Grades for this course will be based on 5 categories, each described below with the approximate percentage weight listed.

Attendance and Participation--10%

In this course, attendance is not only mandatory; it is a necessity! To learn about and to gain experience in the endeavor of teaching andlearning mathematics, one must interact with other students and teachers of mathematics. Helping others learn mathematics is not merely a skill, much less one that can be learned in isolations-it is a culmination of both intellectual and pragmatic understanding of people and of methematics. This is gained from "fleshing out of ideas and understandings" with other teachers and other students of mathematics.

All absences must be excused in advance if at all possible. If illness or emergencies occur, please notify the instructor as soon as possible and follow university guidelines about such situations.

Electronic Notebooks

We do expect that you maintain a "notebook" for this course, but not the traditional hard-copy notebook. On the course website, there is a folder established for each person enrolled in the course. It is expected that you submit all of your assignments and other coursework by dropping them into this folder. In class, we will walk you through the procedure to do so. Throughout the course, the instructors will peruse the folders periodically to see that you are maintaining its contents regularly--keeping your assignments up-to-date and keeping it organized.

In order for ease of reading and opening all such assignments, it is expected that all assignments will be submitted in HTML. If you are not an HTML-savvy person, do not fret. From the beginning of the course, we will learn how to use popular HTML editors such as Netscape composer and Adobe Go Live. These editors allow you to create HTML documents in WYSIWYG (What You See Is What You Get) mode and will assist you in learning the "innerworkings" of HTML gradually.

Meta-lessons--10%

"Meta-lesson" is a term I (Tim Hendrix) coined several years ago when trying to describe what would be an appropriate entry for a class reflective journal. Literally, it means "lesson behind the lesson." In this course, we ask that you complete a reflective journal of meta-lessons with an entry for each day. Usually, one healthy paragraph or approximately 1/2 page is sufficient. It is difficult to prescribe someone's reflection!

Maybe your day's entry might be directly on the discussion or activities from that day's class. Perhaps, it was something more "behind the scenes." An example? Suppose we were doing a math activity in class one day in groups, and something about the way we formed groups or the dynamic of your group interaction struck you as important information about teaching/learning. That would be an appropriate "meta-lesson"--we probably didn't discuss those issues in class explicitly, but the reflections we have about the "background" issues are often what we remember and employ in our own teaching.

We will expect to see that regular attention to maintaining these metalessons will evident in your folders. Name them transparently, i.e., "metalesson8_23.html" would be the metalesson for August 23.

Group	Members	Dates
A	Megan Alex, John Bassler, Molly Basso, Jason Dietrich, Geoff Geltner, Jennifer Haug, Chad Hay, Ben Jablonski, Andy Kelch	Sept 11, 20 Oct 2, 11, 23 Nov 1, 13, 29
B	Jill Keresztes, Marina Korolis, Beth Lord, Kerrie Lynch, Kris Mason, Kara Monier, Matthew Moran, Brian Mulford, Dan Pellegrini	Sept 13, 25 Oct 4, 16, 25 Dec 4
C	Ellie Porterfield, Rachel Raley, Blaire Rose, Melissa Rucks, Kamra Schlottog, Andy Seo, Kristen Thomas, Rachelle Tompkins, Kathy Weber, Kate Wintermute	Sept 18, 27 Oct 9, 18, 30 Nov 8, 27 Dec 6

Assignments and Projects--30%

Throughout the course, there will be homework assignments, lesson activities & lesson plans that you will create, teaching assignments to present in class, papers, etc. Some of these will take place in the classroom portion of the course and some of these will be specifically related to and completed during your field placement. Ample notice of assignments and their due dates will be given. In the teacher education program, we are trying diligently to coordinate so that we know when you have major assignments or examinations in your assessment and special education courses. Any late assignments must be approved in advance.

E-portfolio--25%

It is expected that you will continue development of your electronic portfolio over the course of this semester. By the end of this semester, you should have a fairly complete portfolio to which you can add artifacts during your students teaching practicum next semester.

• All major 303 course projects should be included somewhere in your portfolio, and will hopefully represent items that you are pleased to demonstrate your growth as a mathematician, and as a mathematics educator.
• Revised/updated statements of your philosophies about mathematics, about mathematics education, and about the role of technology in mathematics education.
• Artifacts that demonstrate your continued proficiency in each of the Illinois Professional Teacher Standards.

More details will be given on the final syllabus and the course website.

Final Project-Unit Plan--25%

Your final project for this course will be a unit plan that you will complete as a group.

• Within the group's unit plan, you will have individual responsibility for lessons and other specific components of the unit.
• The unit must have both a teacher component and a student component, complete lesson plans, appropriate use of mathematics instructional technology, and forms of assessment.
• The unit should be contained entirely online in your course folders and linked to your e-portfolio.
• The unit plans will be due the last week of class and your group will present the unit and a mathematics activity from the unit during the last two class sessions.
• More details about the unit plan will be posted soon.