2007-11-02 11:51:00

I assume that it's *Hogeschool Utrecht*'s philosophy to start their students off with basic knowledge that can be applied in practice, followed by years of more advanced information. This methodology has irked quite a few of my classmates, but I really don't mind. I actually quite like it.

One of the more advanced courses (it's a second year's class) is *Vakproject Vakdidactiek 2* (*General & Maths didactics 2*). This course is divided into two separate streams: one covering general didactics for the complete *n00bs* (like me) and one covering didactics in maths. The first stream is finalised with an exam, while the second stream requires the student to write a full dozen (12!!!) reports.

I have already written summaries on general didactics, which can be found on this page and on this page. The page you're currently browsing features -all- of my term papers for the maths didactics part.

At the start of this second year's course we are asked what we believe makes a "good" maths teacher. We are asked to analyse our own strengths and weaknesses, so we can form goals for ourselves.

This document is available as a .PDF document and can be downloaded here.

This report is based on *BIT-report 1*. What's different is that *dossier opdracht 2* also contains my description of the lessons I've drawn from the course material.

This document is available as a .PDF document and can be downloaded here.

We've already discussed *direct instruction* on earlier occasions (*BIT-report 1*). For this assignment, students are expected to design a class plan on the subject of the Pythagoras theorem.

This document is available as a .PDF document and can be downloaded here.

After working on *dossier opdracht 3*, students are asked to review each other's work in pairs. Report 4 contains the feedback that I've given one of my class mates.

This document is available as a .PDF document and can be downloaded here.

Term paper 8 requires that I spend some time teaching a class. Unfortunately I haven't been able to do that yet. Hence, there's no paper for you to review.

This one's a huge one, weighing in at around thirty pages! We are asked to take an exam that's been handed out in class and turn it inside out. What's wrong with it? What's good about it? How would you grade the paper?

We are also given five tests as they were turned in by students. What did they do right? Where did they go wrong? Can you understand why they made certain mistakes?

This was a very interesting assignment, but IMHO it was just too fscking huge. I sank at least thirty hours into this report.

This document is available as a .PDF document and can be downloaded here.

Term paper 7 requires that I spend some time teaching a class. Unfortunately I haven't been able to do that yet. Hence, there's no paper for you to review.

Term paper 8 requires that I spend some time teaching a class. Unfortunately I haven't been able to do that yet. Hence, there's no paper for you to review.

This assignment focusses on the problems high school students may encounter when using the dutch language. Students are asked to read and analyse a few chapters on this matter.

This document is available as a .PDF document and can be downloaded here.

This assignment focusses on the problems high school students may encounter when using the dutch language. The object is to analyse an assignment that would've been used on an exam, to find its flaws and to rewrite it.

This document is available as a .PDF document and can be downloaded here.

This assignment focusses on cooperative learning, as pioneered by Dr. Spencer Kagan. It contains a summary of relevant chapters from our course books, as well as a BIT reading report.

This document is available as a .PDF document and can be downloaded here.

This assignment focusses on cooperative learning and takes a look at Wiki's as a learning tool.

This document is available as a .PDF document and can be downloaded here.

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