http://imereports.pbwiki.com/ RecentChanges for imereports http://imereports.pbwiki.com/feedlogo.gif http://pbwiki.com/ PBwiki 1.3.8 support@pbwiki.com http://imereports.pbwiki.com/0228 email.hidden@example.com (Bill) Bill edited 0228 Mathematical Preparation of Elementary School Teachers
Linktoconferencewebsite
Resources
Sequences of courses at different universities
Content course syllabi
Methods course syllabi
Hybrid (content and methods) course syllabi
Tasks, activities, and assignments to share
Guiding Questions for the Conference
What mathematical knowledge, practices, or habits of mind are important in the preparation of elementary school teachers?
Opportunities for teachers to do mathematics. Teacher circles (for example theTucsonTeachers'Circle)
Study of operations themselves, versus algorithms for performing them. Distinguishing between the need to generate efficient algorithms and the study of the operations themselves as mathematical objects. There's a reason to look at 220/10 as a way to get at 226/12 not because that's a good algorithm but because it is a way of examining the operation.
Resources
Sequences of courses at different universities
Content course syllabi]]> Wed, 26 Mar 2008 22:25:15 +0000 mod http://imereports.pbwiki.com/Framework email.hidden@example.com (Bill B) Bill B edited Framework Is the reader expected to fill in missing mathematical information or hidden qualifiers?
Is the mathematical language clear and consistent? Are terms (equations, function, expression) used correctly?
TheThere are three different audiences for the review/report. The answers to the framework questions above change focus depending on the target.
The editor/publisher: Is the text suitable for publication?
The author: Constructive criticism to improve the text.
]]> Sat, 22 Mar 2008 16:46:24 +0000 mod http://imereports.pbwiki.com/FrontPage email.hidden@example.com (Bill) Bill edited FrontPage Workshop on Preparation of Elementary Teachers, February 28-March 1, 2008
Workshop on Preparation of Secondary Teachers, March 6-7, 2008
MIME workshopWorkshop on Mathematicians in Mathematics Education, March 20-22, 2008
]]> Sat, 22 Mar 2008 14:52:47 +0000 mod http://imereports.pbwiki.com/Framework email.hidden@example.com (Gizem Karaali) Gizem Karaali edited Framework Is the reader expected to fill in missing mathematical information or hidden qualifiers?
Is the mathematical language clear and consistent? Are terms (equations, function, expression) used correctly?
the the review/report. The answers to the framework questions above change focus depending on the target.
The editor/publisher: Is the text suitable for publication?
The author: Constructive criticism to improve the text.
]]> Sat, 22 Mar 2008 09:47:03 +0000 mod http://imereports.pbwiki.com/Framework email.hidden@example.com (Bill) Bill edited Framework Focus on two or three big ideas that would make a significant improvement to their work and is doable. It is doubtful that the text won't be published or hugely revised, based just on your comments. So what can they do that would improve it?
When giving objections (or, better suggestions for improvement) externalize your reasoning. Give concrete examples for improvement and evidence as to why the suggestions are improvements.
and students. students. Or if you decide not to, give clear mathematical reasons for that decision.
Be aware of the limitations of precision, and the existence of other considerations (e.g., clarity, economy of language).
Explain the mathematical reasons for your comments. Take care to be an educator on mathematical issues.
]]> Sat, 22 Mar 2008 09:31:13 +0000 mod http://imereports.pbwiki.com/Framework email.hidden@example.com (Bill) Bill edited Framework Is the reader expected to fill in missing mathematical information or hidden qualifiers?
Is the mathematical language clear and consistent? Are terms (equations, function, expression) used correctly?
Explain the mathematical reasons for your comments. Take care to be an educator on mathematical issues.
The are three different audiences for the the review/report. The answers to the framework questions above change focus depending on the target.
The editor/publisher: Is the text suitable for publication?
Situate yourself within the context of the textbook. Think about the teaching method the authors are trying to model and the users of the textbook, both teachers and students.
Be aware of the limitations of precision, and the existence of other considerations (e.g., clarity, economy of language).
Explain the mathematical reasons for your comments. Take care to be an educator on mathematical issues.
]]> Sat, 22 Mar 2008 09:29:16 +0000 mod http://imereports.pbwiki.com/Framework email.hidden@example.com (Bill) Bill edited Framework Is the reader expected to fill in missing mathematical information or hidden qualifiers?
Is the mathematical language clear and consistent? Are terms (equations, function, expression) used correctly?
Explain the mathematical reasons for your comments. Take care to be an educator on mathematical issues.
The are three different audiences for the the review/report. The answers to the framework questions above change focus depending on the target.
The editor/publisher: Is the text suitable for publication?
