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DIVISION OF EDUCATION
Luke Campus
EDUC 5323: Teaching Mathematics in the Elementary and Middle School
University Mission: Wayland Baptist University exists to educate students in an academically challenging and distinctly Christian environment for professional success, lifelong learning, and service to God and humankind.
Course Number and Title: EDUC 5323: Teaching Mathematics in the Elementary and Middle School
Class Time: February 26, 27 and April 23, 24 (Fridays, 5:30-9:40 PM,
Saturdays 8:00 AM to 4:00 PM) at Luke Campus, Room 3149
Plus Blackboard instruction and field experiences in schools
Term and Date: Spring 2010 (2/22/10 5/15/10)
Catalogue Description: Emphasizes content, materials and strategies for teaching mathematics in the elementary school. Techniques for utilizing manipulatives and problem solving strategies are taught in the classroom and utilized in the field based component of the course.
Prerequisite: EDUC 3301; EDUC 3402
Required Resource Material:
Kennedy, L.M., Tipps, S., & Johnson, A. (2008). Guiding Childrens Learning of Mathematics (11th ed.). Belmont, CA: Wadsworth.
Arizona Academic Standards (available at www.ade.state.az.us)
Instructor: Dr. Paul Tighe
HYPERLINK "mailto:ptighe@littletonaz.org" ptighe@littletonaz.org
Phone: H: 623-975-9083
W: 623-478-5603
C: 623-262-0509
Attendance Policy: The University expects students to make class attendance a priority. All absences must be explained to the instructor who will determine whether omitted work may be made up. When a student reaches the number of absences considered by the instructor to be excessive, the instructor will so advise the student and file an unsatisfactory progress report with the dean at the campus where the course is offered. Any student who misses 25% or more of the regularly scheduled class meetings will receive a grade of F in the course. Student appeals should be addressed, in writing, to the campus dean.
Provisions for Special Needs: It is University policy that no otherwise qualified disabled person be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the University.
Plagiarism Policy: Intellectual integrity and truthfulness are fundamental to scholarship. Plagiarism is a form of cheating. Plagiarism occurs when a student fails to give proper credit when information is either quoted or paraphrased or when a student takes credit for another persons work. Plagiarism may result in an F in the course or expulsion from the class or the university.
Course Requirements: It is very important for teachers to effectively communicate ideas to colleagues, parents, and administrators. Writing clear and error free English is a priority at Waylands Division of Education. Therefore, your ability to express your knowledge of educational concepts and theories within the conventions of academic discourse is assessed through both oral presentations and written assignments. Criteria for evaluation will be based on both content and mechanics. Integration of information from lectures, readings, discussions, and field experiences will be taken into consideration, as will correct and appropriate format and organization. Written work in this course must be prepared according to APA style.
The student will access the Internet and will copy the Arizona State Academic Standards for Mathematics for at least one grade level. This document will be utilized throughout the course.
The student will attend class, read all assigned materials, and participate in class activities/assignments (200 points). The student will also be expected to participate in online Blackboard discussions.
The student will observe a math lesson at an elementary or middle school. The observation should last at least one hour with additional time spent with the teacher. A two to three page reflective summary of the experience will be expected (100 points). The summary should include information about the observation as well as personal reactions to the interactions with the teacher, the lesson plan, and observation itself.
The student will develop, prepare, present, and reflect on two math lessons (100 points each). These lessons should each incorporate a different theme from the text. Students need to submit the lesson plans and be prepared to discuss the experience with the rest of the class.
The student will create a math game project (100 points). The project should incorporate themes from the text and address Arizona Academic Standards. Students will present their projects to the rest of the class during the second weekend of classes (in October).
The student will write and submit short reflections on each chapter of the text (10 points each = 200 points total). Each reflection should address the following:
Write a one paragraph summary of the key points of the chapter.
Identify one concept from the chapter and, in one paragraph, describe how you could use it in a math lesson.
The student will write a final reflection paper, approximately three pages in length, reflecting on course activities and learning experiences (100 points).
The student will successfully complete a final exam (100 points).
Grading:
AssignmentDue DatePointsEarnedClass Attendance & Participation200 pointsMath Lesson Observation (field experience)100 pointsMath Lesson Plan & Presentation 1 (field experience)100 pointsMath Lesson Plan & Presentation 2 (field experience)100 pointsMath Game Project100 pointsText Chapter Reflections (20 total, 10 points each)200 pointsReflection Paper100 pointsFinal Exam100 points Total1000 pointsAssignments not completed on time will reflect a lowered grade of 10% deduction per day minimum. Late work will not be accepted after 7 days. If a student misses class the day an assignment is due, he or she must still turn in the assignment no later than the regular class meeting time to receive possible full credit for the assignment.
