Math 597T Course Homepage

  • Course policy (DOC)
  • Course policy (HTML)
  • Tentative calendar for Fall

    Assignments:

    For all written assignments in this class, present your ideas in essay form (paragraphs). Your work should be typed (electronic or paper) and turned in no later than 3pm on the date due, unless specified otherwise.
    The online version of our text is located at http://www.maa.org/programs/tahandbook.html

  • Assignment #16 (teaching journal #7)

    • Due: by 3:00 PM, Monday May 5

    Class topic: Teaching Statemetns and Job Search

    Reading: take a look at a couple of teaching statements
    (http://www.unc.edu/~gamber/Teaching/ebgts.pdf and http://math.dartmouth.edu/~ahb/teach.pdf will do)

    Writing:
    Your teaching journal should cover the past 2 weeks of class. You can comment on the above teaching statements if you're short on things to write about.



    Calculator info:

    Here are some good examples that you can use in class to help students learn that their calculators are NOT as smart as they might think!

  • Pixels.doc - This one uses trig functions to show how the pixels on a calculator screen really limit their picture of the graph of a function.
  • Equations.doc - This one has a variety of functions from trig and algebra. It's written from an instructor to other instructors (so it's not really meant as a handout for your students).
  • CalculatorExamples.doc - This one has some overlap with the previous one, but there are a couple of different functions. It's forma tted a little more like a handout.

    • Grade Templates

    You are welcome to use these if you like.

  • Excel file for Algebra

  • Excel file for Trig



    • Instructors: Steve Wheaton, Laurie Varecka
    office: Math 201
    phone: 626-8890
    email: wheaton@math.arizona.edu; varecka@math.arizona.edu

    J.P. Cossey
    office: Math 305
    phone: 621-9991
    email: cossey@math.arizona.edu

    Ted Laetsch
    office: Math 205
    phone: 621-6860
    email: laetsch@math.arizona.edu

    (The 2006 - 2007 webpage is here)
    (The 2005 - 2006 webpage is here)




    Assignment archive:
     

  • Assignment #1

    • Due: by 3:00 PM, Monday August 27

    Class topic: Intro & discussion of week 1

    Reading: (none)

    Writing:

    For those of you who ARE teaching this semester:

    Before your first class, describe your expectations for the first day of class. This is a loose, open-ended question: imagine the first day and jot down your thoughts. Do you have any apprehensions about the first day? What kinds of things do you think could go wrong? [Most of us feel nervous as we go into a new teaching situation. This question is not intended to make you more nervous than ever. It is an acknowledgment that feeling nervous is normal.]
    Later in the week, compare your first day in class with your expectations. What happened that you did not expect? What procedural changes (if any) did you make after you met with your class the first day? Will you do anything differently on the first day next semester?
    (Total length?... about one page should do it.)

    For those of you who ARE NOT teaching this semester:

    Thinking ahead to next semester, describe your expectations for the first day of class. This is a loose, open-ended question: imagine the first day and jot down your thoughts. Do you have any apprehensions about the first day? What kinds of things do you think could go wrong? If you have taught before elsewhere, what differences do anticipate you.ll see between the U of A and your past institution(s)? How might these differences impact your planning for next semester?
    (Total length?... about one page should do it.)

  • Assignment #2

    • Due: by 3:00 PM, Monday September 10

    Class topic: The meaning of grades; writing/grading exams.

    Reading: Rishel 39 - 41 (Making up Exams & Quizzes) If you are using the online text, there's a link to it above.

    Writing:
    (Be sure to answer all of the following questions in your write-up)
    1. What do the grades A, B, C, D, and E mean? (To the students you are/will be teaching? To you? To the University? Do they necessarily mean the same thing to everyone?)
    2. What do you think is the purpose of tests, both in the course you are/will be teaching, and in other mathematics classes?
    3. How will (or did) you write your first exam? (Address topics like how you will choose the content you'll cover, how you will use the book, etc.)
    4. How will you determine how much each question is worth?
    5. When grading your test, how will you ensure consistency from student to student?
    6. How will you determine your partial credit scheme for a test question?

  • Assignment #3

    • Due: by 3:00 PM, Monday September 24

    Class topic: Organization.

    Reading: *TA Manual (NOT Rishel) pages 5 - 6, 19 (organization & record-keeping) If you've misplaced your manual, it's posted at http://math.arizona.edu/~deemer/tamanual07.pdf

    Writing:
    (Be sure to answer all of the following questions in your write-up)
    1. What potential problems could arise for a teacher who is poorly organized? (Give 3 - 5 of them). How might a teacher prevent these problems? (Be specific).
    2. How are you doing so far with your own organization & record-keeping as a teacher? Are there specific areas you might need to work on? Do you have any particular practices that are working well for you that may be worth sharing with others? Describe. (If you are not teaching this semester, do you know where your problem areas might be when you do teach? Describe.)