]]> Sat, 22 Mar 2008 09:26:32 +0000 mod http://imereports.pbwiki.com/Framework email.hidden@example.com (Gizem Karaali) Gizem Karaali edited Framework The adopter: What are strengths/pitfalls? What is needed to implement usage?
Other guidelines, especially if reviewing for the author:
Remember itt it is hard to write about mathematics, especially thinking of the nationwide teachers and students as your audience and trying to meet that diversity of needs.
Focus on two or three big ideas that would make a significant improvement to their work and is doable. It is doubtful that the text won't be published or hugely revised, based just on your comments. So what can they do that would improve it?
When giving objections (or, better suggestions for improvement) externalize your reasoning. Give concrete examples for improvement and evidence as to why the suggestions are improvements.
]]> Sat, 22 Mar 2008 09:23:46 +0000 mod http://imereports.pbwiki.com/Framework email.hidden@example.com (Gizem Karaali) Gizem Karaali edited Framework The adopter: What are strengths/pitfalls? What is needed to implement usage?
Other guidelines, especially if reviewing for the author:
stage. Rember it's Remember itt is hard to write about mathematics, espcially especially thinking of the nationwide teachers and students as your audience and trying to meet that diversity of needs.
Focus on two or three big ideas that would make a significant improvement to their work and is doable. It is doubtful that the text won't be published or hugely revised, based just on your comments. So what can they do that would improve it?
When giving objections (or, better suggestions for improvement) externalize your reasoning. Give concrete examples for improvement and evidence as to why the suggestions are improvements.
]]> Sat, 22 Mar 2008 09:23:24 +0000 mod http://imereports.pbwiki.com/Framework email.hidden@example.com (Bill) Bill edited Framework When giving objections (or, better suggestions for improvement) externalize your reasoning. Give concrete examples for improvement and evidence as to why the suggestions are improvements.
Situate yourself within the context of the textbook. Think about the teaching method the authors are trying to model and the users of the textbook, both teachers and students.
(e.g., clarity). clarity, economy of language).
]]> Sat, 22 Mar 2008 09:15:43 +0000 mod http://imereports.pbwiki.com/Framework email.hidden@example.com (Bill) Bill edited Framework When giving objections (or, better suggestions for improvement) externalize your reasoning. Give concrete examples for improvement and evidence as to why the suggestions are improvements.
Situate yourself within the context of the textbook. Think about the teaching method the authors are trying to model and the users of the textbook, both teachers and students.
Be aware of the limitations of precision, and the existence of other considerations (e.g., clarity).
]]> Sat, 22 Mar 2008 09:06:24 +0000 mod http://imereports.pbwiki.com/Framework email.hidden@example.com (Bill) Bill edited Framework Do sections and topics explictedly connected to each other as appropriate, is there a sense of a building on ideas, or do topics seem unrelated and disjoint?
Do graphics convey quantitative information?
missing mathematical information or hidden qualifiers? qualifiers?
Is the mathematical language clear and consistent? Are terms (equations, function, expression) used correctly?
The are three different audiences for the the review/report. The answers to the framework questions above change focus depending on the target.
The editor/publisher: Is the text suitable for publication?
]]> Sat, 22 Mar 2008 09:01:31 +0000 mod http://imereports.pbwiki.com/0320 email.hidden@example.com (Gizem Karaali) Gizem Karaali edited 0320 Algebra I, Larson, Boswell, Kanold, Stiff
Thank you for giving me the opportunity to review this text. My primary question while reviewing Section 4.8: Functions and Relations was "Is the definition of a function made clear?" Although there were some important ideas to clarify the concept of function in the section, I believe the following suggestions might make the ideas clearer and the section stronger:
their defintions definitions of relation and function are much more clear. Though Algebra 2 book is written for Teachers' and Algebra 1 for students, it is important that students are presented with the mapping between differnt funcitonal notations in their book. There should be consistancy in the definiton and the example provided. For example we can rewrite the definition of the relation as, “A rule of this type where an input can have one or more output is a relation” to be consistant with the defintion definition of function and example]]> Sat, 22 Mar 2008 09:00:00 +0000 mod http://imereports.pbwiki.com/Framework email.hidden@example.com (Bill) Bill edited Framework Do sections and topics explictedly connected to each other as appropriate, is there a sense of a building on ideas, or do topics seem unrelated and disjoint?
Do graphics convey quantitative information?
Is the reader expected to fill in missing information or hidden qualifiers?
The are three different audiences for the the review/report. The answers to the framework questions above change focus depending on the target.
The editor/publisher: Is the text suitable for publication?