University Grading Policy
A = 90 100%
B = 80 89%
C = 70 79%
D = 60 69%
F = 0 59%
Course Calendar
Week 1: (2/22/10) Meeting 2/26 & 2/27 at Luke Campus
Readings:
Syllabus
Chapter 1: Elementary Mathematics for the 21st Century
Chapter 2: Defining A Comprehensive Mathematics Curriculum
Due:
AZ Math Academic Standards (select a grade level, download, read)
Contact a school/teacher for field experiences (confirm by 3/5/10)
Week 2: (3/1/10)
Readings:
Chapter 3: Mathematics for Every Child
Chapter 4: Learning Mathematics
Chapter 5: Organizing Effective Instruction
Due:
Reflections from Chapters 1 & 2
Week 3: (3/8/10)
Readings:
Chapter 6: The Role of Technology in the Mathematics Classrooms
Chapter 7: Integrating Assessment
Chapter 8: Developing Problem Solving Strategies
Due:
Reflections from Chapters 3, 4, & 5
Math Lesson Observation Reflection
Week 4: (3/15/10)
Readings:
Chapter 9: Developing Concepts of Number
Chapter 10: Extending Number Concepts and Number Systems
Chapter 11: Developing Number Operations with Whole Numbers
Due:
Reflections from Chapters 6, 7, & 8
Week 5: (3/22/10)
Readings:
Chapter 12: Extending Computational Fluency with Larger Numbers
Chapter 13: Developing Understanding of Common and Decimal Fractions
Chapter 14: Extending Understanding of Common and Decimal Fractions
Due:
Reflections from Chapters 9, 10, & 11
Math Lesson Plan 1 and Reflection
Week 6: (3/29/10)
Readings:
Chapter 15: Developing Aspects of Proportional Reasoning: Ratio, Proportion, and Percent
Chapter 16: Thinking Algebraically
Chapter 17: Developing Geometric Concepts and Systems
Due:
Reflections from Chapters 12, 13, & 14
Week 7: (4/5/10)
Readings:
Chapter 18: Developing and Extending Measurement Concepts
Chapter 19: Understanding and Representing Concepts of Data
Chapter 20: Investigating Probability
Due:
Reflections from Chapters 15, 16, & 17
Math Lesson Plan 2 and Reflection
Week 8: (4/12/10)
Due:
Reflections from Chapters 18, 19, & 20
Math Game Project Presentations (in class)
Week 9: (4/19/10) Meeting 4/23 & 4/24 at Luke Campus
Due:
Final Exam (in class on 4/24/10)
Final Reflection Paper (due 4/25/10)
Week 10: (4/25/10):
Due:
I reserve the right to amend the tentative course calendar as needed.
Course Outcome Competencies:
Texas Examinations of Educator Standards (TExES) Alignment
#101: Generalist EC-4
The beginning teacher:
Domain II: Mathematics
Competency 12: Mathematics instruction
The teacher understands how children learn mathematical skills and uses this knowledge to plan, organize, and implement instruction and assess learning. (12.1 refers to Competency 012, 1st bullet. Points not listed are in other courses.)
Plans appropriate activities for all children based on research and principles of learning mathematics.
Employs instructional strategies that build on the linguistic, cultural and socioeconomic diversity of children and that relate to childrens lives and communities.
Provides developmentally appropriate instruction along a continuum from concrete to abstract and plans instruction that builds on strengths and addresses needs.
Knows how mathematical learning may be assessed through the appropriate use of manipulatives and technological tools.
Motivates children and actively engages them in the learning process by using a variety of interesting, challenging, and worthwhile mathematical tasks and by providing instruction in individual, small-group, and large-group settings.
Uses a variety of tools (e.g., counters, standard and nonstandard units of measure, rulers, protractors, scales, stopwatches, measuring containers, money, calculators, software) to strengthen childrens mathematical understanding.
Develops appropriate learning goals based on the Texas Essential Knowledge and Skills (TEKS) in mathematics and uses these learning goals as a basis for instruction.
Helps children make connections between mathematics, the real world, and other disciplines.
Uses a variety of questioning strategies to encourage mathematical discourse and to help children analyze and evaluate their mathematical thinking.
Uses a variety of formal and informal assessments and scoring procedures to evaluate mathematical understanding, common misconceptions, and error patterns.
