For Literature Review

Check out this link for guidelines to write your literature review

http://library.ucsc.edu/help/howto/write-a-literature-review

For your attention

To those of you posting files on yahoo groups

Please classify the documents that you post in different folders so that when we're looking for something, it's easier to find..

I created a folder ALevel past papers, please cut and paste the past papers and examiners' reports for A level that you posted in that folder and create another folder for the year of the paper.
If the paper is already there, kindly delete it..

Another thing, I will be passing the letter for the extension of our dissertation on Monday, please be present everyone..

Thank you

URGENT MATTER: Dissertation

Hey guys

Could you please respond to this post as fast as possible..

The other PGCE Full time who started in September 2010 got an extension of almost 1 month for the submission of their dissertation (from sept 9th to Oct 3rd). So I guess that should be possible for us as well, especially since we're a small group.
So please let me know the following in your post:
(1) would you like an extension?
(2) what are your conditions for an extension?

My opinion, as you already know, is that i would opt for an extension as long as we get the results in December.

A move from HSC A'Level to IB? What do you think?

Teaching Mathematics in the International Baccalaureate Diploma Program—Are You Prepared?

by Margaret Langfield

Many preservice mathematics teachers in Canada and the United States do not know all the mathematics needed to teach in the International Baccalaureate (IB) Diploma Program. All four mathematics options (mathematics higher level, advanced mathematics standard level, mathematical studies, and mathematical methods) in the program require a broad range of mathematical topics—some core and some teacher chosen. Common to all are number, algebra, functions, geometry, trigonometry, probability, and statistics.

The two syllabi chosen by the majority of students include such other topics as sets, logic, two-dimensional vector geometry, financial mathematics, and some calculus. An IB teacher must have a ready knowledge of these topics; in addition, for the optional topics, the teacher must know more calculus, some matrices and graph theory, and statistical methods. The two upper levels of the IB program (mathematics higher level and advanced mathematics standard level) require three-dimensional vector geometry, complex numbers, analysis, and yet more calculus, probability, and statistics. Three of the syllabi require that students use a graphing calculator. From a mathematical standpoint, most prospective secondary teachers simply have not had this much mathematics in the undergraduate programs required for teacher certification.

In addition to mathematical knowledge, prospective teachers of IB mathematics need to "be able to represent mathematics as a coherent and connected enterprise" (NCTM 2000, p. 17). The external-assessment component of an IB program poses creative questions requiring both teachers and students to see connections and draw on their knowledge in many areas; the IB mathematics classroom affords many opportunities for this type of assessment to be practiced. Too many undergraduates regard mathematics as a static subject with a set of algorithms to be applied unthinkingly to known problems. The intent of the IB program is that "students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge" (NCTM 2000, p. 20). Prospective IB teachers must be capable of developing and fostering classrooms where students can use their imagination, skills, and knowledge to explore new situations with confidence and with the expectation of success. From their mathematical experiences, students should understand the importance of rigor and communication, and they should appreciate the power of mathematics and mathematical reasoning. Few teacher-preparation programs educate prospective teachers in this manner (NCTM 2000, p.17).

For the internal-assessment component of the IB mathematics program, which is either a project or portfolio-type assignments, a student must spend time on extended problems. The students have opportunities to explore new topics, apply knowledge, make conjectures, construct mathematical models, pursue particular interests, use technology, and write both well and meaningfully about mathematics. An IB teacher must have had experience in these types of things, as well as experience in using criterion-referenced assessment to evaluate these activities.

Typical prospective IB teachers have energy, stamina, perseverance, the courage to move away from standard textbooks, and the ability to draw on many resources while constructing the needed activities for their IB students. In their undergraduate mathematics preparation for teaching, they should have developed confidence in a coherent, unified body of knowledge and should be able to share this with students. Until teacher-preparation programs change, few first-year teachers are prepared for IB teaching. They need more mathematics and the training offered by the International Baccalaureate Organisation.

References
International Baccalaureate Organisation. Subject Guides for Mathematical Methods Standard Level, Mathematical Studies Standard Level, Mathematics Higher Level, Further Mathematics Standard Level. Available at www.ibo.org.

National Council of Teachers of Mathematics (NCTM). Principles and Standards for School Mathematics. Reston, Va.: NCTM, 2000.

Margaret Langfield, mlangfie@pegasus.cc.ucf.edu, is a visiting instructor in the mathematics department at the University of Central Florida. She is an examiner, an internal-assessment moderator, and a Teacher Training Workshop leader for the International Baccalaureate Organisation, and she previously taught in IB programs and high schools in Florida, Belgium, and Great Britain.

Proof that (wo)men are evil?? duh...

BEAUTY OF MATHS

MATHEMATICS IS THE LANGUAGE WITH WHICH GOD HAS WRITTEN THE UNIVERSE

Hello everyone

I think that it would be a good idea actually to have this blog so that we can share our experiences as beginning teachers, as well as support each other in our budding career..

I invited all 11 students of PGCE Full time Mathematics 2011 at the MIE as authors on this blog, so that you all get the opportunity both to have your own blog, which you can use as a means to communicate with your students (i just learnt that the kids have blogs now! :S, so i guess we'd better keep up), as well as hear from and interact with your fellow class mates at the MIE...

Sarah