Credit Hours: 0 hours
Catalog Description: Planned observation, instruction or tutoring experiences appropriate for future secondary mathematics teachers; related professional reading and reflection.
NOTE: Completion of this field experience is a pre- or co-requisite for MATH 493 and opportunities to further reflect on your field experience will be given as part of your MATH 493 coursework.
Prerequisites: None.
Topics:
Documentation of 20 hours of field work experience with students ages 12-18
from diverse populations and at least one teacher certified in mathematics,
including reflection and associated reading
Document your 20 hours of field experience in a field experience journal using the following format.
Field Experience Journal Format: For each fieldwork experience give school name, location, grade level, diversity of classroom/students, teacher's name, and a daily dated log entry including time spent on site which summarizes the observation including mathematical topics discussed, teaching methods used, classroom management methods observed, use of technology observed, impressions of student response to the lesson/tutoring/etc. (Word version of Field Experience Journal Format.)Associated Reading:
Choose three readings from the focus issues of The Mathematics Teacher on Algebraic Thinking (February 1997), Proof (November 1998), History (November 2000), Mathematics Teaching in Middle School on Algebraic Thinking (February 1997), Data and Chance (March 1999), or from other readings suggested by the teacher you are observing.Reflection
Reflect on the fieldwork experience/associated readings using the reflection prompts below.Reflection prompts:
- List 3 to 5 "major" lessons learned from your field experience;
- Describe whether and how the experience changed the likelihood of becoming a teacher;
- Describe at least 3 connections between LMU coursework and the field experience (6.2);
- Summarize in a few sentences each of your readings and describe their relationship to the fieldwork;
- Describe how technology was employed in the instructional process and comment on if/how in your judgement it enhanced the students' learning (5.5)
- Describe 3 examples of how mathematical language and/or reading skills were evidenced in the field experience (S4, 4.1)
- Give at least one suggestion to improve the field experience for future LMU students.
TURN IN: A three ring binder containing a Table of Contents, your field experience journal, and the response to each reflection prompt. Each reflection response should be in a separate tabbed section.