Course Description
An investigation of the scholarly and practical issues that impact the teaching of mathematics in grades 6-12.
Athena Title
Teaching Secondary School Math
Equivalent Courses
Not open to students with credit in EMAT 7050E
Semester Course Offered
Not offered on a regular basis.
Grading System
A - F (Traditional)
Course Objectives
The objectives of this course are to: • help you develop a basic understanding of aspects of the most prominent learning theories and research on learning that have been generated since 1900, • help you analyze strengths and weakness of particular learning theories, • help you reflect on potential implications of these theories and research to the teaching and learning of school mathematics.
Topical Outline
This course will provide you with an overview of theories of how students learn mathematics and the implications of these theories for classroom teaching and research, with particular attention to the following references: Ausubel, D. P. (1964). Some psychological and educational limitations of learning by discovery. Arithmetic Teacher, 11(5), 290-302. Ausubel, D. P. (1968). Facilitating meaningful verbal learning in the classroom. Arithmetic Teacher, 15(2), 126-132. Brownell, W. A. (1944). The progressive nature of learning in mathematics. Mathematics Teacher, 37(4), 147-157. Brownell, W. A. (1987/1956). Meaning and skill–Maintaining the balance. Arithmetic Teacher, 34(8), 18-25. Bruner, J. S. (1960). On learning mathematics. Mathematics Teacher, 53(8), 610-619. Confrey, J. (1990). What constructivism implies for teaching. In R. B. Davis, C. A. Maher and N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (JRME monograph 4) (pp. 107-122). Reston, VA: NCTM. Diénes, Z. P. (1971). An example of the passage from the concrete to the manipulation of formal systems. Educational Studies in Mathematics, 3(3/4), 337-352. Fehr, H. F. (1953). Theories of learning related to the field of mathematics. In The learning of mathematics: Its theory and practice (pp. 1-41). Reston, VA: NCTM. Gagné, R. M. (1963). Learning and proficiency in mathematics. Mathematics Teacher, 56(8), 620-626. Gagné, R. M. (1983). Some issues in the psychology of mathematics instruction. Journal for Research in Mathematics Education, 14(1), 7-18. Hartmann, G. W. (1966/1937). Gestalt psychology and mathematical insight. Mathematics Teacher, 58, 256-270. Hendrix, G. (1961). Learning by discovery. Mathematics Teacher, 54(5), 290-299. Hoffer, A. (1983). Van Hiele-based research. In R. Lesh and M. Landau (Eds.), Acquisition of mathematics concepts (pp. 205-227). New York: Academic Press. Kilpatrick, J. (1985). A retrospective account of the past twenty-five years of research on teaching mathematical problem solving. In E. A. Silver (Eds.), Teaching and learning mathematical problem solving (pp. 1-15). Hillsdale, NJ: Erlbaum. Lampert, M. (1991). Connecting mathematical teaching and learning. In E. Fennema, T. P. Carpenter and S. J. Lamon (Eds.), Integrating research on teaching and learning mathematics (pp. 121-152). Albany, NY: SUNY. Mayer, R. E. (1985). Implications of cognitive psychology in mathematical problem solving. In E. A. Silver (Eds.), Teaching and learning mathematical problem solving (pp. 123-138). Hillsdale, NJ: Erlbaum. Piaget, J. (1953). How children form mathematical concepts. Scientific American, 189(5), 74-81. Romberg, T. A., & Carpenter, T. A. (1986). Research on teaching and learning mathematics: Two disciplines of scientific inquiry. In M. C. Wittrock (Eds.), Handbook of research on teaching (pp. 850-873). New York: Macmillan. Schoenfeld, A. H. (1987). Cognitive science and mathematics education: An overview. In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 1- 31).Hillsdale, NJ: Erlbaum. Siegler, R. S. (1991). Information-processing theories of development. In R. S. Siegler (Ed.), ChildrenÕs thinking (pp. 58-90). Englewood Cliffs, NY: Prentice- Hall. Skemp, R. R. (1978). Relational understanding and instrumental understanding. Arithmetic Teacher, 26(3), 9-15. Skinner, B. F. (1984). The shame of American education. American Psychologist, (September), 947-954.
Syllabus