Steinhardt*School*of*Culture,*Education,*and*Human*Development*
Department*of*Teaching*and*Learning*
MTHED&UE.1050:-Teaching-Mathematical-Proof-and-Proving-(TMPP)-–-2-creditsInstructor:**
Orit*Zaslavsky*<[email protected]>*
-
Teaching*Assistant:*
*Michael*Thoms*<[email protected]>**
Course-Description-and-Context*
SYLLABUS-–-Fall-Semester,-2014-
*
This*is*a*specialized*pedagogical*course*that* reflects*numerous*calls*for*including*reasoning*and*proof*in*the*
secondary* mathematics* curriculum.* It* complements* the* MPP* undergraduate* course* by* adding* to* the*
mathematical* basis* provided* within* the* framework* of* the* MPP* course,* and* addressing* pedagogical* aspects*
related*to*those*mathematical*ideas. In*the*sequence*of*the*recommended*program*of*study,*this*course*is*the*
first* methods* course* that* our* prospective* secondary* mathematics* teachers* take.* It* aims* at* identifying*
opportunities* across* the* secondary* mathematics* curriculum* that* lend* themselves* to* supporting* (secondary)*
students’* logical* thinking,* and* gaining* experience* in* analyzing* and* designing* appropriate* tools* that* enhance*
this*kind*of*thinking*and*help*create*classroom*norms*that*require*justification*and*proof.
*
The*course*focuses*on*approaches*to*teaching*proof*and*proving,*including*reasoning*and*justification.*These*
approaches*are*informed*by*what*we*know*about*how*students*learn*and*come*to*understand*what*counts*as*
proof*and*how*they*learn*to*construct*valid*arguments*to*support*their*claims.*One*focus*of*the*course*is*on*
identifying,* characterizing* and* constructing* tasks* that* elicit* proof* and* reasoning* for* individual* and/or* group*
work.*
*
Main-Course-Objectives-
*
The*course*goals*include:*
• Becoming*familiar*with*the*place*of*reasoning*and*proof*in*the*math*curriculum;*
• Becoming* familiar* with* relevant* publications* that* deal* with* various* aspects* of* learning* and* teaching*
reasoning*and*proof;*
• Enhancing*language*precision*in*mathematics*and*discussing*its*implications*for*teaching;**
• Developing*awareness*and*sensitivity*to*secondary*students’*possible*difficulties*related*to*reasoning*
and*proof*as*well*as*their*possible*strengths;*
• Gaining* experience* in* constructing,* trying* out,* and* analyzing* learning* activities* and* trajectories* that*
potentially*enhance*reasoning*and*proof*in*7[12*grades;**
• Becoming* reflective* about* your* own* learning* and* teaching* experiences,* providing* constructive*
feedback* on* your* peers’* teaching* experiences,* and* making* the* most* from* these* experiences* as*
learning*opportunities*for*you.*
*
Note:* This* course* is* part* of* your* professional* education.* Approaching* the* course* from* the* perspective* of* an*
undergraduate*student,*trying*to*merely*be*successful*in*completing*the*course,*will*limit*what*you*take*from*
the*course.*Approaching*it,*instead,*as*a*beginning*professional*in*the*field*of*education*[*evaluating*what*you*
understand*and*trying*to*develop*a*deeper*understanding*of*what*you*need*to*learn*[*will*provide*you*with*a*
strong*foundation*as*you*begin*your*career.*
2
Some-Assumptions•
•
•
Learning*to*teach*mathematics*well*is*a*long*endeavor,*much*longer*than*the*duration*of*a*course*or*
two.*This*course*is*a*beginning*step*in*that*process.*
No*one*knows*all*they*need*to*know*in*order*to*teach*mathematics*well.*This*should*not*be*taken*as*
discouraging;*rather,*this*assumption*is*based*on*an*appreciation*that:*
o learning*and*teaching*(mathematics)*are*problematic*(i.e.,*there*is*no*right*way);*
