Future High School Math Teachers and Upper Level Math Courses

of 2
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Related Documents
  D ECEMBER  2005 N OTICES OF THE  AMS 1317 Opinion Future High-SchoolMath Teachers andUpper-Level MathCourses There is considerable anecdotal evidence that high-schoolmath teachers do not see the relevance of the upper-levelmath courses they took in college to the mathematics thatthey are teaching in high school. There are two programs atMichigan State University that have led several of us to lookat this situation more closely: a Teachers for a New Era (TNE)grant whose purpose is to examine the undergraduate education of future teachers, and our senior-level capstonecourse for future secondary math teachers that is jointlytaught by a mathematician and a math educator.We have discovered missed opportunities for drawingconnections between the math upper-level mathematicscourses and high-school math. Sometimes the math is too“elementary” to be mentioned in the college course. Some-times the topic is mentioned but not sufficiently empha-sized nor connected to the high-school math, and the students forget it by time they take the capstone course.Finally some topics, such as trigonometry, have been at best briefly surveyed in post-precalculus courses. Given how im-portant it is for us to educate future high-school teacherswell, perhaps mathematics departments should encourageinstructors in upper-level undergraduate math courses toinclude discussions about such connections.Here are a few examples:From complex analysis: √ − 4 ×√ − 9  = √  36. This is anexample of something usually considered “too elementary”to appear in a complex analysis course. But most of ourfuture high-school teachers had not seen it before, and theywere somewhat skeptical since they had grown up with √  a ×√  b = √  ab . The explanation is likely to involve dis-cussing f  ( z )=  z 2 as a function of the unit circle to itself that wraps the circle around itself twice. Most have not seenthat kind of a description of a function before.From multivariable calculus: lines and planes in3-space. Each is determined by a point and a vector. In bothcases the point is on the object; the vector is parallel tothe line or perpendicular to the plane. Lines and hyper-planes are subspaces of n -space, so they are topics of lin-ear algebra. Their descriptions generalize the descriptionsof lines and planes in 3-space. Our capstone students hadforgotten essentially all of this. We designed a project forthem of taking the equations for lines and planes in 3-spaceand restricting them to 2-space. This yields two descrip-tions of lines in 2-space, which the students were askedto reconcile.From abstract and linear algebra, several topics that areimportant for future teachers and hence need to be em-phasized by the instructors of the courses.1.The division algorithm. They need to know this both for Z and for polynomials over fields. In particular they needto know why all of the hypotheses are necessary.2.The Fundamental Theorem of Algebra and factoring of polynomials over C into linear factors and over R intolinear and quadratic polynomials.3.Using the quotient R [ x ] / ( x 2 +1)to explain why it is rig-orous to describe addition and multiplication in C as“just like polynomials except that x 2 = − 1.”4.Matrices that induce rotations and reflections in theplane.5.The least squares problem of fitting a regression lineto points in a plane.Some general comments: Functions. Essentially students know a function has in-puts and outputs such that every input has a unique out-put. Several had never had to memorize a formal defini-tion, such as “A function consists of two sets and a rule”or “A function is a set of ordered pairs….” This means thatstudents going off to graduate school may not have either,and I have concerns about that. In any case, future high-school teachers need to know all three definitions and un-derstand their equivalence, as all three appear in high-school math textbooks. Trigonometry. To our surprise, most of the studentshad very little trig at their fingertips. Mostly, they had notseen much trig since high school, except for graphs anda few identities in calculus. In the second capstone course,we gave these students a thorough review, emphasizingthings they will need to understand when they teach. Butis this something we should worry about for all math ma- jors? Graphs. Except for functions from the reals to the reals,students may have no idea where the graph of a functionlies. They can get very creative in discussing graphs of ra-tional functions that have factors like x 2 +4in the de-nominator and get confused about where the asymptotesat ± 2 i go.Many people reading this will come up with other con-cerns both for our future high-school math teachers andfor our math majors in general. It seems like a crucial timefor mathematics departments to discuss these issues. Acknowledgements. The author would like to thank GailBurrill, Jon Hall, Peter Lappan, Thomas Parker, JacobPlotkin, and Sharon Senk for helpful comments and sug-gestions. —Richard O. Hill Michigan State University An expanded version of this article can be found at .  