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National Taiwan Normal University Course Outline Fall , 2025 |
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| I.Course information |
| Serial No. | 2697 | Course Level | Undergraduate |
| Course Code | MAU0189 | Chinese Course Name | 數學教學中的英語 |
| Course Name | English Language of Mathematics Teaching | ||
| Department | Department of Mathematics | ||
| Two/one semester | 1 | Req. / Sel. | Sel. |
| Credits | 2.0 | Lecturing hours | Lecture hours: 2 |
| Prerequisite Course | |||
| Comment | |||
| Course Description | |||
| Day & Class Period/Location | Fri. 9-10 Gongguan M211 | ||
| Curriculum Goals | Corresponding to the Departmental Core Goal | ||
| 1. Learn Vocabulary |
College: 2-1 Being able to communicate and express mathematically 2-3 Being able to lead or collaboratively work with peers |
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| 2. Learn common sentence and question structures. |
College: 2-1 Being able to communicate and express mathematically 2-3 Being able to lead or collaboratively work with peers |
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| 3. Learn typical confusions for mathematical English and everyday English |
College: 2-1 Being able to communicate and express mathematically 2-3 Being able to lead or collaboratively work with peers |
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| 4. Develop conversational and questioning skills |
College: 1-6 Possessing the capacities to view elementary mathematics from an advanced viewpoint 2-1 Being able to communicate and express mathematically 2-2 Possessing the competences of transferring and contextualizing theories in mathematics and mathematics education 2-3 Being able to lead or collaboratively work with peers 3-1 Being able to seek out answers with the attitudes of patience, diligence, concentration, and curiosity 3-3 Being willing to work collaboratively 4-3 Possessing a variety of beliefs regarding mathematics values and mathematics learning 4-4 Possessing global views from both scientific and humanistic perspectives, and being able to appreciate the values of other knowledge fields |
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| 5. Writing questions and assignments |
College: 2-1 Being able to communicate and express mathematically 2-3 Being able to lead or collaboratively work with peers 4-3 Possessing a variety of beliefs regarding mathematics values and mathematics learning 4-4 Possessing global views from both scientific and humanistic perspectives, and being able to appreciate the values of other knowledge fields |
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| 6. Collaborative and presentation skills |
College: 1-6 Possessing the capacities to view elementary mathematics from an advanced viewpoint 2-1 Being able to communicate and express mathematically 2-2 Possessing the competences of transferring and contextualizing theories in mathematics and mathematics education 2-3 Being able to lead or collaboratively work with peers 3-1 Being able to seek out answers with the attitudes of patience, diligence, concentration, and curiosity 3-3 Being willing to work collaboratively 4-3 Possessing a variety of beliefs regarding mathematics values and mathematics learning 4-4 Possessing global views from both scientific and humanistic perspectives, and being able to appreciate the values of other knowledge fields |
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| II. General Syllabus |
| Instructor(s) | CHU, Chi-Tai/ 朱台 | ||
| Schedule | |||
| (2 weeks) Vocabulary, pronunciation, and sentence and question structures (2 weeks) Confusions in everyday and mathematical English (2 weeks) Math Specific Vocabulary by levels and topics (1 week) Presentation of assignments, spoken and written (1 weeks) Presentation of multiple solutions (2 weeks) Discussion of different methods and alternatives (2 weeks) Question Strategies (4 weeks) Deep case study collaborative assignment with individual, reports and presentations |
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| Instructional Approach | |||
| Methods | Notes | ||
| Group discussion | Students will explain and discuss their ideas and solutions to problems with other students in English as well as Chinese. | ||
| Problem-based learning | Students will write high school mathematics problems and produce solutions in English. | ||
| Cooperative learning | Deep case study collaborative assignment with individual reports and presentations. | ||
| Field work | Observations of bilingual classrooms | ||
| Media, audio, visual materials | Analyze online textbooks and video resources | ||
| Other: | They will demonstrate ability to explain and discuss mathematics education issues in individual face to face assessments with the instructor. | ||
| Grading assessment | |||
| Methods | Percentage | Notes | |
| Assignments | 20 % | ||
| Class discussion involvement | 15 % | ||
| Attendances | 5 % | ||
| Presentation | 20 % | ||
| Case study reports | 20 % | ||
| other: | 20 % | Contribute to online tasks | |
| Required and Recommended Texts/Readings with References | Riddell, D. (2014) Teach English as a Foreign Language: Teach Yourself. McGraw-Hill British Council. Nexus professional development: Teaching mathematics to ESOL learners. Van De Walle, Karp, Bay-Williams (2014) Teaching Mathematics in the 21st Century. In: Van De Walle, Karp, Bay-Williams Elementary and Middle School Mathematics Teaching Developmentally. Chapter 1. Pearson New International Press. Small, M. and Lin, A. (2015) More Good Questions: Great Ways to Differentiate Secondary Mathematics Instruction. Teachers College Press. Illustrative Mathematics (OER) https://im.kendallhunt.com/ |
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