o inquiring* into* mathematics,* mathematics* learning,* mathematics* teaching,* and* the* mathematics*
of*students*is*an*integral*part*of*teachers’*work,*regardless*of*years*of*experience;*
o learning*from*one's*teaching*is*possible*and*productive.*
Good*teachers*know*how*to*think*about*the*problems*of*teaching,*and*have*a*clearer*sense*of*what*to*
pay* attention* to* and* what* actions* to* take* in* order* to* teach* more* effectively.* They* make* informed*
decisions* and* justify* them* based* on* a* deep* understanding* of* the* related* issues* of* mathematics,*
mathematics*learning,*and*mathematics*teaching.*Often*good*teachers'*lessons*do*not*accomplish*the*
teachers'*goals;*however,*they*know*how*to*learn*from*the*previous*lessons*so*that*the*next*attempt*
is*better*informed*and*more*effective.*
Membership-Requirement-
*
NCTM* Student* Membership,* including* a* subscription* to* the* two* journals:* Mathematics* Teacher- (MT)* andMathematics*Teaching*in*the*Middle*School*(MTMS).*
Reference- list- for- the- reading- assignments- (not* all* are* required* readings;* some* are* only* recommended* as*
potential*resources)Selected*chapters*from*the*following*books:
1. Brodie,(K.((2010).(Teaching)Mathematical)Reasoning)in)Secondary)School)Classrooms.(NY:(Springer.(
(This(book(is(available(online(through(NYU).((
2. Hanna,(G.,(&(de(Villiers,(M.((Eds.)((2012).(Proof)and)proving)in)mathematics)education.(New(York:(
Springer.((This(book(is(available(online(through(NYU).((
3. MovshovitzJHadar,(N.,(&(Webb,(J.((1998).(One)equals)Zero,)and)other)mathematical)surprises.(Key(
Curriculum(Press((selected(pages(will(be(available(on(NYUClasses).(
4. National(Council(of(Teachers(of(Mathematics(High(School(Curriculum(Project((2009).(Focus)on)
High)School)Mathematics:)Reasoning)and)Sense)Making.(Reston,(VA:(NCTM.((Will(be(available(on(
NYUClasses).(
5. Nelsen,( R.( B.( (1993).( Proofs) without) Words:) Exercises) in) Visual) Thinking.( Washington,( DC:(
Mathematical(Association(of(America((selected(pages(will(be(available(on(NYUClasses).(
6.
NYS(Common)Core)Learning)Standards)in)Mathematics((CCLSM):(
http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/nysp12cclsmath.pdf(
7. Stylianou,( D.( A.,( Blanton,( M.( L.,( &( Knuth,( E.( J.( (2009).( Teaching) and) Learning) Proof) Across) the)
Grades:)A)KL16)perspective.)NY:(Routledge,(Taylor(&(Francis(Group.((Selected(chapters(will(be(
available(on(NYUClasses).(
Syllabus-for-TMPP-–-MTHED&UE.1050--
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October-2010September,-2014-
3
The*following*articles*will*be*available*on*NYUClasses:*
8. CadwalladerOlsker,(T.((2011).(What(do(we(mean(by(mathematical(proof?(Journal)of)Humanistic)
Mathematics,)1(1),(33J60.(
9. Ellis,(A.,(Bieda,(K.,(&(Knuth,(E.((2012).(Developing)essential)understanding)of)proof)and)proving)for)
teaching)in)grades)9L12.(Reston,(VA:(NCTM.(Chapter(3,(pp.(73J97.((
10. Fischbein,(E.((1982).(Intuition(and(proof.(For)the)Learning)of)Mathematics,)3(2),(9J18.(
11. Hanna,(G.((1990).(Some(pedagogical(aspects(of(proof.(Interchange,)21(1),(6J13.(
12. Hoyles,(C.,(&(Küchemann,(D.((2002).(Educational)Studies)in)Mathematics,)51,(193J223.(
13. Knuth,( E.( J.( (2002).( Proof( as( a( tool( for( learning( mathematics.( Mathematics) Teacher,) 95(7),( 486J
490.(
14. Smith,( M.( S.,( Bill,( V.,( &( Hughes,( E.( K.( (2008).( Thinking( through( a( lesson:( Successfully(
implementing(highJlevel(tasks.(Mathematics)Teaching)in)the)Middle)School,)14(3),(132J138.(
15. Sowder,(L.(&(Harel,(G.((1998).(Types(of(Students’(Justifications.(The)Mathematics)Teacher,)91(8),(
670J675.(
16. Thompson,(D.(R.((1996).(Learning(and(Teaching(Indirect(Proof.(Mathematics)Teacher,)89(6),(474J
