MAT 303B Mathematics Pedagogy
Winter Quarter 2006, CRN = 60972
Classroom Meetings: Fridays 2:10 PM – 3:00, in 201 Wellman
Instructor: Motohico Mulase (3103 MSB, 752-6324)
Classroom Presentations
January 13
Speaker: Sunny Zhang
Title:
Exploring Straight Lines on the Euclidean Plane and
Spheres
Abstract:
January 20
Speaker: Corrine Kirkbride
Title: Education in the South Pacific Country of Vanuatu
Abstract:
Developing nations have very different education systems than those of first
world countries. This presentation will focus on the education system in
America as compared to the South Pacific nation of Vanuatu regarding
scheduling, curriculum, advancement, and resources. What does it mean to be a
teacher in this country? This talk will also explore the key aspects of
teaching in the developing world.
January 27
Speaker: Andre Bazos
Title: The current levels of mathematical knowledge required of our teachers in
high school and junior/community college
Abstract: I will first report upon the current levels of mathematical knowledge required by public high schools of their teachers, and what is required by junior colleges of their instructors. I will attempt to find and report on what research (if any) there is available that give positions upon the mathematical knowledge of teachers at both the high school levels, algebra - calculus, and community college level. Then finally I will describe the standards used to test all of these teachers for their understanding of mathematics.
February 17
Speaker: Lola Muldrew
Title: Researching Math Education: How Hard Can It Be?
Abstract:
No Child Left Behind (NCLB) legislation requires that math education reform programs be based on scientific research. But what makes for sound and useful research in math education? In other disciplines, research tends to be more straightforward. For example, in mathematical research we might begin with things that are not defined, make assumptions about them, and then use rules of logic to show that certain results must follow. Through this process, we come to acceptable and accepted conclusions.
In math education, however, trying to define something as basic as "what works in a classroom?" can be extremely complicated given different contexts. The search for useful results in math education research thus requires an approach that is atypical and less direct. A more realistic starting point when thinking about math education might be "what kinds of questions can research in math education answer?"
Questions such as this will be addressed in my talk, in particular how they pertain to research done on a reform model of teaching.
February 24
Speaker: TBA
Title: TBA
Abstract:
TBA
March 3
Speaker: TBA
Title: TBA
Abstract:
TBA
March 10
Speaker: TBA
Title: TBA
Abstract:
TBA