Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
2018
Document Type
Portfolio
Citation
Seceleanu, Alexandra, "Course Portfolio for Math 407 Mathematics for High School Teaching: Refining Conceptual Understanding in a Mathematics Course for Pre-service Teachers" (2018). UNL Faculty Portfolios. 105. https://digitalcommons.unl.edu/prtunl/105/
SPED 415/415A Reading and Writing Disabilities
Abstract
My intention in this portfolio is to present my approach to teaching an upper-level mathematics course for pre-service secondary level mathematics teachers. Several teaching strategies are discussed in the context of designing a coherent approach to this course, which emphasizes the need for conceptual reasoning above all other goals. These strategies are evaluated and assessed in connection to the learning outcomes using samples of student work from the course.
Also presented are samples of course materials that were used to lead students through an organized discussion of the relevant concepts. These materials convey some basic mathematical knowledge and therefore may suited to other courses as well. Additionally, this portfolio includes a survey of students perceptions and attitudes towards conceptual mathematics at the beginning of the course, which can be viewed as base- line information, as well as a sample of student work production and self-reflections at the end of the curse, which establish a certain growth in confidence and abilities.