EDGS 646 Index
EDGS 646 Index
© 1996: The University of Newcastle: Faculty of Education
Summary of the EDGS 646 Subject
Course Schedule
It is intended that those taking the subject on an on-campus basis will proceed according to the following outline. The course sequence is in no way intended to be prescriptive; rather (especially for distance students) the readings and assessment will drive the course. All readings other than those from the text are available "on-line", and may be read directly using Netscape, or may be located in the "READINGS" directory/folder on the course CD-ROM and printed if desired.
| Week(s) | Theme(s) | Readings |
|---|---|---|
| 1 & 2 | (a) Introduction--What is a problem?
(b) History of the problem-solving movement in mathematics education
| Read Chapters One and Two: Clements and Ellerton (1991)
International trends in mathematics education research
|
| 3 & 4 | (a) Induction, deduction, & intuition
(b) Polya and Krutetskii
| Read Chapters Three and Four: Clements and Ellerton (1991)
|
| 5 | (a) Newman method for analysing errors on pencil-and-paper "problems"
(b) Decision on topic, and initial planning for Assignment 3
| READ Clements & Ellerton: The Newman Hierarchy of Error Causes for Written Mathematical Tasks
|
| EASTER
| Submission of Assignment 1 (by April 15th, 1996)
| |
| 6 & 7 | (a) The national mathematics framework, and "Working Mathematically"
(b) Posing and solving problems
(c) Strategies for developing a problem-posing and a problem-solving
| It is recommended that you read closely the Working Mathematically section of the National Profiles document, Mathematics - a curriculum profile for Australian schools AND relevant sections of the National Statement. If possible, you should read the book Using the Mathematics Profiles by Olssen, K., Adams, G., Grace, N. and Anderson, T. (1994). Carlton, VIC.: Curriculum Corporation. READ Stoyanova: Developing a framework for research into students' problem posing in school mathematics.
|
| 8 | Submission of Assignment 2 (by May 6th, 1996)
| |
| 9 | (a) Problem-solving Task Centres
(b) Sweller's Myths, and the Secret of the Grandmasters
(c) The role of metacognition
(d) Psychological, linguistic and social bases
| READ Sweller: Sweller's six myths.
READ Clements: Metacognition and mathematical problem solving.
|
| 10 | (a) Assessing problem posing and problem solving: The VCE and other approaches
(b) Mathematical modelling and problem solving
| |
| 11 | (a) Striking a balance between challenge and support: Scaffolding and problem posing
(b) Implications of modern technology for teaching mathematics through a problem-posing and problem-solving approach
| READ Arnold: Striking a balance between challenge and support: Creating an effective mathematics learning environment.
|
| 12 | (a) Problem posing and problem solving across the curriculum
(b) Consideration of an issue: "Is problem posing and problem solving for all students, not merely the gifted ones?" Equity considerations
| |
| 13 - 14 | Final Polishing and Submission of Assignment
3 (by June 10th, 1996)
|
There will three major submissions for the subject.
* The first submission should be with us by Monday 15th April, 1996.
* The second submission will involve you in preparing a summary of your metacognitive analyses of six solutions to problems that you have solved this Semester. It should be with us by Monday May 6, 1996.
* For the third and final submission you should prepare a paper incorporating data arising from the application in the classroom of some issue arising during the course. The paper should be prepared as if it were being submitted to the Mathematics Education Research Journal (MERGA's journal). 40% of assessment. Submit by June 10, 1996.
EDGS 646 Index
© 1996: The University of Newcastle: Faculty of Education