482.(
17. Yopp,(D.A.((2009).(From(Inductive(Reasoning(to(Proof.(Mathematics)Teaching)in)the)Middle)
School,)15(5),(286J291.(
*
In*addition,*you*will*be*asked*to*select*articles*from*professional*journals*(e.g.,*Mathematics)Teaching)in)the)
Middle)School,(The)Mathematics)Teacher).(
Course-Grade-
*
Your*grade*will*be*composed*based*on*the*following*four*components:*
*
1. Participation-–*20*points*(2x10=20)2. Class-and-Course-reflections-–*20*points*(2x8+4=20)3. Weekly-readings-and-assignments-–*32*points*(4x8=32)4. Micro&teaching-–*28*points-
*
Final*Grades*will*be*calculated*as*follows*
*
A*
93[100*
*
A[*
90[92*
*
B+*
87[89*
*
B*
83[86*
*
B[*
80[82*
*
C+*
77[79*
*
-
Syllabus-for-TMPP-–-MTHED&UE.1050--
C*
C[*
D+*
D*
F*
*
-
73[76*
70[72*
65[69*
60[64*
Below*60*
*
October-2010September,-2014-
4
Course-Requirements1. Participation-
*
Class* participation* is* comprised* of* the* following:* attendance,* preparation* for* class* discussions,* and*
contributions* to* small* group* and* whole* class* discussions* and* activities.* Attendance* is* expected;* the*
interactions*and*activities*in*class*are*the*most*important*parts*of*this*course.*Participation*in*whole[
class* discussions* is* expected* to* be* regular,* to* contribute* to* the* class,* and* to* be* characterized* by* a*
willingness* to* take* risks.* Statements* or* questions* about* what* you* are* uncertain* about* often* lead* to*
opportunities*to*increase*your*understanding*and*the*understanding*of*others*in*the*class.****
*
"Active* class* participation"* includes* participation* in* small* group* AND* regular* contribution* to* whole*
class*discussions*(both*on[line*and*in[class).*If*you*find*it*difficult*to*spontaneously*participate*in*whole*
class*discussions,*come*prepared*with*questions*from*the*readings*or*assignments.*Be*willing*to*share*
ideas*that*your*small*group*discussed.*Everyone*can*participate*in*these*ways.*Occasionally,*you*may*
be*asked*to*present*an*idea*or*implement*an*activity*in*class.*
*
Participating*actively*will*directly*affect*how*much*you*learn*during*the*course.*Your*ideas,*even*the*
ones* you* think* are* ill[formed* and* half[baked,* will* positively* contribute* to* what* others* learn.* Sharing*
ideas*publicly*is*part*of*what*teachers*do*(with*collaborating*teachers,*at*faculty*meetings,*at*board*of*
education*meetings,*at*parent*meetings),*and*is*an*important*part*of*your*professional*education.*
*
The*syllabus,*details*about*assignments,*and*any*other*general*course*information*will*be*available*on*
NYUClasses.* In* addition,* postings* will* be* made* regarding* events* or* other* items* of* importance*
regarding*this*course.*Please*also*feel*free*to*use*the*site*to*continue*conversations*started*in*class*or*
raise*new*points*for*discussion*during*future*class*meetings.**
*
Unexcused* absences* will* lower* your* grade.* Each* unexcused* absence* will* result* in* a* 2%* reduction* of*
your* final* grade.* Unexcused* tardiness* (15* minutes* or* more)* or* early* departure* count* as* unexcused*
absences.*Absences*will*be*excused*at*the*discretion*of*the*instructor.*Please*contact*the*instructor*as*
soon*as*you*anticipate*missing*a*class,*coming*late,*or*leaving*early.**
Three*or*more*absences*may*result*in*no*credit*for*the*course.*
*
You* will* receive* up* to* 2* points* for* participation* per* class.* At* the* end* of* the* semester,* only* the* 10*
highest*scores*will*count*towards*your*final*grade.*
*
2. Class-and-Course-Reflections-
*
There*will*be*class*meetings*for*which*you*will*be*required*to*complete*a*reflection*paper*(expected*
