GRED 565 (Monday, 7:10 p.m. section)
In is important that you label your e-mail attachment as
required (see below): for example 565(P1)MN means Presentation 1 for Monday
night (MN) section of GRED 565.
At the end of this document you will find dates for topic
exams.
Please let me know if you have any questions.
Schedule
of presentations and topic exams
Presenters:
E-summary due: 09/08/09
Your summary file sent as
an e-mail attachment should be labeled as follows:
565(P1)MN
Date of presentation:
09/14/09
Individual reflection
due: 09/14/09
q
Group
e-summary of not fewer than 600 words submitted on time - 20%
q
Individual
reflection of not fewer than 300 words submitted on time - 20%
q
The use of a
computer during the presentation - 20%
q
The use of
manipulatives during the presentation - 20%
q
The use of
transparences and/or handouts, auxiliary literature, conducting whole class
discussion during the presentation - 20%
Presentation 2. Conference
Board of the Mathematical Sciences. (2001). The Mathematical Education of
Teachers, Chapters 1-3. Washington, D.C.: Mathematical Association of America.
Presenters:
E-summary due: 09/11/09
Your summary file sent as
an e-mail attachment should be labeled as follows:
565(P2)MN
Date of presentation:
09/21/09
Individual reflection due: 09/21/09
q
Group
e-summary of not fewer than 600 words submitted on time - 20%
q
Individual
reflection of not fewer than 300 words submitted on time - 20%
q
The use of a
computer during the presentation - 20%
q
The use of
manipulatives during the presentation - 20%
q
The use of
transparences and/or handouts, auxiliary literature, conducting whole class
discussion during the presentation - 20%
Presentation 3. Becker,
J.P., & Selter C. (1996). Elementary School Practices. In A.J. Bishop et
al. (eds)., International Handbook of Mathematics Education, 511-564. Dordrecht, The Netherlands:
Kluwer Academic Publishers.
Presenters:
E-summary due: 09/18/09
Your summary file sent as
an e-mail attachment should be labeled as follows:
565(P3)MN
Date of presentation:
09/28/09
Individual reflection
due: 09/28/09
q
Group
e-summary of not fewer than 600 words submitted on time - 20%
q
Individual
reflection of not fewer than 300 words submitted on time - 20%
q
The use of a
computer during the presentation - 20%
q
The use of
manipulatives during the presentation - 20%
q
The use of
transparences and/or handouts, auxiliary literature, conducting whole class
discussion during the presentation - 20%
Presentation 4. Schifter,
D. (1998). Learning Mathematics for Teaching: From a Teacher's Seminar to the
Classroom. Journal of Mathematics Teacher Education, 1, pp. 55-87.
Presenters:
E-summary due: 09/25/09
Your summary file sent as
an e-mail attachment should be labeled as follows:
565(P4)MN
Date of presentation:
10/05/09
Individual reflection
due: 10/05/09
q
Group
e-summary of not fewer than 600 words submitted on time - 20%
q
Individual
reflection of not fewer than 300 words submitted on time - 20%
q
The use of a
computer during the presentation - 20%
q
The use of
manipulatives during the presentation - 20%
q
The use of
transparences and/or handouts, auxiliary literature, conducting whole class
discussion during the presentation - 20%
Presentation 5. Erlwanger, S. H. (2004). BennyÕs Conception of Rules and Answers in IPI Mathematics. In T. P. Carpenter, J. A. Dossey, and J. L. Koehler (Eds), Classics in Mathematics Education Research (pp. 49-58). Reston, VA: National Council of Teachers of Mathematics.
Presenters:
E-summary due: 10/09/09
Your summary file sent as
an e-mail attachment should be labeled as follows:
565(P5)MN
Date of presentation:
10/19/09
Individual reflection
due: 10/19/09
q
Group
e-summary of not fewer than 600 words submitted on time - 20%
q
Individual
reflection of not fewer than 300 words submitted on time - 20%
q
The use of a
computer during the presentation - 20%
q
The use of
manipulatives during the presentation - 20%
q
The use of
transparences and/or handouts, auxiliary literature, conducting whole class
discussion during the presentation - 20%
Presentation 6. Anderson, A., Anderson, J., and Shapiro, J. (2004).
Mathematical Discourse in Shared Storybook Reading. Journal for Research in
Mathematics Education, 35(1), pp.
5-33.
Presenters:
E-summary due: 10/23/09
Your summary file sent as
an e-mail attachment should be labeled as follows:
565(P6)MN
Date of presentation: 11/02/09
Individual reflection
due: 11/02/09
q
Group
e-summary of not fewer than 600 words submitted on time - 20%
q
Individual
reflection of not fewer than 300 words submitted on time - 20%
q
The use of a
computer during the presentation - 20%
q
The use of
manipulatives during the presentation - 20%
q
The use of
transparences and/or handouts, auxiliary literature, conducting whole class
discussion during the presentation - 20%
Presentation 7. Nunes, T.
(1992). Ethnomathematics and everyday cognition. In In D.A. Grouws (Ed.), Handbook of Research on
Mathematics Teaching and Learning . New York: MacMillan.
Presenters:
E-summary due:
10/30/09
Your summary file sent as
an e-mail attachment should be labeled as follows:
565(P7)MN
Date of presentation:
11/09/09
Individual reflection
due: 11/09/09
q
Group
e-summary of not fewer than 600 words submitted on time - 20%
q
Individual
reflection of not fewer than 300 words submitted on time - 20%
q
The use of a
computer during the presentation - 20%
q
The use of
manipulatives during the presentation - 20%
q
The use of
transparences and/or handouts, auxiliary literature, conducting whole class
discussion during the presentation - 20%
Presentation 8. Fuys,
D.J., and Liebov, A.K. (1993). Geometry and Spatial Sense. In R. Jensen (ed.), Research ideas for the classroom: Early childhood mathematics. NCTM: Reston, VA.
Presenters:
E-summary due: 11/06/09
Your summary file sent as
an e-mail attachment should be labeled as follows:
565(P8)MN
Date of presentation
11/16/09
Individual reflection
due: 11/16/09
q
Group
e-summary of not fewer than 600 words submitted on time - 20%
q
Individual
reflection of not fewer than 300 words submitted on time - 20%
q
The use of a
computer during the presentation - 20%
q
The use of
manipulatives during the presentation - 20%
q
The use of
transparences and/or handouts, auxiliary literature, conducting whole class
discussion during the presentation - 20%
Topic Exam 1:
October 26, 2009
Topic Exam 2:
December 7, 2009