Brown Collins, &
Dugid
Week2
Situating Cognition
Roth
Week 3
Culturally relevant Learning
Morrison
Week 4
Findings from PISA
PISA Report
Week 5
Young Mathematicians at Work, Additive vs.
PISA Implications
Synthesis paper on
Multiplicative Thinking, Stamps, Measuring strips
Describing
situated, culturally
relevant Learning
Week 6
Young Math at Work II Introducing Turkey dinner
Week 7
Young Math at Work III
Week 8
Young Math at Work IV
Week 9
Math Education Research
Using stats.
effectively
Week 10
Linking arithmetic to early algebra
Van Amoran
Week 11
Early Algebra and Generalization
Carraher et al
Week 12
Research in Algebra learning
Week 13
Research in Geometry Learning
Haas;
Learning and
Teaching of
Algebra; Carraher;
Palm;
Warren & Copper;
Putman
Gender and Van
Hiele; Rickard
summary
Ohlsen;
Allsup et al
Week 14
Assessment in Mathematics Education
Week 15
Final Exam
Situated learning
Activity
Rationale for
moving from
additive to
algebraic thinking
Research Plan
(optional)
Issue Paper
Departmental policies
1. Academic honesty and integrity is expected of all students. This course demands a high level of
scholarly behavior and academic honesty on the part of all students. Examples of academic dishonesty
include but are not limited to: (1) turning in work as original that was used in whole or part for another
course and/or instructor without obtaining permission from this instructor in advance; (2) turning in
another person’s work, in part or in whole, as your own; (3) copying from professional works without
citing them; and (4) any form of cheating on exams. Violations of academic integrity/honesty while
carrying out academic assignments may, at the discretion of the instructor, receive a zero on the
particular work in question, receive an “F” in the course, and/or be brought before a higher level of
governance for possible dismissal from the university. Discipline may include suspension or expulsion
from the University. This is a matter of professional ethics for anyone involved in the field of education.
According to the UT System Regents' Rules and Regulations, Part One, Chapter VI, Section 3,
Subsection 3.2, Subdivision 3.22: "Scholastic dishonesty includes but is not limited to cheating,
plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or
in part to another person, taking an examination for another person, any act designed to give unfair
advantage to a student or the attempt to commit such acts."
2. Americans with Disabilities Act: The University of Texas at Brownsville and Texas Southmost
College School of Education does not discriminate on the basis of disability in the recruitment and
admission of students, the recruitment and employment of faculty and staff, and the operation of any of
its programs and activities, as specified by federal laws and regulations. Copies of this document may be
obtained in the Office for Students with Disabilities. The student has the responsibility of informing the
course instructor (at the beginning of the course) of any disabling condition which will require
modification to avoid discrimination.
As a faculty member, I am required by law to provide "reasonable accomodation" to students with
disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests
with informing faculty at the beginning of the semester and in providing authorized documentation
through designated administrative channels.
3. Should our classroom meeting site become unavailable for any reason, another location has been
provided in order to take exams or make presentations that might have been interrupted.
4. Medical Reimbursement: University students will be responsible for their own transportation, meals,
and health care while participating in the field-based program. University students bear the burden of
any expenses incurred in conjunction with injuries that may occur during field-based
classes/components, or student teaching. The university will not reimburse the student for any expenses
related to injuries or illness.
Course policies (including attendance and drop policy)
1. Attendance is essential. Students may miss one class period. Each succeeding absence will result in
the possible lowering of the course grade by 5 points subtracted from the final course total, depending
upon the nature of the absence. Arriving late or leaving early can also be a distraction and is
unprofessional; therefore, two tardies will be counted as one absence.
2. Complete all assignments by the due date listed on the syllabus or announced in class. Late
assignments are not acceptable.
3. Please type all assignments. Use double spacing and 12pt font. The student's name should be on every
page of every assignment submitted. It is also generally recommended that students keep photocopies of
work turned in.
4. The instructor reserves the right to make changes in the syllabus, as deemed necessary. Students will
be notified of any and all changes.
SATISFACTORY ACADEMIC PROGRESS (SAP)
The following REVISED policy applies to new and returning UTB/TSC students registered for
classes in the 2007-2008 academic year.
UTB/TSC monitors academic progress every fall and spring semester to identify those students
who are experiencing difficulty with their courses. Satisfactory Academic Progress (SAP) is
based upon two components: GPA of 2.0 or higher and successful course completion of at
least 70% of course work attempted. Students remain in good standing with the university and
Financial Aid when both criteria are met. Students who do not maintain these required
minimum standards will be placed on probation or suspension as appropriate. The complete
Satisfactory Academic Progress policy and the Undergraduate Satisfactory Academic Progress
for Financial Aid policy can be found in the current Undergraduate Catalog. For more
information, please visit MyUTBTSC Blackboard http://myutbtsc.blackboard.com; click on the
Satisfactory Academic Progress link.
ACADEMIC INTEGRITY
Students are expected to be above reproach in all scholastic activities. Students who engage in
scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in
the course and expulsion from the University. Scholastic dishonesty includes but is not limited
to cheating, plagiarism, collusion, submission for credit of any work or materials that are
attributable in whole or in part to another person, taking an examination for another person,
any act designed to give unfair advantage to a student, or the attempt to commit such acts.
Since scholastic dishonesty harms the individual, all students and the integrity of the University,
policies on scholastic dishonesty will be strictly enforced. (Board of Regents Rules and
Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your
peers to pressure you to cheat. Your grade, academic standing and personal reputation are at
stake.
ACADEMIC RESPONSIBILITIES
Students are expected to be diligent in their studies and attend class regularly and on time.
Students are responsible for all class work and assignments. On recommendation of the
instructor concerned and with the approval of the Dean, students may, at any time, be dropped
from courses. This may result in a “W” or “F” on the student’s permanent record.
EMERGENCY ACADEMIC CONTINUITY PLAN
In compliance with the Emergency UTB/TSC Academic Continuity Plan, academic courses,
partially or entirely, will be made available on the MyUTBTSC Blackboard course management
system. This allows faculty members and students to continue their teaching and learning via
MyUTBTSC Blackboard http://myutbtsc.blackboard.com, in case the university shuts down as a
result of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying faculty members
and students of their responsibilities as a hurricane approaches our region. If the university is
forced to shut down, faculty will notify their course(s). To receive credit for a course, it is the
student’s responsibility to complete all the requirements for that course. Failure to access
course materials once reasonably possible can result in a reduction of your overall grade in the
class.
To facilitate the completion of class, most or all of the communication between students and
the institution, the instructor, and fellow classmates will take place using the features in your
MyUTBTSC Blackboard and UTB email system. Therefore, all students must use Scorpion Online
to provide a current email address. Students may update their email address by following the
link titled “Validate your e-Mail Account” in MyUTBTSC Blackboard Portal. In the event of a
disaster, that disrupts normal operations, all students and faculty must make every effort to
access an internet-enabled computer as often as possible to continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request accommodations
in this class should notify the Disability Services Office early in the semester so that the
appropriate arrangements may be made. In accordance with federal law, a student requesting
accommodations must provide documentation of his/her disability to the Disability Services
counselor. For more information, visit Disability Services in the Lightner Center, call 956-8827374 or e-mail [email protected].