length*1[2*pages).*The*reflections*should*include*your*thoughts*on*the*activities*and*discussions*from*
the*class*along*with*any*questions*and/or*problems*that*you*may*be*wrestling*with.*Occasionally,*we*
will*ask*you*to*address*a*particular*issue*or*question,*in*addition*to*an*open*reflection.*The*purpose*of*
this*assignment*is*to*push*your*thinking*and*help*you*develop*a*reflective*disposition.*It*should*not*be*
a* retelling* of* what* occurred* in* the* course* meeting.* It* is* unnecessary* for* you* to* summarize* the*
discussion.**Rather,*it*is*a*chance*for*you*to*extend*your*thinking*(look*at*something*in*more*depth,*
consider* the* applications,* consider* alternative* approaches,* consider* related* questions).* The* more*
specific* you* can* be* in* your* comments,* the* more* you* will* get* out* of* the* assignment.* If* you* are* not*
learning* as* you* write,* you* are* not* taking* advantage* of* the* assignment.* Another* purpose* of* the*
Syllabus-for-TMPP-–-MTHED&UE.1050--
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October-2010September,-2014-
5
reflection*is*to*encourage*communication*among*members*of*the*class.*As*a*result,*some*reflections*
will*occasionally*be*posted*on*NYUClasses*and*available*for*others*to*read.*(If*there*are*parts*that*you*
wish* not* to* be* posted* publically,* you* should* highlight* them* and* let* us* know* when* you* submit* your*
reflection).* You* will* occasionally* be* responsible* for* reading* the* reflections* of* your* classmates* and*
commenting* on* them.* Unless* otherwise* stated,* reflections* should* be* submitted* and* posted* by*
Thursday-midnight.*The*expectation*is*that*you*post*your*reflection*before*reading*any*of*the*others.**
You*should*name*the*file:*FirstNameInitialofLastName_RefNumber*(for*example,*OritZ_Ref1).*
*
You* will* complete* a* total* of* 10* weekly* reflections.* Each* will* receive* 2* points* if* it* meets* the*
expectations* outlined* above.* * If* it* does* not* meet* the* expectations,* you* will* be* asked* to* redo* the*
reflection.***
•
A*“redo”*not*completed*within*1*week*or*not*completed*to*a*satisfactory*level*is*considered*as*
an*reflection*not*submitted.*
•
Late*submissions*and*“redos”*count*equivalently.*The*first*does*not*count*against*your*grade;*
all*others*reduce*your*grade*from*2*to*1*points.*
•
Note:*a*late*submission*that*is*not*acceptable*may*not*be*redone*and*will*be*considered*not*
completed.*
At* the* end* of* the* last* two* classes* this* semester,* by* midnight* of* Thursday* (December* 11)* you* are*
required*to*submit*an*overall*reflection*on*the*course,*for*which*you*may*receive*up*to*4*points.*There*
will*be*no*“redos”*for*the*final*reflection.*
*
*
Dates*for*submitting*the*weekly*reflections*+*the*final*reflection:*
*
Week* Date*of*class*on*which*
Date*to*submit*the*written*
No.*
to*reflect*(Monday)*
reflection*(Thursday)*
1(
9/8(
9/11(
2(
9/15(
9/18(
3(
9/22(
9/25(
4(
9/29(
10/2(
5(
10/6(
10/9(
6(
10/20(
10/23(
7(
10/27(
10/30(
8(
11/3(
11/6(
9(
11/10(
11/13(
10(
11/17(
11/20(
14(
Overall(Course(
12/11(
*
*
3. Weekly-Readings-and-Assignments-
*
Most* of* the* readings* can* be* accessed* on* the* course*NYUClasses* site,* from* NYU* site;* some* from* the*
NCTM* site* or* other* sites.* Because* a* one[semester* course* is* a* short* preparation* for* teaching*
mathematics,*the*readings*take*on*added*importance.*In*some*cases,*the*readings*will*reinforce*what*
you*learned*in*class.*However,*in*other*cases,*the*readings*will*be*supplementary*(i.e.*address*what*we*
do* not* have* time* to* address* in* class).* The* texts* were* chosen* because* they* are* a* valuable* teaching*
