New York University
Steinhardt School of Culture, Education and Human Development
Department of Teaching and Learning
MTHED-UE, 1911, 1922
MTHED-GE 2911, 2922 Spring 2015,
Proposed Syllabus
Student Teaching Seminar for Secondary Mathematics
Tuesdays: 3:30 – 4:40, East Bldg Room 345,
Spring, 2015
Course Description – This seminar is designed to accompany the year long mentored
student teaching field placement in both middle and high school mathematics classrooms. The
course will address relevant aspects of classroom practice as related to mathematics instruction at
the secondary level. We examine classroom teaching and management, the delivery of math content
and planning strategies that allow for addressing the needs of all students, especially those with
special needs and English-language learners. In addition, this course is designed help you develop
productive habits of planning and reflecting on the teaching and learning of mathematics.
Objectives: To develop a deeper understanding of key areas for teaching secondary mathematics.
Throughout semester students will have an opportunity to focus on
Planning and preparation
Classroom management
Instruction
Reaching all learners
Assessment
Feedback and reflection
Requirements:
Students are expected to
attend all class sessions,
complete all assignments,
contribute to in class and online discussions,
fulfill all of the responsibilities of the student teaching field placement and
submit complete sets of materials for a minimum of two formal field observations including
pre-observation thoughts,
a lesson plan,
post lesson reflections and
any relevant artifacts from the lesson.
The course culminates in the submission of
a philosophy of teaching statement
a unit of study
an EdTPA portfolio that contains class assessment analysis and video of instruction.
Guidelines for NYU Supervisor observations:
Pre-Lesson Thoughts and Lesson Plan are due the day before each supervisor’s visit
Post-Lesson Thoughts are due 2 days after each supervisor’s visit
Students are expected to work with their cooperating teacher on all aspects of pedagogy covered in
the course. Students will follow the schedule of the school and immerse themselves in the school
culture. During the semester students will be observed periodically by an NYU supervisor. This
NYU faculty supervisor will periodically meet with student and/or cooperating teacher to review the
placement guidelines and the responsibilities of student teaching. Your supervisor will provide
written feedback after your observation that you may want to use in your reflection. It is your job to
submit your pre and post lesson thoughts, your lesson plan, and the feedback from your supervisor
to NYU classes.
Please be reminded that the Student Teaching I, first placement, ends at the conclusion of the fall
term.
All assignments are due at the next meeting following the assignment.
Specific guidelines for assignments are posted on NYUClasses and all assignments should be
submitted in electronic and hard copy (if requested).
Course Text:
Artzt, Alice F., Armour-Thomas, Eleanor, Curcio, Francis R. (2008). Becoming a reflective
mathematics teacher: A guide for observations and self-assessment (2nd ed.). New York: Taylor and
Francis Group.
Selected Readings on Classroom Management and Feedback will be assigned throughout the course.
NYU Student Teaching Handbook
edTPA Secondary Mathematics Handbook.
Additional Requirements:
Students must become members of the National Council of Teachers of Mathematics as part of the
Secondary Math Education Program. Membership in NCTM provides mathematics educators with
a tremendous resource, which include professional and research journals, lesson and technology
resources and professional guidelines regarding content and pedagogy.
Grades- Grades each semester are based on:
(70%) Feedback from a minimum of two formal observations including Lesson Plans, with
Pre and Post Lesson Reflection, and Supervisor Observation notes.
(10%) Cooperating Teacher Evaluations and Professionalism; includes school attendance,
interacting with administrators, other faculty and staff and school community at large.
(10%) Attendance and participation at seminar meetings,
(10%) NYU Classes discussions, homework assignments.
Letter Grade Rubric
A—Outstanding Work
An "A" applies to outstanding student work. A grade of "A" features not simply a command of
material and excellent presentation (spelling, grammar, organization, writing style, etc.), but
importantly, sustained intellectual engagement with the material. This engagement takes such forms
as shedding original light on the material, investigating patterns and connections, posing questions,
and raising issues.
An "A" paper is excellent in nearly all respects:
• It is well argued and well organized, with a clear thesis
• It is well developed with content that is specific, interesting, appropriate and convincing
• It has logical transitions that contribute to a fluent style of writing
• It has few, if any, mechanical, grammatical, spelling, or diction errors
• It demonstrates command of a mature, unpretentious diction
B—Good Work
A "B" is given to work of high quality that reflects a command of the material and a strong
presentation but lacks sustained intellectual engagement with the material.
A "B" paper shares most characteristics of an "A" paper, but
• It may have some minor weaknesses in its argumentation
• It may have some minor lapses in organization and development
• It may contain some sentence structures that are awkward or ineffective
• It may have minor mechanical, grammatical, or diction problems
• It may be less distinguished in its use of language
C—Adequate Work
Work receiving a "C" is of good overall quality but exhibits a lack of intellectual engagement as well
as either deficiencies in the student's command of the material or problems with presentation. A "C"
paper is generally competent; it is the average performance. Compared to a "B" paper, it may have a
weaker thesis and less effective development.
• It may have serious shortcomings in its argumentation
• It may contain some lapses in organization
• It may have poor or awkward transitions
• It may have less varied sentence structures that tend toward monotony
• It may have more mechanical, grammatical, and diction problems
D or F—Unsuccessful Work
The grade of "D" indicates significant problems with the student’s work, such as a shallow
understanding of the material or poor writing.
• It presents no clear thesis
• It displays major organizational problems
• It lacks adequate support for its thesis
• It includes irrelevant details
• It includes confusing transitions or lacks transitions altogether
• It fails to fulfill the assignment
• It contains ungrammatical or poorly constructed sentences and/or demonstrates problems with
spelling, punctuation, diction or syntax, which impedes understanding
An "F" is given when a student fails to demonstrate an adequate understanding of the
material, fails
This schedule is subject to change
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)
998-4980, 240 Greene Street, www.nyu.edu/csd