1318 N OTICES OF THE  AMS V OLUME  52, N UMBER  11 Letters to the Editor No More Homework In the letter “Homework and Google”appearing in the December 2004, No- tices  , the author expresses concernwith the availability of homework so-lutions on the Internet and describesmethods to make posted solutionsinvisible to search engines.I believe trying to do this is a wasteof time. In fields such as literature,history, political science, and so on,there are already literally dozens of websites which make papers avail-able to students for small fees. Thisis the present, and will continue to bethe future, and I believe mathematicsis not far behind, if not there already.Attempts to thwart this phenome-non are pointless. The only way toprevent the proliferation of sites sell-ing mathematics homework solutions,and students from purveying thesesites, will be to make graded home-work solutions irrelevant. What do Imean by this? Let me first describe myown background.In the country in which I was an un-dergraduate, the very idea of askinguniversity undergraduates to submitmathematics “homework” for mark-ing (grading) was so far from the normit would have been laughable. And Imean that literally. Laughable. No one—not one student—would have car-ried it out. Nor would a single in-structor even have attempted to do so.“Homework”, by which was meanta written assignment for turning inand marking, was totally an elemen-tary school or high school concept, forchildren only. University studentswere supposed to be adults, not chil-dren, and were not given “homework”.This is not to say we were not givenproblems to do in our universitycourses. On the contrary, we weregiven many typed out pages of these.But we were never required to turnthem in.Students enrolled in mathematicscourses were required to attend, oncea week, what were called tutorial ses-sions. Attendance was taken. At theseapproximately two-hour sessions, 30or 40 students would sit quietly andindividually working on theirproblems, and professors would walkaround answering questions whenstudents had them. That’s it. Youcould also ask your instructor for helpduring office hours.Problems were for us to do if andwhen we wanted and however wewanted. It was assumed that univer-sity students were adults, interestedin the subject they studied, and wouldeventually (i.e., before the final exam)do their problems. The reward wasnot in some artificial point gradingsystem but in learning and succeed-ing in courses in which students pro-fessed to be interested. In my entireundergraduate career I can only recallturning in for grading physics andchemistry laboratory reports, andeven those grades were meager in thescheme of the entire course grade.Every other grade in every othercourse was determined by a fewexams and, most importantly, a finalexam.I am not saying what I describeabove was perfect. But maybe one so-lution to the problem of ready avail-ability of homework solutions on theinternet is to motivate students towant to learn and to find ways to takeaway the incentive to plagiarize andcheat. Let the students know that youwill hold them accountable for thework they are supposed to do andtest them in such a way as to see if they have done it. If you want to givethem homework for grading, thencount it for very little in the finalgrade, or use it to provide verbal feed- back to the students. Try to give themhomework unique to your course.How to do this is our modern-daychallenge. —Manley Perkel Wright State University Dayton, Ohio (Received September 8, 2005) Contacting TulaneMathematicians Hurricane Katrina struck the Gulf South two days before the beginningof classes at Tulane. The faculty, stu-dents, and staff evacuated to hotels,shelters, and dormitories near the re-gion, expecting to return home withina few days. After the extent of thedamage became apparent, we scat-tered to places all over the countryand are currently in the process of set-ting up temporary living and workingarrangements. The help that we havereceived in these efforts from themathematics community has beenwonderful, and on behalf of the math-ematics department I would like tothank all of the departments, organi-zations, and individuals who have been instrumental in helping us. Manydepartments have offered office spaceto displaced Tulane faculty members;I know of no department which re-fused such a request. In many casesthe help that we received went well beyond assisting us in our profes-sional lives. Colleagues were instru-mental in helping some of us find ap-propriate schools for our children, infinding apartments, and in the manyother tasks involved in establishing a,more or less, normal life. These wereacts of genuine kindness for which weare profoundly grateful. The mathe-matics community extended help forour students as well. A number of de-partments have admitted our gradu-ate students for the semester. At atime of such chaos and confusion,our ability to have some sort of pro-fessional life has importance to usfar beyond the actual value of what-ever mathematical work we produce.As we are disconnected from familiarplaces and routines, we can go totalks, have discussions with friendsand colleagues, while waiting to returnhome; all the things that we do dailyat Tulane.If anyone reading this wishes tocontact a Tulane mathematician,many members of the departmenthave registered on the Tulane Sur-vivor Network, which can be foundat , wheretheir temporary phone numbers andemail addresses can be found. Mem- bers of the department have also es-tablished a discussion group at where you can learnmore about the status of our depart-ment. —Morris Kalka Chair, Mathematics Department Tulane University (Received September 16, 2005)
Similar documents
Related Search
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks