Barry University

Adrian Dominican School of Education

Department of Teaching and Learning

COURSE NUMBER AND NAME:

EDU 362: Teaching Mathematics in the Primary/Elementary School 3 credit hours

Instructor: / Term:
Office Location: / Class Location:
Office Hours: / Class Dates:
Work Phone: / Class Time:
Fax: / Field Experience: 10 hours
E-mail: / Website:

COURSE CATALOG DESCRIPTION:

Investigates the content, methodology, and materials for teaching modern mathematics in the primary/elementary school. Field Experience. Prerequisite: MAT 201 or equivalent

COURSE RATIONALE:

This course fulfills the requirement of the State of Florida for a course that prepares students for teaching mathematics in the primary/elementary school.

COURSE GOALS:

  1. To provide students with a theoretical framework and a practical base for the successful implementation of a mathematics program in the primary/elementary classroom.
  2. To challenge students to expand their perception of mathematics in the primary/elementary grades so that computation, estimation, geometry, statistics, measurement, problem solving and reasoning, and technological aids are considered essential elements.
  3. To encourage students to consider how physical, psychological, developmental, cultural and sociological factors are related to the achievement of instructional goals.
  4. To help students develop their ability to plan and evaluate instructional strategies and outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the learning and results.

NATIONAL GUIDELINES:

·  National Council for Teachers of Mathematics (NCTM)

·  ESL Standards for Primary/Elementary Students - National TESOL Standards

·  NCATE – Approved Curriculum Guideline for the Basic Programs for the Preparation of Primary/Elementary Teachers

GUIDELINES USED IN DEVELOPING COURSE OBJECTIVES:

● Florida Subject Area Competencies: Professional Education and K-Grade 6 Mathematics

● Florida Performance Standards for Teachers of Speakers of Other Languages (TESOL)

● Florida Sunshine State Standards (FSSS)

COURSE OBJECTIVES:

Students will be able to: / Prof.
Educ. / Math
K- 6 / TESOL / FSSS
1. / Identify several learning theories and apply knowledge of learning theories to classroom practices related to teaching mathematics in the primary/elementary grades. / 7.4
2. / Identify activities that support the knowledge, skills and attitudes to be learned in elementary mathematics. / 10.2 / 6.6
3. / Articulate what mathematics problem solving and reasoning is and how it can be implemented in primary/elementary classrooms. / 10.2
4. / Identify, select and use a variety of instructional strategies, materials and technologies that foster problem solving and critical and creative thinking. / 4.1
4.2 / 12.1 12.2 12.3 / 15.2 15.6
5. / Identify, select and use manipulatives, mathematical and physical models and other classroom teaching tools appropriate for concept development and student learning needs, performance abilities and linguistic needs. / 8.2
10.3 / 12.2 / 17.4 17.5
6. / Identify ways that calculators, computers and other technology can be used in instruction and assessment. / 8.2 12.1 / 12.3 / 15.6
7. / Identify, develop and implement instructional activities to accommodate learners with diverse linguistic backgrounds, exceptionalities needs, development levels, and different experiential backgrounds. / 7.3 / 12.1 / 4.2 5.4 16.3
8. / Identify and apply cognitive approaches, multi-sensory ESOL strategies, and instructional practices that build upon students’ abilities and promote self-worth. / 14.3 / 12.1 / 4.2 6.10 16.3
18.4
9. / Identify and /or use a variety of methods (traditional and alternative) for assessing mathematical knowledge, including analyzing student thinking processes to determine strengths and weaknesses. / 1.1 / 12.4 / 20.3
10. / Demonstrate mathematical knowledge of number sense, concepts and operations, measurement, geometry and spatial sense, algebraic thinking, data analysis and probability. / 7.1-11.6 / ALL Math
K-6 grades

ACCOMPLISHED PRACTICES:

Targeted: AP #8 Knowledge of Subject Matter

Supplemental: AP #4 Critical Thinking

Supplemental: AP #12 Technology

COURSE TEXT(s):

Sharp, Janet M., and Hoiberg, Karen Bush (2005). Learning and teaching k-8 mathematics. Pearson Education, Inc.

SUPPLEMENTAL MATERIALS:

Texts

Principles and Standards for School Mathematics (2000) National Council of Teachers of Mathematics.

mATERIALS

·  A variety of manipulative materials will be used such as: Attribute Blocks, Base Ten Blocks, Counters, Cuisenaire Rods, Geoboards, Linking Cubes, Pattern Blocks, and Tangrams

·  ETA Manipulative Starter Kit (Optional)

WEBSITES

NOTE: Websites continually change so the information here may not always be available.

·  AIMS Education Foundation - Activities Integrating Mathematics and Science: http://www.aimsedu.org

·  Arithmetic Lesson Plans: http://mathforum.org/arithmetic/arith.units.html

·  Assessment in Mathematics Teaching: http://mathforum.org/mathed/assessment.html

·  Developing the Language of Mathematics in Partial Immersion:
The Ladder to Success: http://www.cal.org/ericcll/News/199803/main.html

·  Eisenhower National Clearinghouse: http://www.enc.org

·  EQUALS at the Lawrence Hall of Science: http://equals.lhs.berkeley.edu

·  Florida Department of Education: Sunshine State Standards: http://www.firn.edu/doe/menu/sss.htm

·  Girls' Attitudes, Self-Expectations, and Performance in Math-An Annotated Bibliography: http://mathforum.org/mathed/assessment.html

·  Helping Your Child Learn Math: http://www.ed.gov/pubs/parents/Math/index.html

·  Helping English Language Learners in the Math Classroom: http://www.glencoe.com/sec/teachingtoday/subject/help_ELL_math.phtml

·  Language and Mathematics: http://mathforum.org/~sarah/Discussion.Sessions/Cocking.html

·  Limited English Proficiency Students and Mathematics- An Annotated Bibliography: http://mathforum.org/~sarah/Discussion.Sessions/biblio.bilingual.html

·  Mathematics For Students with Learning Disabilities from Language-Minority Backgrounds - Recommendations for Teaching: http://www.ncela.gwu.edu/miscpubs/nysabe/vol10/nysabe104.htm

·  Miami-Dade County Public Schools CBC: http://portal.dadeschools.net/cbc/index.htm

·  National Association for the Education of Young Children (NAEYC): http://www.naeyc.org

·  National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA): http://www.ncela.gwu.edu/

·  National Council of Teachers of Mathematics (NCTM): http://www.nctm.org

·  National Council of Teachers of Mathematics (NCTM) Principles and Standards: http://standards.nctm.org/document/chapter3/prob.htm

·  NCTM Illuminations: http://illuminations.nctm.org/

·  National Library of Virtual Manipulatives for Interactive Mathematics: http://matti.usu.edu/nlvm/nav

·  PBS Teacher Source- Mathematics: http://www.pbs.org/teachersource/math.htm

·  Problem Solving Strategies: http://www.mav.vic.edu.au/PSTC/general/strategy.htm and http://www.fcps.k12.va.us/HuntersWoodsES/math/strateg.htm

·  Problem Solving: http://www.nzmaths.co.nz/PS/

·  Reforming Mathematics Instruction for ESL Literacy Students: http://www.ncela.gwu.edu/pubs/pigs/pig15.htm

·  Steps for Successful Problem Solving An Introduction to the Searching for Solutions WebQuest: http://gouchercenter.edu/jcampf/searching_for_solutions.htm

AUDIO/VISUAL/TECHNOLOGY:

Overhead Transparencies

Pertinent Videos

Power Point Presentations

CONTENT OUTLINE:

INSTRUCTOR NOTE:
The Content Outline must include the following:
·  Indicate the content covered in each session
·  Include mid-semester evaluation to indicate student progress
·  Include Final Exam

The professor reserves the right to make changes in the time frame of topic presentation and assignments to comply with course schedule.

Session / Date / Topic / Chapters
1
2
3
4
5
6
7
8
9 / MIDTERM
10
11
12
13
14
15
16
17
18 / FINAL EXAMINATION

COURSE REQUIREMENTS:

INSTRUCTOR NOTE:
Course requirements must include the following:
·  The Required Accomplished Practices Assignment designed specifically for this course. This assignment MAY NOT be altered.
·  You may include additional instructional activities and assignments, however, they MUST meet the course goals and objectives and align with one or more of the Accomplished Practices.
·  REMEMBER ALL instructional activities and assignments must address the needs of all learners including learners with diverse linguistic backgrounds; exceptional learners.
REQUIRED ACCOMPLISHED PRACTICE ASSIGNMENT
Using a variety of appropriate teaching resources and curriculum materials that are accurate, comprehensive, and useful for representing ideas and concepts, students will plan, develop, implement, and reflect upon at least three mathematics problem solving performance activities that connect to students’ (P-12) real-world experiences, integrates knowledge from more than one subject area, and promotes the development of higher order critical thinking, creative thinking and problem solving skills. (Targeted AP #8 – Knowledge of Subject Matter; Supplemental AP #4 - Critical Thinking and AP #12 - Technology)
A completed Accomplished Practice annotation form with the related evidence(s) for the targeted and/or supplemental AP is to be submitted electronically. Completion and submission of the annotation form does not correlate with fulfillment of the Accomplished Practice(s).

REQUIRED ACCOMPLISHED PRACTICE ASSIGNMENT

Part 1: Review of Teaching Resources

Conduct a review of appropriate teaching resources that includes curriculum materials, books, journal articles and technology resources for teaching mathematics. Write a paper using your own words that describes and summarizes each resource listed below. Include your opinions and recommendations for each resource. Include a complete bibliographic citation using APA format (American Psychological Association) for each resource.

