|Course Number:||EDU 5626 C03|
|Location||Castleton University, Stafford Academic Center, Room 144|
|Dates and Times:||October 14 through November 18 (six consecutive Saturdays) from 9 am - 3 pm plus 15 hours online, independent work|
Note: Please register online. Purchase order or payment of $900, payable to RRWIB, is due at the time of registration. Please mail check to the Castleton Center for Schools, PO Box 6049, Rutland, VT 05701. If you wish to pay by credit card, please call the Center for Schools at (802) 770-7060.
This course for K – 8 teachers is intended to broaden and deepen knowledge and understanding of the mathematical problem-solving process. Increasing teachers’ knowledge and understanding of this process will positively impact the teaching practice to further student learning and their problem solving skills. Specific course objectives include determining the makeup of a good problem, developing an exhaustive list of problem-solving strategies, designing assessment tools to determine student success in problem solving, and strategies for teaching problem solving. The course addresses the Common Core State Standards Initiative with particular emphasis on the standard for mathematical practice.
Anticipated student outcomes include: becoming a better mathematical problem solver by experimenting with various problems, developing confidence in the mathematical understanding of basic concepts by solving and discussing problems, experiencing the process of doing mathematics in addition to the product, demonstrating multiple methods of solution and divergent thinking, building experience with problem solving strategies, exploring problems in depth, collaborating with peers in order to maximize the problem solving process, learning to use various tools, in particular, technological tools, to aid mathematical understanding, research, develop, and implement rubrics to assess mathematical problem solving, and express mathematical ideas in clear concise language to classmates.
The student will:
Become a better mathematical problem solver by experimenting with various problems,
Develop confidence in the mathematical understanding of basic concepts by problem solving and discussing solution strategies,
Experience the process of doing mathematics as well as the product,
Demonstrate multiple methods of solution and divergent thinking,
Build an experience in problem solving strategies,
Explore problems in depth,
Experience collaboration and other forms of constructivist learning,
Learn to use various technology tools to aid mathematical understanding,
Research, develop, and implement rubrics to assess mathematical problem solving,
Express mathematical ideas in clear concise language to classmates.
Participation: Learning is not a passive endeavor; rather it is the result of active interaction with one’s environment. Hence, engagement from each member of this community is integral to learning the art of mathematical problem solving.
Required Readings/Texts: (required texts not included in cost of course):
Johnson, Herr and Kysh, (2012). Crossing the River With Dogs. Problem solving for college students. 2nd edition. Emoryville, CA: Key College Publishing.