Understands the reciprocal nature of assessment and instruction and knows how to use assessment results to design, monitor, and modify instruction to improve mathematical learning for individual children, including English Language Learners.
Understands how mathematics is used in a variety of careers and professions and plans instruction that demonstrates how mathematics is used in the workplace.
Competency 015: Mathematical process
The teacher understands mathematical processes and knows how to reason mathematically, solve mathematical problems, and make mathematical connections within and outside of mathematics.
Understands how mathematics is used in other disciplines and in daily living.
Knows how to use mathematical manipulatives and a wide range of appropriate technological tools to develop and explore mathematical concepts and ideas.
TExES #115: Mathematics Grades 4-8
Domain V: Mathematical processes and perspectives
Competency 015: The teacher understands mathematical reasoning and problem solving.
15.5 Recognizes that a mathematical problem can be solved in a variety of ways and selects an appropriate strategy for a given problem
Applies content knowledge to develop a mathematical model of a real-world situation and analyzes and evaluates how well the model represents the situation.
Competency 016: The teacher understands mathematical connections within and outside mathematics and how to communicate ideas and concepts.
Uses mathematics to model and solve problems in other disciplines, such as art, music, science, social science, and business.
Expresses mathematical statements using developmentally appropriate language, standard English, mathematical language, and symbolic mathematics.
Communicates mathematical ideas using a variety of representations (e.g., numeric, verbal, graphic, pictorial, symbolic, concrete).
Demonstrates an understanding of the use of visual media such as graphs, tables, diagrams, and animations to communicate mathematical information.
Uses the language of mathematics as a precise means of expressing mathematical ideas.
Domain VI: Mathematical learning, instruction and assessment
Competency 017: The teacher understands how children learn and develop mathematical skills, procedures, and concepts.
Applies theories and principles of learning mathematics to plan appropriate instructional activities for all students.
Understands how students differ in their approaches to learning mathematics with regard to diversity.
Uses students prior mathematical knowledge to build conceptual links to new knowledge and plans instruction that builds on students strengths and addresses students needs.
Understands how learning may be assisted through the use of mathematics manipulatives and technological tools.
Understands how to motivate students and actively engage them in the learning process by using a variety of interesting, challenging, and worthwhile mathematical tasks in individual, small-group and large-group settings.
Understands how to provide instruction along a continuum from concrete to abstract.
Recognizes the implications of current trends and research in mathematics and mathematics education.
Competency 018: The teacher understands how to plan, organize, and implement instruction using knowledge of students, subject matter, and statewide curriculum (Texas Essential Knowledge and Skills [TEKS]) to teach all students to use mathematics.
Demonstrates an understanding of a variety of instructional methods, tools, and tasks that promote students ability to do mathematics described in the TEKS.
Understands planning strategies for developing mathematical instruction as a discipline of interconnected concepts and procedures.
Develops clear learning goals to plan, deliver, assess, and reevaluate instruction based on the TEKS.
Understands procedures for developing instruction that establishes transitions between concrete, symbolic, and abstract representations of mathematical knowledge.
Applies knowledge of a variety of instructional delivery methods, such as individual, structured small-group and large-group formats.
Understands how to create a learning environment that provides all students, including English Language Learners, with opportunities to develop and improve mathematical skills and procedures.
Demonstrates an understanding of a variety of questioning strategies to encourage mathematical discourse and to help students analyze and evaluate their mathematical thinking.
Understands how technological tools and manipulatives can be used appropriately to assist students in developing, comprehending, and applying mathematical concepts.
Understands how to relate mathematics to students lives and a variety of careers and professions.
Competency 019: The teacher understands assessment and uses a variety of formal and informal assessment techniques to monitor and guide mathematics and to evaluate student progress.
Demonstrates an understanding of the purpose, characteristics, and uses of various assessments in mathematics, including formative and summative assessments.
Understands how to select and develop assessments that are consistent with what is taught and how it is taught.
Demonstrates an understanding of how to develop a variety of assessments and scoring procedures consisting of worthwhile tasks that assess mathematical understanding, common misconceptions, and error patterns.
Understands how to evaluate a variety of assessment methods and materials for reliability, validity, absence of bias, clarity of language and appropriateness of mathematical level.
Understands the relationship between assessment and instruction and knows how to evaluate assessment result to design, monitor, and modify instruction to improve mathematical learning for all students, including English Language Learner.
PAGE
PAGE 6
Paul Tighe EDUC 5323 Spring 2010
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