LEAD and SERVE constitute the conceptual framework for all programs for professional educators in the College of Education at NC State. They are the touchstones that assure that our students graduate with the following:

 

LEAD: four forms of knowledge; general pedagogy, content-specific pedagogical strategies, content or discipline knowledge as well as knowledge of the content of education, including foundations, historical perspectives and school settings. 

 

SERVE: elements that show the range of dispositions developed in our candidates; scholarly, ethical, reflective, valuing diversity and experienced in practical application of knowledge.  

 

The College of Education’s Conceptual Framework may be found in its entirety at http://ced.ncsu.edu/about/conceptual_framework.htm

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EMS 513
Teaching and Learning Algebraic Thinking

Quick Link to Schedule and Weekly Assignments

Course Prefix and Title: EMS 513 Teaching and Learning Algebraic Thinking

 

Meeting time, class location:  Monday 4:10-6:55pm      320 Poe Hall


Number of credits:  3


Course Prerequisites/Co-requisites:  Graduate status, EMS471 or equivalent teaching experience


Instructor Information:

Instructor:   Dr. Hollylynne Lee

Office:     326C Poe Hall
Phone:     513-3544
Email:      Hollylynne@ncsu.edu
Office Hours:   Monday 1:30-3:30pm, and by appointment.

 

Text and Materials:

 

Required Course Material:

  • Driscoll, M. (1999). Fostering Algebraic Thinking: A Guide for Teachers, Grades 6-10. Portsmouth, NH: Heinemann. 168 pages. ISBN 0-325-00154-5 $22.00
  • Graphing Calculator (prefer TI-83 Plus or TI-84 Plus). These will be available during class.
  • Access to email and internet for assignments. Course materials will be shared electronically via the web, and all assignments will be submitted using the NCSU WolfWare system. ALL written work to be turned in MUST be word processed in Microsoft Word, utilizing the Equation Editor and appropriate computer or calculator screen shots when needed.

Suggested Readings/Purchases: [These books will be on reserve in the LRL.]

  • Barbara Moses (Ed.) (1999). Algebraic Thinking, Grades K-12: Readings from NCTM's School-Based Journals and Other Publications. Reston, VA: National Council of Teachers of Mathematics. 456 pages. ISBN 0-87353-474-3 $31.95
  • Sutherland, R., Rojano, T., Bell, A., & Lins, R. (Eds.) (2001). Perspectives on school algebra. Dordrecht, Netherlands: Kluwer Academic Publishers.
  • Heid, M. K. (1995). Algebra in a technological world: Addenda series grades 9-12. Reston, VA: National Council of Teachers of Mathematics.
  • National Council of Teachers of Mathematics. (2001). Navigating through algebra in grades 6-8. Reston, VA: author. with CD-ROM
  • National Council of Teachers of Mathematics. (2001). Navigating through algebra in grades 9-12. Reston, VA: author. with CD-ROM

 

Other Resources

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Course Overview


This course focuses on the teaching and learning of algebra from a developmental perspective, including research-based methods for developing students' algebraic thinking and structure and processes used in algebra. A main issue addressed is how students develop algebraic ideas from upper elementary grades through Algebra I.

 

Objectives:

 

Lead & Serve Elements

In this course, teachers will achieve several objectives related to the Lead & Serve elements

Other Standards Met

L-1       Learn general pedagogy:

 

 

E-2       Educate with content-specific strategies:

Teachers will learn to employ research-based methods and materials, including technology and manipulative tools, for developing algebraic thinking from upper elementary grades through Algebra I.

A1, A2, A4, A5, A6, A7, B2

A-3     Apply discipline knowledge:

Teachers will apply their knowledge of algebra concepts to solve algebraic tasks, analyzing students’ work, and preparing tasks for developing algebraic thinking.

D1, D2, D3, D4

D-4      Demonstrate understanding of the education context:

&

Teachers will understand social and political issues related to the “Algebra for All” movement in schools and the importance of algebraic thinking for success in everyday living as well as mathematics and science careers. They will be able to communicate these ideas to parents and the community.

E3, E4, E5

S-5       Scholarly:

Teachers will read and interpret research results and classroom-based articles that describe students’ algebraic thinking.

Teachers will become familiar with curricular efforts and issues in the teaching of algebra and algebraic thinking.

C1, C2, C3, E1

E-6       Ethical:

 

Teachers will model proper ethical behavior in their research endeavors in this course.

C1, C2, C3

R-7      Reflective:

 

Teachers will reflect on their own thinking process when solving algebraic tasks as well as analysis of students’ thinking.

B3

V-8      Valuers of diversity:

 

Teachers will understand the needs and conditions of all learners of mathematics as it applies to developing algebraic thinking.

B1, B2, B3, B4, B5

E-9       Experienced in practical applications of knowledge:

 

 

 

Teaching strategies: Class discussions, group work, reflection, small group planning, case study discussions, displaying research in a poster format


Major Course Assignments and Grading Emphasis:

Course Assignment

Grading 
Emphasis

Readings, Algebraic Problem Solving Tasks, and Written Reflections
You will complete assignments throughout the semester including readings, reflections, and problem solving tasks. 

