Course Identification

Courses that are taught in the first semester of the Rotschild-Weizmann program

In the Seminar, the participants will work on individual projects focused on school curriculum implementation of the courses in mathematics they have learned or are currently learning. In addition, the students will study and discuss a number of topics aimed at the impacts of higher-mathematical knowledge on teaching mathematics at school to various types of students.

The individual seminar project will integrate the mathematical and the education-research sources, to provide a coherent work reflecting both sides of the teachers' education within the program.

Upon successful completion of the course students will be able to:

1. Demonstrate the impact of their theoretical studies in mathematics on their teaching practices, attitudes, and beliefs.
2. Demonstrate their ability to integrate mathematical and educational research sources as an academic basis for their work.
3. Design or adapt teaching units, lesson plans, or other teaching materials in the framework of the schools' curriculum, in view of the understandings of mathematics education research formed during the courses of the program and in the seminar.
4. Engage with selected mathematics education research practices.
5. Present and justify the research-based teaching material in a lucid way in the class.

Books and papers will be suggested to each student in compliance with his or her topic. As general background literature, the following books and papers are examples of the recommended list:

• Alan Sultan, Alice F. Artzt. (2017). The mathematics that every secondary school teacher needs to know. Routledge.
• Artstein, Z. (2014). Mathematics and the real world. Prometeus Books. 
• Barabash M. (2003), Cycloids, Billiards, Lissajou: Using Computer to Visualize Irrational Numbers, and What This Can Be Good for, International Journal of Computers for Mathematical Learning 8 (3): 333-356.
• Shamash, J., Barabash M., Even R. (2018). From Equations to Structures: Linking Abstract Algebra and High-School Mathematics. In: Wasserman, N. (Ed.) Connecting abstract algebra to secondary mathematics for secondary mathematics teachers. Springer
• Sinclair N., Pimm D., Skelin M. (2013). Developing essential understandings of geometry for teaching mathematics in grades 9-12. NCTM. 

 More sources will be brought to the course during the lessons.