resource.*You*will*want*to*have*most*or*all*of*them*available*when*you*are*working*as*a*teacher.*Some*
readings*you*will*be*asked*to*choose*according*to*your*personal*interests*from*recommended*journals*
Syllabus-for-TMPP-–-MTHED&UE.1050--
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and*other*resources*you*may*find*relevant*to*the*course.*Make-sure-to-bring-with-you-to-class-someversion-–-hard-copy-or-digital-(NOT-ON-YOUR-PHONE)-of-the-assigned-readings.*
*
For*each*reading*you*will*be*asked*to*produce*notes*that*will*help*you*when*you*are*teaching.*Each*set*
of* notes* will* consist* of* the* most* important* ideas* from* the* chapter/article* that* you* want* to* review*
when*you*are*teaching*and,*where*relevant,*page*numbers*with*annotations*for*items*you*may*want*
to* use* (e.g.,* “pages* 26[27* –* a* good* illustration* of* a* problematic* classroom* situation* leading* to*
reasoning*and*proof”).*Do*this*in*a*way*that*is*potentially*useful*to*you.*Keep*your*notes*brief*–*just*
including* what* you* need.* Your* notes* will* form* a* Reading* Notebook.* Bring* your* Reading* Notebook*
entries* to* class.* They* will* be* checked* only* that* they* have* been* done.* (Highlighting* in* the*
article/chapter*does*not*constitute*completion*of*the*assignment.)*
*
In* addition* to* weekly* readings,* you* will* receive* other* kinds* of* weekly* assignment* that* could* include*
responding*to*specific*questions;*solving*mathematical*problems*and*analyzing*your*own*approaches;*
searching* for* resources/articles;* constructing,* trying* out,* and* analyzing* tasks* and* activities* that*
potentially*enhance*reasoning*and*proof;*interviewing*students;*preparing*a*short*presentation.**
For* each* assignment* you* will* receive* specific* instructions* when* and* how* to* submit* it.* Most*
assignments* should* be* submitted* on* Classes* on* Mondays* by* 8am.* Depending* on* the* nature* and*
purpose*of*the*assignment,*some*may*need*to*be*posted*by*Friday*noon*prior*to*the*following*class;*
some* may* be* submitted* or* presented* in* class.* We* will* let* you* know* if* assignment* deadlines* are*
modified.*There*may*be*other*forms*and*deadlines.*Late-submissions-will-not-be-accepted.*
*
You*will*receive*the*full*4*points*per*week*if*you*demonstrate*that*you*attended*to*the*assignments*
seriously* and* thoughtfully.* It* is* not* about* doing* it* right* or* wrong.* Yet,* any* mathematical* part* of* the*
assignment*should*be*correct*and*accurately*presented.*For*your*final*grade,*only*the*8*assignments*
with*the*highest*scores*will*count.*
*
4. Micro&teaching-
Each*student*will*be*required*to*plan*a*lesson,*implement*the*plan,*and*reflect*and*analyze*the*actual*
enacted*lesson.*In*addition,*each*student*will*be*asked*to*offer*feedback*to*other*students*who*will*be*
micro[teaching.*We*will*discuss*in*class*in*detail*the*components*of*the*micro[teaching,*due*dates,*and*
how*to*evaluate*this*part*of*the*course*requirement.*The*final*guidelines*and*criteria*will*be*posted*at*
a*later*date.*
-
-
-
Syllabus-for-TMPP-–-MTHED&UE.1050--
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7
Course-Schedule-(tentative)-–-Fall-Semester,-2014-
Note:*You*will*receive*more*specific*guidleines*for*each*assignment*as*its*due*date*approaches.*The*submission*
dates*may*slightly*change*for*certain*assignments.*The*focus*and*details*of*the*written*work*may*change,*to*
better*reflect*what*we*do*in*class.*In*some*cases,*when*there*are*several*readings*listed,*you*may*be*assigned*
to*read*just*part*of*the*articles.*Some*readings*may*still*be*added*or*removed*from*the*list.*Sufficient*notice*