(Lead&Serve  E2, D4, S5, E6, R7)

20%

Individual Presentation   Due Oct 2nd or Oct 9th
(Lead&Serve  E2, S5, E6, R7, V8)


Masters or PBS: Each person will find and analyze an algebraic task from one of the suggested reading materials or from another approved source. The task MUST use either a manipulative or a technology tool. Each person will lead the class in a 15-minute investigation of the task. Each student will submit a 4-5 page paper (not including references) describing the important algebraic thinking in the task and discussing pedagogical issues (based on readings of research) of using this task with students. References to NCTM Principles and Standards (2000), course reading materials, task source material, and 2 additional research-based articles is required. 


See a list of Algebraic Task Ideas
Use of APA writing style and references is required.
**On the day of your presentation, you are responsible for providing any worksheets for classmates and arranging for any material to be used in the task.

Grading Rubric for Algebraic Task

Doctoral Students:  Due Oct 23rd
Each person will read and synthesize 5-8 research articles (max of 2 articles can come from course readings) related to one of the following perspectives or issues on teaching algebra. These perspectives/issues are not necessarily disjoint:

1)      Algebra as generalized arithmetic and abstraction from computation

2)      Algebra as the study of functions, relations, and co-variation

3)      Algebra as the study of structure and processes

4)      Algebra as the study and generalization of patterns

5)      Use of technology in Algebra

6)      Use of modeling to teach Algebra

7)      Professional development of teachers—learning how to teach algebraic thinking

You will prepare a 7-8 page synthesis of research literature and a 20 minute presentation to the class in which you share the main points of your research.

Grading Rubric

 30%

Curriculum Project   Due Dec 11th
(Lead&Serve  E2, D4, S5, E6, V8)


The main resource available in schools for teaching algebra and fostering algebraic thinking are curriculum materials. Throughout this course you are learning about a variety of perspectives to teaching and learning algebra and algebraic thinking. The purpose of this curriculum project is to provide an opportunity for you to:
1) investigate & critique the approach to algebra and algebraic thinking in a single textbook,
2) compare and contrast the approach to algebra and algebraic thinking used in two or three textbooks,
3) research the effectiveness of textbook materials written for middle school or Algebra 1 (or Course 1 in integrated high school curricula),
4) research the differences/similarities among approaches to algebra in different countries as compared to the US (based on international comparison studies of learning, teaching or curriculum),
5) research the effectiveness of professional development efforts for the success of students' learning in algebra with reform-based curricula, or

6) design your own study of interest related to curriculum materials (for example: How well do the NCSCOS objectives related to algebraic thinking across grades 6-Algebra I match with objectives from other states, expectations on NAEP & TIMSS tests, recommendations from NCTM, etc? Compare/Contrast and critique current practices in several high schools on how they implement and use text materials to achieve the NCSOCS.)


You may work by yourself or in groups of 2 or 3 on this project. Of course, The depth and breadth of the expected outcome of your project will be dependent on the task you choose (1-6 above) and the number of people in your group. More people = larger scope!

You are expected to share your findings in a poster session and an executive summary (5 page Maximum plus references) of your findings to share with classmates.

Details And Ideas

GUIDELINES for Poster and Executive Summary

40%

Class Preparation and Participation
Professional educators are expected to prepare for class by doing all readings, reflecting on the readings and your professional experiences as a teacher, and participate in meaningful ways in class activities and discussions. There will be opportunities for you to do self-evaluation on your preparation and participation, as well receive instructor feedback.

10%

 

Attendance and participation in class is mandatory. If you will miss class for any reason, you must notify me before class to discuss the reason for an excused absence and be prepared to complete all in-class work and homework assignments before the next class meeting. An unexcused absence will result in a loss of 5 points from your final grade.

Plan for a minimum of 6 hours per week outside of class to complete assignments, on-going projects, readings, and reflections.

Late work will be accepted up to 3 days after the due date with a 10% relative point deduction each day. Late work will NOT be accepted after the third day.

Academic Integrity
In keeping with NCSU's policy on Academic Integrity found in the Code of Student Conduct, students are expected to be the sole contributor to work bearing their name, except where group projects have been assigned. Students are expected to follow the University's honor code. Please see the website. http://www.ncsu.edu/stud_affairs/osc/academic_integrity/academic_resources.php

Academic Accommodations
If you have a disability that may affect your participation in this class, please see me so that reasonable accommodations can be discussed. You may also contact the NCSU Disability Services for Students regarding campus services in room 2000 Harris Hall. Please see the website.
http://www.ncsu.edu/provost/offices/affirm_action/dss/

Grading Scale
Final grades will be determined based on the following grading scale:
A+     100-98
A        97-93
A-      92-90
B+      89-88
B        87-83
B-      82-80
C+     79-78
C       77-73
C-     72-70
D       69-60
F        60-0