  • Assignment #4 - Observations of Experienced Instructors

    • Worth 8 points!

    Due: by 3:00 PM, Monday October 8

    Class topic: Comparison of observations of experienced instructors

    Instructions: For this assignment, you will each observe 2 experienced instructors (110 TAs should observe 110 instructors; 111 TAs should observe 120R instructors). Write-ups will be due 10/8.
    The sign-up sheet is posted next to Steve & Laurie's office door - please sign up and send an email to each instructor you plan to visit as a courtesy and to check that the day you want to visit is a good day (not an exam day, for example).
    A form for taking notes during observations can be found at http://math.arizona.edu/~math597t/observationform.html. (You are not required to use this form, but it might be useful).

    Reading: none

    Writing: Write at least one paragraph in response to each of the following:
    1. Compare/contrast the teaching styles of the two teachers that you observed. Your comments can include use of class notes, organization, mechanics, management, rapport, and anything else you think is relevant.
    2. Comment on some effective teaching techniques that you observed. Comment on some things that the teachers could do better. Describe things you observed that you would like to incorporate into (or reinforce in) your own teaching style.
    3. Compare/contrast the observed teachers' styles with your own. Did either teacher do anything that seemed to fit her/his personality, but would not fit yours?
    (If you are not teaching, try to imagine what you would want your "teaching style" to be like and use that for comparison).

  • Assignment #5

    • Due: by 3:00 PM, Monday October 22

    Class topic: DRC and policy issues.

    Reading: Instructor Resource Manual pp 16-20 (admin drops, withdrawing, incompletes, GROs ); pp 25-26 and pp31-32 (academic integrity - brief outline, prevention; code of conduct); pp 44-46 (DRC).
    If you can't find your Instructor Resource Manual, it is available on the Math Intranet site (you'll need to access it from departmental computers or use a proxy server): http://intranet.math.arizona.edu/~www-main-2003/resources/instructor/handbook/HandbookFall2007.pdf

    Writing:Write a brief paragraph for each of the following.
    1. During the last week of classes, a student asks for an Incomplete because she expects to fail the class and consequently will lose her scholarship. How would you respond? Include an explanation for your position.
    2. During a test, you see a student cheating. What do you do immediately? What do you do to follow up?
    3. Describe a hypothetical situation involving policies that you are not sure how to handle.

  • Assignment #6

    • Due: by 3:00 PM, Monday November 5

    Class topic: Writing, the Rule of Four, Final Exams.

    Reading: Rishel pages 37 - 38 "Writing Assignments" (Section 11 of the online text - see link above)
    additional optional reading: http://math.arizona.edu/~math597t/dhh-reform2.pdf

    Writing:
    The Rule of Four says that (as much as is reasonable) we should present and students should learn mathematics in four ways: a) equations, b) data tables, c) graphs, d) sentences/paragraphs.
    1. Do you think that use of the Rule of Four will help students learn math? Elaborate.
    2. Describe the extent to which you include writing problems on your homework and tests. What have you done in class to help your students get used to writing problems in math class? How have your students responded to writing problems?
    3. What do you think is the role of final exams?
    4. In both math 110 and math 111 we have final exams that are written by someone other than the instructor. How has this impacted your teaching? (There may be both positive and negative impacts.)
    (People who are not teaching this semester: In response to questions 2 and 4 about your teaching, write about what you think you would do.)

  • Assignment #7

    • Due: by 3:00 PM, Monday November 19

    Class topic: Q & A

    Reading: none

    Writing:
    Write at least two questions that you would like answered by us (Steve, Laurie, Ted, J.P. and Scott). They may relate to Math 110/111, your future teaching assignments at the U of A, policy issues, teaching methods - anything that seems relevant to the course is fair game. We will spend time in class addressing as many questions as possible.

  • Assignment #8

    • Due: by 3:00 PM, Monday December 3

    Class topic: Semester wrap-up

    Reading: none

    Writing:

    Looking back...

       ...on your teaching this semester:
    1. What have you learned about teaching from your class? In particular reflect on:
    - class management
    - teaching style.
    2. What will you change about your class next semester? What will you keep the same?

       ...on 597T:
    1. What have you learned about teaching from 597T? Are there any things you learned in the TA training and/or 597T that you found especially useful?
    2. What are the suggestions you have for 597T next semester?

  • Assignment #9

    • Due: by 3:00 PM, Monday January 28

    Class topic: Semester start-up

    Reading: none

    Writing:

      1. Write a couple of paragraphs to compare/contrast the class you are now teaching to the one you taught last semester. Include discussion of ways you have (or haven't) changed as an instructor, as well as thoughts about your new set of students, your new classroom space, etc., all of which can make this semester quite different from Fall.
      2. State a topic from Math 110 or Math 111 that you think is difficult to teach. You don't need to write anything about this topic for now - we'll be doing more with these later in the semester.

    Assignment for those of you who ARE NOT teaching this semester:
    Reading: Rishel 7 - 10 (Day One)

    Writing:

    Write a couple of paragraphs in response to the reading. In particular, respond to the following:
      1. Rishel lists five elements that frequently comprise a first day of class; would you incorporate each of these elements into the first day of a class you were teaching? Why or why not?
      2. Notice that Rishel does not include "starting the first lesson" or "assign the first homework" in his list (his content discussion is more of an overview or a preview of the semester). Would you include either or both of these items in your plans for a first day of class?

  • Assignment #10 (or Teaching Journal #1)

    • Due: by 3:00 PM, Monday February 11

    Class topic: Calculators

    Reading: none

    Writing:

      Your assignment is to complete your first teaching journal (see the handout from our first class of this semester for details; if you've lost it, you can find a copy here: Word version or HTML version) For those of you who are teaching, your journal should cover the weeks of 1/28 - 2/1 and 2/4 - 2/8.

  • Assignment #11 (or Teaching Journal #2)

    • Due: by 3:00 PM, Monday February 25

    Class topic: Learner-centered education

    Reading: none

    Writing:

      Your assignment is to complete your usual teaching journal for the two weeks preceding 2/25. If you've had a couple of boring weeks somehow, and you're having trouble thinking of things to write about, feel free to ponder the idea of "learner-centered" education (you might try googling the term to see what you can find).
    For a reminder about content/format of teaching journals, see the handout from our first class of this semester for details; if you've lost it, you can find a copy here: Word version or HTML version.
    For those of you who are teaching, your journal should cover the weeks of 2/11 - 2/15 and 2/18 - 2/22.

  • Assignment #12 (or Teaching Journal #3)

    • Due: by 3:00 PM, Monday March 10

    Class topic: the Institute for Mathematics and Education

    Reading:
    Read the article by Bill McCallum at: http://math.arizona.edu/~wmc/Research/AssessingAlgebra.pdf and take a look at the Institute's web site: http://ime.math.arizona.edu.

    Writing:

      Your assignment is to complete your usual teaching journal for the two weeks preceding 3/10 AND include some response to the readings.

  • Assignment #13 (or Teaching Journal #4)

    • Due: by 3:00 PM, Monday March 24

    Class topic: Addressing students' bad habits

    Reading:
    (Optional) The article at http://www.jstor.org/view/00494925/di020699/02p0122z/0?frame=noframe&userID=80c4e194@arizona.edu/01cce4406100503106&dpi=3&config=jstor has a good discussion of some of the types of algebraic errors that have become bad habits for our students as well as ways to help students see and overcome these bad habits. Note: you may need to be accessing the internet from a computer on campus in order to get access to this article.

    Writing:

      Your assignment is to complete your usual teaching journal for the past 1 week of teaching (you don't have to write about Spring Break!) We realize the journal may be a little shorter this time, because of this. You may also include some discussion of the bad habits of math students at the 110/111 level if you would like, and/or reaction to the reading posted above.

  • Assignment #14 (or Teaching Journal #5)

    • Due: by 3:00 PM, Monday April 7

    Class topic: Practice presentations/difficult topics

    Reading: none

    Writing:
      Your assignment is to complete your usual teaching journal for the past 2 weeks of teaching.

  • Assignment #15 (teaching journal #6?**)

    • Due: by 3:00 PM, Monday April 21

    Peer Observation Instructions

    List of who visits whom

    Class topic: Peer Observations

    Reading: none

    Writing:
    After you've observed the two peers you were assigned to and met with each of them to discuss, address the following questions in your write-up:
    1) Compare/contrast the teaching styles of the two teachers that you observed. Your comments can include use of class notes, organization, mechanics, management, rapport, and anything else you think is relevant. How do their teaching styles compare with your own?
    2) Comment on some effective teaching techniques that you observed and on some things that the teachers could do better.
    3) Describe things you observed that you would like to incorporate into (or reinforce in) your own teaching style.

      **Since we are hoping for thoughtful responses to these questions, which may be fairly long, you do NOT have to submit a teaching journal for the past 2 weeks. If you still want to write the journal, you may turn it in or simply keep it for your own benefit.