MATH5103
Making Connections
Students at a small but growing number of high schools across the country are moving toward an integrated mathematics pathway in which they learn a blend of topics such as algebra, geometry, trigonometry, and statistics each year. Common internationally, the integrated sequence is designed to bridge connections among disciplines and topics.
Use the following prompts to write an original post:
- Describe a lesson that you have taught or observed recently.
- Was the lesson neat and orderly or messy?
- What was the role of mistakes as students attempted to make connections?
- What was the role of individual and collaborative exploration?
Once you’ve finished describing the lesson, explain how it connects to another unit that is taught at that grade level either in mathematics or another subject area. Give at least two different parallels and how you would describe the similarities to your students.
For your peer discussion, review at least two of your classmates’ discussion posts, and describe a connection that is different from what was mentioned in their original post. Like the original post, it can be a connection to any mathematics concepts or another subject area.
APA citations are required only for the original response.
Where Will I Ever Use This?' Lesson
Humans learn through experiences, through concrete and tangible expressions. Mathematics is a symbolic language expressing relationships in real space. In this assignment, you will explore answers to the question, “Where will I ever use this type of project?”
Step 1 Review course content and conduct additional research on cognitive demand (or cognitive load), Bloom’s taxonomy, and Socratic dialogue (or Socratic questioning).
Step 2 Select a mathematical task for students to demonstrate a real-world connection. The connection should be relevant to the targeted student population. The mathematical task should represent the mathematical learning expected of those students.
Consider an aspect of the mathematical concept(s) involved in the task which is(are) often confusing or misunderstood.
Step 3 Develop a lesson related to the real-life connected mathematical concept. Incorporate these characteristics in your lesson:
- Describe the student population, the mathematical concept(s) involved, the real-life connection, and the anticipated class time needed for students to complete the task.
- Either begin or end the lesson with at least three Socratic dialogue-type questions.
- Incorporate questions throughout the lesson on at least three levels of cognitive demand.
- Address at least one aspect of the mathematical concept(s) involved in the task which is often confusing to students.
Step 4 Compile your work into a lesson plan using the template in the Resources below. Indicate which parts of the task or lesson are whole-class, small-group, and/or individual work.
Annotate or color-code your lesson plan to point out the Socratic dialogue and levels of cognitive demand.
Include APA-formatted in-text citations and a reference page for any sources you used other than your own expertise.
Step 5
Submit your lesson plan.
Resources
Lesson Plan Template – ACE
Levels of Cognitive DemandLinks to an external site. – Content Analysis of Tasks