will*be*given*to*the*above*possible*changes.*
*
*
Week- Date
Main-Topics-
9/8*
“Let*us*teach*guessing”*
George*Polya’s*video:*his*
teaching*philosophy*and*
teaching*approach*to*
conjecturing*and*proof,*and*
its*relevance*to*teaching*
proof*and*proving*
innsecondary*school.*
9/15-
• The*‘Intermediate*Fraction*
Problem’*
• Proofs*that*prove*and*
proofs*that*(also)*explain;*
• From*inductive*reasoning*
to*(more)*formal*proof.*
3-
9/22-
Opportunities*to*enhance*
reasoning,*inductive*and*
deductive*arguments,*and*
proving*in*secondary*school*
mathematics*
4-
9/29-
1-
2-
Readings-
*
Written-Work-
*
Assignment*#1:*Due*by*9/15,*8am*
*
• Hanna,*1990;*
• Yopp,*2009;*
• Knuth,*2002.*
*
• Looking*back*at*your*
personal*learning*
experiences*
• Polya’s*teaching*
philosophy**
Assignment*#2:*Due*by*9/22,*8am*
5-
10/6*
• What*do*we*mean*by*
proof*and*proving*in*the*
NYS*Common*Core*Learning*
secondary*curriculum?*
Standards*in*Mathematics*(CCLSM)*–*
• Reflection*on*the*
pages:*3[6;*30[72*
‘Intermediate*Fraction*
Problem’*
Assignment*#3:*Due*by*9/29,*8am*
Students’*conceptions*and*
understandings*of*proof*and* • Hoyles,*1997;*
• Hoyles*questionnaire*and*
proving*–*what*can*we*
• Hoyles*&*Küchemann,*2002;*
student*proof*schemes*
anticipate?*
*
Assignment*#4:*Due*by*10/6,*8am*
More*on*students’*
• Three*Learning*Goals*for*
conceptions*of*proof:**
teaching*proof*and*proving*
Ways*to*reveal*their*
•
Reflection*on*the*
understandings;*
•
Ellis*et*al.,*2012.**
‘Consecutive*Integer*Task’*
Students’*use*of*examples*in*
(for*k*>2,*the*sum*of*k*
proving*(analysing*
consecutive*integers*is*
videotapes);
divisible*by*k)**
*
*
Fall*Break*–*10/13*
*
*
*
Syllabus-for-TMPP-–-MTHED&UE.1050--
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October-2010September,-2014-
8
Week- Date
Main-Topics-
Readings-
Written-Work-
Assignment*#5:*Due*by*10/20,*8am*
6-
10/20-
Proof[eliciting*tasks:*sharing*
ideas*
• Smith*et*al.,*2008.*
• Design*a*rich*proof[eliciting*
task*for*7[12*grade*
students*using*the*TTLP*
Framework;**
• Select*(and*get*approval*of)*
an*article*from**the*MT*or*
MTMS*that*deals*with*
issues*related*to*teaching*
and*learning*proof*and*
proving.*
Assignment*#6:*Due*by*10/27,*8am*
7-
Translating*opportunities*for*
teaching*proof*and*proving*
across*the*curriculum*into*
10/27*
learning*activities:*analyzing* • Individual*reading*according*to*
student*selection*
and*designing*proof[eliciting*
tasks.*
• Identifying*characteristics*
of*proof[related*tasks*
• Revisiting*the*
‘Intermediate*Fraction*
Problem’,*and*designing*a*
proof[related*task*based*
on*this*problem*
Assignment*#7:*Due*by*11/3,*8am*
Article*presentations*and*
sharing*
• Reflection*on*statements*
about*secondary*school*
students,*proof,*and*the*
role*of*proof*in*the*
secondary*curriculum*
8-
11/3-
9-
• Article*presentations*and*
Assignment*#8:*Due*by*11/10,*8am*
sharing*(cont.)*
• Eliciting*the*need*for*proof*
11/10and*proving*through*
• Sowder*&*Harel,*1998.*
• Resource*Kit**
uncertainty*and*cognitive*
conflict*
10-
The*merits*of*tasks*that*call*
11/17for*multiple*ways*of*proving*
11-
• Sequencing*Tasks*(thinking*
of*trajectories);*
11/24• Definitions*and*proof*–*
None*
how*are*they*related?*
12-
12/1-
Micro[Teaching*–*Part*2*
None*
Micro[teaching:*Part*2*
13-
12/8-
Micro[Teaching*–*Part*2*
None*
Micro[teaching:*Parts*2*&*3*
14-
Micro[Teaching*–*Part*2*
12/10- *
Course*Summary*
None*
Micro[teaching:*Parts*2*&*3*
• Individual*reading*according*to*
student*selection*
Assignment*#9:*Due*by*11/17,*8am*
None*
Micro[teaching:*Part*1*
Assignment*#10:*Due*by*11/24,*8am*
• Resource*Kit*
(
!
