Knowing and Learning in Mathematics and Science (UTeach)
EDC 371 (08040)
Time: Tuesday /Thursday 11-12:15 AM Room: SZB 324 (Applied Learning Lab)
Personal Information Dr. Anthony Petrosino E-mail : ajpetrosino@mail.utexas.edu Assistant Professor Office : 512-232-9681 Sanchez Building, Room 462-A FAX : 512-471-8460 Office Hours: Tuesday 3-5PM or by appointment
Teaching Assistant- Ayiesha Lukong- alukong@mail.utexas.edu Office Hours Monday or Wednesday afternoons by appointment and/or Thursday 2:30-4:00pm SZB 518G
Required Materials: How People Learn : Brain, Mind, Experience, and School (HPL) John D. Bransford (Editor), Ann L. Brown (Editor), Rodney R. Cocking (Editor), Hardcover - 346 pages ISBN: 0309065577 National Academy Press Pub Date: 1999 Available online at: http://www.nap.edu/html/howpeople1/notice.html Schools For Thought: A Science of Learning in the Classroom (SFT) John T. Bruer ISBN: 0-262-02352-0 MIT Press: Bradford Books Pub Date: 1993
Additional Requirements: Students must use a word processor, e-mail and have access to a web browser. If these requirements cannot be fulfilled, please see instructor.
Description: This course focuses on issues of what it means to learn and know science and mathematics. What are the standards for knowing we will use? How is knowing and learning structured and how does what we know change and develop? For the science and mathematics educator, what are the tensions between general, cross-disciplinary characterizations of knowing (e.g. intelligence) and the specifics of coming to understand powerful ideas in mathematics and science? What are the links between knowing and developing in learning theory, and the content and evolution of scientific ideas. Also, current issues and tensions in education will be discussed, especially as it relates to mathematics and science instruction.
1. Course Expectations
a) Prepare for and participate in class discussion and class work. b) Completion of 3 mini Clinical Interviews with an expert/novice paring on a topic. (satisfactory completion of the 3 interviews equal 300 points). c) Class Attendance: Class attendance is vital to the success of any course. Regular attendance is expected with no more than 2 unexcused absences from class for the semester. Violation of the attendance policy can result in a grade reduction. d) Three Exams (100 points each)
2. Grading Policy
To receive an A: Satisfactory completion of Course Expectation A, and C and 558 or more points from Course Expectations B and D. To receive a B: Satisfactory completion of Course Expectation A, and C and 492-557 points from Course Expectations B and D. To receive a C: Satisfactory completion of Course Expectation A, and C and 390-491 points from Course Expectations B and D. To receive a D: Satisfactory completion of Course Expectation A, and C and 360-389 points from Course Expectations B and D. To receive an F: Satisfactory completion of Course Expectation A, and C and 359 or less points from Course Expectations B and D.
3. Syllabus
Thursday Aug 26 Introduction to Course
Tuesday Aug 31 A New Theory of Learning HPL: pp. 3-27
Thursday Sept 2 A New Theory of Learning SFT: pp.1-18 HPL: 3-27
Tuesday Sept 7 The Science of Mind-Tasks and Representations SFT: pp. 19-50 The Balance Beam Task
Thursday Sept 9 The Science of Mind--Tasks and Representations SFT pp. 19-50
Tuesday Sept 14 Modeling Problem Solving- Hobbits and Orchs Classroom Activity (Lab)
Thursday Sept 16 How Experts Differ From Novices HPL: pp.31-50 SFT: 51-79
Tuesday Sept 21 How Experts Differ from Novices HPL: pp.31-50 SFT: 51-79
Thursday Sept 23 Learning and Transfer HPL:pp.51-78 SFT: pp51-79
Tuesday Sept 28 TEST I (100 points) Thursday y Sept 30 The Design of Learning Environments HPL: 131-154
Tuesday Oct 5 Lab Work for Clinical Interview
Thursday Oct 7 CLINICAL INTERVIEW I DUE (100 points) How People Learn: Mathematics Instruction: Making it Meaningful SFT: pp.81-126
Tuesday Oct 12 How People Learn: Mathematics Instruction: Making it Meaningful SFT: pp.81-126 HPL: pp.164-172 Jasper Activity
Thursday Oct 14 How People Learn: Mathematics Instruction: Making it Meaningful SFT: pp.81-126 HPL: pp.164-172
Tuesday Oct 19 How People Learn: Mathematics Instruction: Making it Meaningful SFT: pp.81-126 HPL: pp.164-172
Thursday Oct 21 Classroom Activity- Modeling Elbows
Tuesday Oct 26 How People Learn: Science Instruction SFT: pp.127-171
Thursday Oct 28 How People Learn: Science Instruction SFT: pp.127-171 HPL:pp.172-189
Tuesday Nov 2 How People Learn: Science Instruction SFT: pp.127-171 HPL:pp.172-189
Thursday Nov 4 CLINICAL INTERVIEW II DUE (100 points) How People Learn: Science Instruction SFT: pp.127-171 HPL:pp.172-189
Tuesday Nov 9 TEST 2 (100 points) Thursday Nov 11 Teacher Learning HPL: 190-205
Tuesday Nov 16 Teacher Learning HPL: pp.190-205
Thursday Nov 18 Rethinking the Foundations of Assessment
Tuesday Nov 23 Classroom Activity- Personal Response Systems Thursday Nov 25 THANKSGIVING (UNIVERSITY HOLIDAY)
Tuesday Nov 30 Technology to Support Learning
HPL:pp.206-230Thursday Dec 2 TEST III (100 points)
LAST CLASS DAYFinal Exam Day CLINICAL INTERVIEW III DUE (100 points)
Additional Information for Students
Disability Services
If you qualify for accommodations because of a disability, please submit to me a letter from Services for Students with Disabilities (SSD) early in the semester so that your needs may be addressed. SSD determines accommodations based on documented disabilities. For additional information, call (512) 471-6259, visit 100-B West Dean Keeton St, SSB 4.104, or refer to http://www.utexas.edu/depts/dos/ssd/ Religious Observances I will make every effort to accommodate all students who, because of religious obligations, have conflicts with scheduled exams, assignments, or other required attendance, provided they notify me in advance of the scheduled conflict. Whenever possible, students should notify me at least two weeks in advance of the conflict to request special accommodation. Classroom Behavior Students and faculty each have responsibility for maintaining an appropriate learning environment. Students who fail to adhere to behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat students with understanding, dignity and respect, to guide classroom discussion and to set reasonable limits on the manner in which students express opinions. See http://www.utexas.edu/student/registrar/catalogs/gi03-04/app/appc11.html for more information. Academic Integrity According to the General Information catalog, “the value of a university degree depends on the absolute integrity of the work done by each student for that degree, a student should maintain a high standard of individual honor in his or her scholastic work” (page 98). Policy on Scholastic Dishonesty: Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. Since such dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. For more information, please refer to the Student Judicial Services website for official University policies and procedures on scholastic dishonesty:
The clinical interview is an extensive process of formally interviewing a subject engaged in a problem solving activity. You will record the interview, transcribe and analyze the problem solving activity. A report will then be submitted and graded with feedback.
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