- Instruction and assessment for pre-algebra and Algebra I secondary students
- Math and technology content instruction and assessment and pedagogical design and analysis for pre-service elementary teachers

** GENERAL SUBJECT AREA(S):**

- Math content in pre-algebra and algebra at secondary level
- Math and education content in pre-service education classes

- Secondary: 360 class minutes
- College: 225 class minutes and 4 subsequent weeks for project completion

- Secondary: data collection, organization, display and analysis
- College: collecting, displaying, analyzing and interpreting quantitative data, development of a performance based assessment

**Pre-Service Teachers (PRAXIS):**- Elementary Content and Knowledge (0014)
- Mathematics
- Data Organization and Interpretation
- visual displays of quantitative information
- mean, median, mode
- Mathematics Curriculum, Instruction, and Assessment (K-5)(0016)

Teaching strategies and activities that will aid in the development, delivery and evaluation of the following: - Curriculum components - for example, scope and sequence of skills and materials; appropriate materials and technology;
- Problem solving - for example, investigate and understand content; formulate problems from everyday situations; develop strategies applicable to a wide range of problems; verify and interpret results; build student confidence; identify and solve problems that are developmentally appropriate
- Probability and statistics - for example, counting, organizing, representing and interpreting data; intuitive concepts of chance
- Hand-held calculators and computers - for example, justification of use; programs of instruction; appropriate use; use in problem solving and concept development
- Classroom management and motivation - for example, efficient instruction; small group instruction; whole group instruction; atmosphere that encourages questions, conjectures, problem solving, and experimentation
- Analysis of students' work - for example, what students do correctly; what concepts students are developing; misconceptions and errors; scoring; remediation, and acceleration; use of rubrics
- Use of manipulatives and developmentally appropriate materials; variety and reliability
- Content-specific pedagogy - for example, theories necessary for implementing sound representations of numeric and algebraic concepts
- Discrete Mathematics and Computer Science
- Use the calculator as a tool to explore patterns, make conjectures, make predictions, make generalizations; know when to use a calculator
- Demonstrate an understanding of basic computer terminology and the roles of hardware and software; use "friendly" software (for example, spreadsheets, instruction packages)
- Reading and Language Arts Curriculum, Instruction, and Assessment (K-5)(0016)
- Teaching strategies and activities
- Reading: Determining individual reading levels
- Language acquisition and readiness such as:
- Drafting - for example, knowledge of audience
- Revising - for example, Praise-Question-Polish; restructuring; deleting and adding information and details; conferencing
- Editing - for example, spell-check; peer or teacher conferencing
**Secondary:****Maryland State Department of Education Core Learning Goals:**- 3.1.1 - The student will design and/or conduct an investigation that uses statistical methods to analyze data and communicate results.
- 3.1.2 - The student will use the measures of central tendency and variability to make informed decisions.
- 3.2.1 - The student will make informed decisions and predictions based upon the results of simulations and data from research.
**Maryland State Department of Education**

Maryland School Performance Assessment Program (grade 8):

Student will be able to:- Collect, organize, display data for given situations using appropriate displays such as circle graphs, box-and-whisper plots, scatter plots, and glyphs
- Use data analysis to write an evaluative argument in a real life situation
- Determine the best measure of central tendency and calculate it
**Technology standards:**

- Computers with Internet access and WORD, Excel, CD-ROM, Blackboard/Jenzbar threaded discussion boards, Statistical Abstract of the U.S.
- Graphing calculators, LCD Overhead Display and Graph-Link
- Options for probeware and web wacker program

- Finding real data, using Internet access and CD-ROM
- Using graphing calculators and Excel to display and aid in analysis
- Possibilities for telecollaboration between preservice teachers and middle school students

**Pre-Service**- Introduction to Data Analysis
- Opinions by the Numbers
- Designing a Performance Based Assessment for Mathematics

**Secondary**

**Pre-Service:**Using U.S. Census data from CD-ROM to construct student materials (worksheets and spreadsheet(s)) for a Performance Based Assessment for pre-algebra and Algebra I students and the administration of the PBA's to middle school students.**Secondary:**The completion of a performance based assessment which requires students to analyze, interpret, and predict trends in United States populations during the 20th and 21st centuries.

- Dr. John E. August, Mount St. Mary's College
- Mrs. Nancy W. Lewis, Frederick County Public Schools
- Miss Jennifer Ramult, Mount St. Mary's College

Unit Description

Pre-Service Modules: 1 2 3

Secondary Modules: 1 2 3