EMS 480
Individual Course Project

The purpose of the course project is to synthesize what you have learned about teaching and learning mathematics, and the appropriate use of technology to enhance these processes. The project and presentation are worth 30 % of your final grade.

An overview of the different parts of the project:

(given percents are percent of FINAL COURSE GRADE)

Part 1: Pre-Analysis (5%)

• Each student will choose a particular mathematics topic focus early in the semester. The first phase in planning to teach a topic is having a deep understanding of the topic itself as well as how students learn this topic, including common misconceptions and suggested "best practices" from experienced researchers and teachers. To begin your project, you need to develop an informed opinion about the learning and teaching of a particular mathematics topic.Write a paper that includes: 1) how students learn a particular mathematics concept, 2) implications for how that concept should be taught, and 3) how you think a technology tool may be able to help students learn this concept.
• PBS & UNDERGRADUATE: Provide a 3-page paper with references to PSSM Standards and 3 journal articles required using APA reference style!
• GRADUATE: Provide a 4-5 page paper with references to PSSM Standards and 5 research journal literature required using APA reference style!

• Create a 2-day investigation of a mathematics topic that utilizes at least one technology tool explored in this course. Must provide a clearly written description, lesson plan ,and student worksheets, if needed. Lesson plan must clearly identify the NCTM Principles and Standards adressed in the investigation and the specific NCSCOS objectives. Use the FourPhase lesson format as a guide.

• Each student will locate a student (preferably someone who is familiar with the technology your lesson uses) and engage this student in one of the two days you planned for your investigation.  This teaching session should be audio and/or video taped.

• After teaching the lesson, you will analyze the video and/or audio tape and prepare a written description of: 1) what you did during the teaching session, 2) an analysis of the student's mathematical understadings of the concept that you taught, and 3) a detailed account of the student's use of technology and its relationship to the learning of the mathematical concept addressed in your investigation.
• PBS and UNDERGRADS should write a 3-4 page paper
• GRADUATES should write a 5-6 page paper that includes a synthesis of what you observed in the analysis of students' work with the research literature (minimum 5 references) on students' learning of the mathematics topic or with the technology tool used.

• Write a 2-page reflection on the entire cycle process. What did you learn about the mathematics topic?  What did you learn about teaching this topic and about students' understandings of this topic? Is there anything that you would do differently if you were to use this investigation again?  What did you learn about the use of technology for this topic?

• At the end of the semester, you should compile your complete project into one comprehensive professional document that will be shared with class members electronically. 
• You will also do a 20-minute oral presentation of the entire project during a project showcase. At least 10 minutes of that presentation should engage other students in a "glimpse" of the investigation you have planned.  The remaining time should be used to discuss your rationale for the methods and technology used, the analysis of students' work, personal reflections, and questions/comments from the group.

• Choose a "big idea" in mathematics that interests you (e.g., functions, similarity, rate of change).  Make a list of some of the major concepts and skills within that "big idea". As you review the sources listed below, you should further refine and focus your "big idea" into a topic for a solid 2-day investigation at the grade level of your choice.
• Look through the website supporting the NCTM Principles and Standards for suggestions related to your topic of study, including the Illuminations site and the Electronic Examples . You will need to cite which of the 6 Principles and 10 Standards you address in your investigation.
• Review the North Carolina State Department of Public Instruction - Mathematics Curriculum to identify the objectives related to your topic. You will need to cite these objectives in your lesson plan.
• Preservice/lateral entry teachers: Do a search on your topic both on the internet AND in print journals such as Mathematics Teacher , Mathematics Teaching in the Middle School , School Science and Mathematics and Learning and Leading with Technology .  Look for suggested ways to teach your topic. You are required to reference at least 3 journal literature sources.
• Graduate level teachers: Do a search on your topic both on the internet AND in books or print journals such as Journal for Research in Mathematics Education , School Science and Mathematics , Journal of Computers in Mathematics and Science Teaching , International Journal of Computers in Mathematics Learning . These are only suggested resources.  I suggest you do a comprehensive library search. You are required to reference at least 5 research-based articles.
• Arrange one or two sessions with a student during which time you will enage him or her in one of the two days you planned for your mathematical investigation.  Collect data during the teaching session.  This should include a video and/or audio tape, notes you recorded during the session, and the student's written and/or electronic  work. Analyze the data.  Your analysis should include a characterization about how the student was thinking about the mathematical concept, a description of the ways in which he or she used the technology, and an analysis of the interactions between the student's mathematical understandings and his or her use of technology.  Reflect on your teaching session and record what you think went well and what you might change if you were to use the investigation again.
• And, most importantly, keep asking yourself critical questions about HOW and WHY technology enhances or extends the teaching and learning of your topic.  You need to formulate a solid rationale in support of the teaching methods and technology you will use in your 2-day investigation of this mathematics topic.

Guide and Rubric for Grading Project Product

RUBRIC FOR PART 1: PRE-ANALYSIS PAPER

SECTION	POINTS POSSIBLE
I.  Description of your "big idea", the important concepts and skills related to that big idea, and the focused topic for your investigation.	3
II.  Description of how students learn the  particular mathematics concept identified in part I. This should include references to NCTM's Principles and Standards for School Mathematics and journal articles.	5
III.  Discussion of the implications part II has on the methods that you will use in the teaching of your topic.  This should include references to NCTM's Principles and Standards for School Mathematics and journal articles.	5
IV.  A description about how a technology tool may be able to help students learn this concept. This should include references to NCTM's Principles and Standards for School Mathematics and journal articles.	5
V.  Overall presentation (proper citations, complete reference list, well organized, correct spelling, proper grammar used, etc) ** Need at least 3 journal references as well as NCTM PSSM. (grad students need 5 journal article references)	2

RUBRIC FOR PART 2: LESSON DESIGN

SECTION	POINTS POSSIBLE
I.  Provide a 1-2 paragraph description of the context of your lesson (grade level, course, students) and what students would have experienced about your topic beofre this lesson.	2
II.  The two-day lesson plan includes a detailed outline of what the teacher and students will be doing throughout the investigation on each day.  It includes guiding questions that will be posed to students by the teacher. Worksheets/Handouts that will be used by students are included. Proper citations are used.	22 (11 points for each day)
III.  Connections to NCTM's 2000 Principles and Standards and NCSCOS are clearly indicated.	4
IV.  Overall presentation, references, and grammar	2

RUBRIC FOR PART 4: ANALYSIS

SECTION	POINTS POSSIBLE
I.  General description of the student (age, mathematics background, technology experience) and a detailed account of what happened during the teaching session.	3
II. A detailed analysis of the student's mathematical understandings of the concept and what mathematics the student learned during the session. Specific examples are provided that include the student's exact words to support for claims about your analysis of the student's understanding of mathematics.	10
III.  A discussion about the relationship between the student's use of technology to their learning of the mathematical concept. Specific examples are provided that include screen shots as needed.	10
IV.  Overall presentation and grammar	2
V.  Reflection is clearly written and addresses all the requested components (what you learned about mathematics, student learning, teaching, technology, and a description of what you would change). There is evidence of thoughtful reflection that goes beyond just summarizing a reading or stating unlinked thoughts.	8
VI.Overall presentation and grammar	2

RUBRIC FOR 20 MINUTE SHOWCASE PRESENTATION AND FINAL PRODUCT

Part of Presentation	Possible Points
Provide a clear "glimpse" at the investigation that actively engagesthe class in using technology. (5-6 minutes)	10
Provide a clear concise summary of your rationale for the methods and technology used. (1-2 minutes)	5
Provide a glimpse of the analysis you did of students' work with your investigation (1-2 minutes)	5
Provide a brief "glimpse" at your personal reflections on developing and teaching this investigation and answer any questions from peers. (1-2 minutes)	5
Make available a copy of your full final project (all parts), including any technology files that were used. Everyone's final projects will be included on the final course CD	2