MTH 2620 Course Info Summer 2018
MTLM 5020 Course Info Summer 2018
More on Grading:
Final grades for the semester will be based on evidence of your understanding of the mathematical ideas of the course, collected from evaluation opportunities and attendance policy listed above. In general, your grade is determined within the ranges indicated below. Pluses and minuses within each of the grade ranges will be given at the discretion of the instructor.
A (90 – 100%): Pre-service teacher consistently demonstrates understanding of course content in both familiar and novel situations. This qualification includes a deeper level of understanding than that expected of the students they are preparing to teach. Pre-service teacher demonstrates this level of understanding by consistently going beyond the information explicitly presented by the course instructor to completing new kinds of tasks. This ability to apply one’s knowledge to new contexts and to put together various ideas is essential for effective classroom teaching because good teachers are able to respond to children’s questions, to support and assess children’s mathematical proficiency, and to interpret new curricula.
B (80 – 89%): Pre-service teacher consistently demonstrates understanding of course content in familiar situations and sometimes demonstrates understanding of material in novel situations. In other words, pre-service teacher occasionally demonstrates the competencies and the knowledge transfer abilities that characterize the mathematical proficiency of A-level students, but at times is limited to learning well just the information explicitly presented by the course instructor. Pre-service teacher shows evidence of better-than-acceptable level of mathematical proficiency in the topics studied and a deeper level of understanding than that expected of the students they are preparing to teach.
C (70 – 79%): Pre-service teacher consistently demonstrates understanding of course content in familiar situations. Pre-service teacher consistently demonstrates good levels of performance on tasks measuring straightforward learning of course content, but rarely completes knowledge transfer tasks successfully. Shows evidence of an acceptable level of mathematical proficiency of the topics studied and shows evidence, although inconsistent, of a deeper level of understanding than that expected of the students they are preparing to teach.
D (60 – 69%): Pre-service teacher sometimes demonstrates understanding of course content in familiar situations. Pre-service teacher does not consistently show acceptable levels of performance, even on tasks measuring content explicitly presented by the course instructor. Although the pre-service teacher may have mastered some of the course content, and s/he shows signs of considerable effort, serious questions persist about her/his mathematical proficiency and whether s/he has developed a deeper level of understanding than that expected of the students to whom they are preparing to teach.
F (Below 60%): Pre-service teacher rarely demonstrates understanding of course content in familiar situations. Pre-service teacher shows a profile similar to that of the D student but, in addition, appears to be unprepared to teach others at this time. Pre-service teacher consistently exhibits lack of effort, profound and persistent misconceptions, and/or the failure to master some of the course topics.