Syllabus-for-TMPP-–-MTHED&UE.1050--
-
October-2010September,-2014-
9
Accommodation-for-NYU-Students-with-Disabilities*
Any*student*attending*NYU*who*needs*an*accommodation*due*to*a*chronic,*psychological,*visual,*mobility,*
and/or*learning*disability,*or*is*Deaf*or*Hard*of*Hearing*should*register*with*the*Moses*Center*for*Students*
with*Disabilities*at*212*998[5980,*240*Greene*Street.*See*www.nyu.edu/csd. *
*
Academic-Integrity*
The*relationship*between*students*and*faculty*is*the*keystone*of*the*educational*experience*in*The*Steinhardt*
School*of*Culture,*Education,*and*Human*Development*at*New*York*University.*This*relationship*takes*an*
honor*code*for*granted.*Mutual*trust,*respect*and*responsibility*are*foundational*requirements.*Thus,*how*you*
learn*is*as*important*as*what*you*learn.*A*university*education*aims*not*only*to*produce*high*quality*scholars,*
but*to*also*cultivate*honorable*citizens.**
*
Academic*integrity*is*the*guiding*principle*for*all*that*you*do;*from*taking*exams,*making*oral*presentations*to*
writing*term*papers.*It*requires*that*you*recognize*and*acknowledge*information*derived*from*others,*and*
take*credit*only*for*ideas*and*work*that*are*yours.*
*
You*violate*the*principle*of*academic*integrity*when*you:*
• Cheat*on*an*exam;**
• Submit*the*same*work*for*two*or*more*different*courses*without*prior*permission*from*your*professors;**
• Receive*help*on*a*take[home*examination*that*calls*for*independent*work;**
• Plagiarize.**
*
Plagiarism,*one*of*the*gravest*forms*of*academic*dishonesty*in*university*life,*whether*intended*or*not,*is*
academic*fraud.*In*a*community*of*scholars,*whose*members*are*teaching,*learning*and*discovering*
knowledge,*plagiarism*cannot*be*tolerated.*Plagiarism*is*failure*to*properly*assign*authorship*to*a*paper,*a*
document,*an*oral*presentation,*a*musical*score*and/or*other*materials,*which*are*not*your*original*work.**
*
You*plagiarize*when,*without*proper*attribution,*you*do*any*of*the*following:*
• Copy*verbatim*from*a*book,*an*article*or*other*media;**
• Download*documents*from*the*Internet;**
• Purchase*documents;**
• Report*from*other's*oral*work;**
• Paraphrase*or*restate*someone*else's*facts,*analysis*and/or*conclusions;**
• Copy*directly*from*a*classmate*or*allow*a*classmate*to*copy*from*you.**
*
For*more*on*academic*integrity*see*http://steinhardt.nyu.edu/policies/academic_integrity.*
Syllabus-for-TMPP-–-MTHED&UE.1050--
-
October-2010September,-2014-