National Taiwan Normal University Course Outline
 Spring , 2021

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I.Course information
Serial No. 2739 Course Level
Course Code MAUE310 Chinese Course Name 數學教學實習（二）（IB）
Course Name Teaching Practicum: Mathematics (II) (IB)
Department Department of Mathematics
Two/one semester 1 Req. / Sel. Sel.
Credits 1.0 Lecturing hours Lecture hours: 1
Prerequisite Course
Comment ◎Distance learning course
Course Description
Time / Location Mon. 10 Gongguan 11111
Curriculum Goals Corresponding to the Departmental Core Goal
1.　To experience mathematics teaching and learning situations in contexts of regular senior high schools and of IBDP schools College:
　1-1 Equipped with professional mathematics competences
　1-3 Being able to think mathematically and critically
　2-1 Being able to communicate and express mathematically
Master:
　1-1 Equipped with professional mathematics competences
　1-3 Being able to think mathematically and critically
　2-1 Being able to communicate and express mathematically
2.　To advance the competences to realize teaching and learning theories in teaching practice under the consideration of real-life contexts College:
　1-1 Equipped with professional mathematics competences
　1-3 Being able to think mathematically and critically
　2-1 Being able to communicate and express mathematically
Master:
　1-1 Equipped with professional mathematics competences
　1-3 Being able to think mathematically and critically
　2-1 Being able to communicate and express mathematically
3.　To flexibly implement a variety of teaching skills College:
　2-1 Being able to communicate and express mathematically
　2-2 Possessing the competences of transferring and contextualizing theories in mathematics and mathematics education
　3-2 Possessing the abilities to think independently, criticize, and reflect
Master:
　2-1 Being able to communicate and express mathematically
　2-2 Possessing the competences of transferring and contextualizing theories in mathematics and mathematics education
　3-2 Possessing the abilities to think independently, criticize, and reflect
4.　To cultivate professional disposition of mathematics education College:
　2-3 Being able to lead or collaboratively work with peers
　3-1 Being able to seek out answers with the attitudes of patience, diligence, concentration, and curiosity
　4-1 Being knowledgeable and being able to self-develop in the profession
Master:
　2-3 Being able to lead or collaboratively work with peers
　3-1 Being able to seek out answers with the attitudes of patience, diligence, concentration, and curiosity
　4-1 Being knowledgeable and being able to self-develop in the profession

II. General Syllabus
Instructor(s) Patricia Alexander/ 亞霈琪 莫希蒙 Simon Morgan
Schedule

第一次上課採用 google meeting (請事先Email 至 ntnuAutumn2020@gmail.com )

 

Week

Topics

 

Learning Goal

(Brief Description)

Teaching Interactive Design

(topic discussion, peer review, etc.)

Testing/Evaluation Activities

(omit if not designed for the week)

Teaching Method and Hours

(fill-in the number of hours, omit if none)

Classroom

Face-to-Face Teaching

Remote learning

Asynch-ronous

Synchr-onized

1

Introduction to the course and online environment test

To understand course requirements

 

 

 

 

1

2

Good mathematics teaching

1. To understand what is good mathematics teaching?

2. To under stand the characteristics of mathematics education in IBDP

Topic discussion

 

 

 

1

3

Good mathematics teaching

Same as above.

Topic discussion

 

 

 

1

4

Real mathematics teaching context

1. To review strategies for teaching, learning, and assessments

2. To experience  real mathematics teaching and learning situations in the context of IB international schools

Topic discussion

 

 

 

1

5

Real mathematics teaching context

Same as above

Topic discussion

 

 

 

1

6

Developing lesson plans for the teaching practicum

1. To analyze the learning and teaching goals for the teaching practicum.

2. To discuss possible teaching approaches to reach the goals.

3. To design, plan and discuss mathematical tasks and activities.

Topic discussion,

Group discussion

 

 

 

1

7

Developing lesson plans for the teaching practicum

Same as above

Topic discussion,

Group discussion

 

 

 

1

8

Micro-teaching practice

1. To conduct micro-teaching practice.

2. To evaluate and discuss the micro-teaching.

Peer review

Evaluation of  the Micro-teaching practice

 

 

1

9

Micro-teaching practice

Same as above

Peer review

Same as above

 

 

1

10

Micro-teaching practice

Same as above

Peer review

Same as above

 

 

1

11

Micro-teaching practice

Same as above

Peer review

Same as above

 

 

1

12

Micro-teaching practice

Same as above

Peer review

Same as above

 

 

1

13

Micro-teaching practice

Same as above

Peer review

Same as above

 

 

1

14

Micro-teaching practice

Same as above

Peer review

Same as above

 

 

1

15

Micro-teaching practice

Same as above

Peer review

Same as above

 

 

1

16

Micro-teaching practice

Same as above

Peer review

Same as above

 

 

1

17

Evaluation and reflection on the IBDP teaching

1. To evaluate, compare, and discuss the mathematics teaching in teacher candidates’ micro-teaching

2. To reflect on the beliefs about mathematics, and the learning and teaching in the context of the IBDP school.

3. To talk about what and how to improve the learning and teaching of mathematics.

Topic discussion,

Peer review

 

 

 

1

18

Evaluation and reflection on the IBDP teaching

Same as above

Topic discussion,

Peer review

Evaluation of the assignment report

 

 

1
Instructional Approach
Methods Notes
Formal lecture  
Group discussion  
Cooperative learning  
Grading assessment
Methods Percentage Notes
Class discussion involvement 20 % Discussion
Presentation 20 % Assignment report
other: 60 % Micro-teaching practice
Required and Recommended Texts/Readings with References

1.     Mathematics standard level (textbook of IBDP)

2.     Mathematics higher level(textbook of IBDP)

3.     2015 Guide: Approaches to Teaching and Learning (ATL) in the DP

4.     Information on IBDP websites (e.g., the DP curriculum, subject briefs ofmathematics)

5.     Niss, M., &Højgaard, T. (Eds.) (2011). Competenciesand mathematical learning: ideas and inspiration for the development ofmathematics teaching and learning in Denmark. Roskilde: IMFUFA,Roskilde university.

6.    Krathwohl, D. R. (2002). A revision of Bloom’staxonomy: An overview. Theory in toPractice, 41(4), 212-218.

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