]]> Sat, 22 Mar 2008 08:58:26 +0000 mod http://imereports.pbwiki.com/0320 email.hidden@example.com (Gizem Karaali) Gizem Karaali edited 0320 Algebra I, Larson, Boswell, Kanold, Stiff
Thank you for giving me the opportunity to review this text. My primary question while reviewing Section 4.8: Functions and Relations was "Is the definition of a function made clear?" Although there were some important ideas to clarify the concept of function in the section, I believe the following suggestions might make the ideas clearer and the section stronger:
initial defintion definition of function and relation (under Goal 1) was hard to follow. A lot of information was packed into that first paragraph. The authors might look at their own Algebra 2 book (Section 2.1, first paragraph on pg 67) where their defintions of relation and function are much more clear. Though Algebra 2 book is written for Teachers' and Algebra 1 for students, it is important that students are presented with the mapping between differnt funcitonal notations in their book. There should be consistancy in the definiton and the example provided. Fo]]> Sat, 22 Mar 2008 08:58:26 +0000 mod http://imereports.pbwiki.com/Framework email.hidden@example.com (Bill) Bill edited Framework Is there anything taught in this text that I will have to spend significant time later (in my college courses) having students unlearn?
Do sections and topics explictedly connected to each other as appropriate, is there a sense of a building on ideas, or do topics seem unrelated and disjoint?
Do graphics convey quantitative information?
The are three different audiences for the the review/report. The answers to the framework questions above change focus depending on the target.
The editor/publisher: Is the text suitable for publication?
]]> Sat, 22 Mar 2008 08:55:45 +0000 mod http://imereports.pbwiki.com/Framework email.hidden@example.com (Bill) Bill added Framework !! **Framework **
Some questions to consider while reviewing text:
# Are definitions clear? (both in terms of understandabilitiy and visibility in the text)
# Are definitions correct? (Not necessarily technically, mathematically correct, but at least without glaring errors.)
# Are examples clear? Do they connect properly with the concepts learned.
# Do the examples and homework problems include a variety of graphical, tabular, formulaic, and word presentations so that students see different representations, when applicable?
# Are the examples and homework problems varied enough so that students understand the key ideas, for example what is and is not a function?
# Are the examples too complex or too trivial to achieve the appropriate level of understanding?
# Does the ordering of topics make sense?
# Are the pictures included relevant to the examples and text? Do they add to the understanding or distract from it?
# Do rules, algorithms, or tests come with a reasonable exp]]> Sat, 22 Mar 2008 08:51:13 +0000 add http://imereports.pbwiki.com/0320 email.hidden@example.com (Bill) Bill edited 0320 Providing these connections is crucial in offering students motivation to learn mathematics. Very few are stirred by the internal beauty of the subject, and this remains true even in countries where math is taught better than in the US. But motivation will engage students to learn more and learn better.
Discovering Algebra takes a different and--I would say--feasible approach by way of codes to introduce the idea. This seems intriguing to at least some young people, and has some potential to provide the engagement that is lacking in math classes across the world.
Framework
Links
AreviewofK-5mathcurriculaIwroteforalocalschooldistrictabout5yearsago. Rob
]]> Sat, 22 Mar 2008 08:50:56 +0000 mod http://imereports.pbwiki.com/0320 email.hidden@example.com (Bill) Bill edited 0320 Algebra I, Larson, Boswell, Kanold, Stiff
Thank you for giving me the opportunity to review this text. My primary question while reviewing Section 4.8: Functions and Relations was "Is the definition of a function made clear?" Although there were some important ideas to clarify the concept of function in the section, I believe the following suggestions might make the ideas clearer and the section stronger:
solution. Finally, Finally, the defintion in this Algebra 1 book refers to the concept of an ordered pair that is never illustrated in the section.
The Vertical Line test appears to be presented on its own in an isolated box with no explanation of why it works or example of how to use it. It might be better suited after the discusion of how to graph a function.
I appreciated your diversity of problems in the homework set. I would like to see more of these types of examples in the explanation as well. e.g.,
Discovering Algebra, Murdock, Kamischke, Kamisch]]> Sat, 22 Mar 2008 08:50:34 +0000 mod http://imereports.pbwiki.com/0320 email.hidden@example.com (Cinnamon) Cinnamon edited 0320 Algebra I, Larson, Boswell, Kanold, Stiff
Thank you for giving me the opportunity to review this text. My primary question while reviewing Section 4.8: Functions and Relations was "Is the definition of a function made clear?" Although there were some important ideas to clarify the concept of function in the section, I believe the following suggestions might make the ideas clearer and the section stronger:
book.
I would like to add that there There should be consistancy in the definiton and the example provided. For example we can rewrite the definition of the relation as, “A rule of this type where an input can have one or more output is a relation” to be consistant with the defintion of function and example 1b solution. Finally, the defintion in this Algebra 1 book refers to the concept of an ordered pair that is never illustrated in the section.
The Vertical Line test appears to be presented]]> Sat, 22 Mar 2008 08:46:49 +0000 mod