·  One article from Teaching Children Mathematics related to problem solving in mathematics.

·  Three children’s trade book related to a mathematics topic or concept.

·  One mathematics curriculum guide or teacher’s edition.

·  One mathematics website that contains instructional activities for students (P-12) to use. : NOTE: This is not a website that has lesson plans for teachers. It must be a website that P-12th grade students can use.

·  One piece of mathematics software that can be used for instruction and to gather information to manage student (P-12) learning and evaluate and improve instruction.

Targeted AP addressed with the review of teaching resources include:
·  8.E.3 Demonstrate knowledge and awareness of a variety of teaching resources
Supplemental AP addressed with the review of teaching resources include:
·  12.B.2 Critique specific technology applications and resources that maximize students’ learning and address needs of diverse learners
·  12.E.1 Identify technological resources to meet specific teaching and learning outcomes.
·  12.E.2 Identify specific technology applications and resources that maximize students’ learning and address needs of diverse learners
·  12.E.3 Identify technology resources for instructional and data management uses

REQUIRED ACCOMPLISHED PRACTICE ASSIGNMENT

Part 2: Develop Problem Solving Performance Activities

Develop three problem solving performance activities that relate to three different NCTM mathematics content standards: Numbers and Operations, Geometry, Algebra, Measurement, Data Analysis and Probability. The activities must incorporate the use of technology, the use of hands-on manipulative materials and at least one activity must integrate more than one subject area. Additionally, each problem solving performance activity must include the following:

·  The problem, the problem solving strategy used to solve the problem and the solution

·  Florida Sunshine State Standard, Benchmark and Grade Level Expectation

·  National Council of Teachers of Mathematics Content Strand and Learner Expectation

·  Critical Thinking Questions

·  Accommodations for second language learners and learners with diverse learning needs

Targeted AP addressed with developing problem solving performance activities include:
·  8.B.1 Design instructional activities that use accurate and current subject matter
·  8.B.2 Design instructional activities that connect subject matter to students’ (P-12) real-world experiences
·  8.B.3 Design instructional activities that use a variety of teaching resources
8.B.4 Design learning experiences that allow students (P-12) to integrate knowledge from more than one subject area
Supplemental AP’s addressed with developing problem solving performance activities include:
·  4.F.1 Develop performance activities, such as realistic projects and problem solving activities, that measure students’ (P-12) higher order thinking skills, as appropriate
·  12.F.2 Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of students (P-12)

REQUIRED ACCOMPLISHED PRACTICE ASSIGNMENT

Part 3: Implement Problem Solving Performance Activities

Implement the problem solving performance activities that promote students’ (P-12) development of critical and creative thinking and independent problem-solving skills with (P-12) children and that uses a variety of appropriate teaching resources that are accurate and useful for representing ideas and concepts. Additionally, students will model, for their peers in the university setting, at least one of the problem solving performance activities that integrate knowledge from more than one subject area and connect to students (1-12) real-world experiences.

Targeted AP addressed with implementing problem solving performance activities include:
·  8.F.1 Communicate current knowledge of subject matter in a manner that enables students (P-12) to learn
·  8.F.2 Model activities that connect subject matter to students’ (P-12) real-world experiences
·  8.F.3 Use a variety of appropriate teaching resources and curriculum materials that are accurate, comprehensive, and useful for representing ideas and concepts
·  8.F.4 Model learning experiences that allow students (P-12) to integrate knowledge from more than one subject area
Supplemental AP’s addressed with implementing problem solving performance activities include:
·  4.F.2 Implement techniques and strategies that promote students’ (P-12) development of critical and creative thinking and independent problem-solving skills, as appropriate
·  12.F.1 Select and demonstrate the use of appropriate technological resources to meet specific teaching and learning outcomes

REQUIRED ACCOMPLISHED PRACTICE ASSIGNMENT

Part 4: Reflecting on Problem Solving Performance Activities

Write a paper describing the rationale and importance of developing problem solving and higher level thinking skills. Describe the problem solving instructional process, the problem solving strategies used, the problem solving performance activities developed, and the students’ (P-12) reactions to the problem solving performance activities that were implemented. Include your reflections of the activities taught, what worked well and what changes you would make when implementing the activities again. Be sure to include the three problem solving performance activities and samples of students’ work.

SUGGESTED ADDITIONAL ASSIGNMENT

INSTRUCTOR NOTE:
·  You may include additional instructional activities and assignments, however, they MUST meet the course goals and objectives and align with one or more of the Accomplished Practices.
·  REMEMBER ALL instructional activities and assignments must address the needs of all learners including learners with diverse linguistic backgrounds; exceptional learners.

Design an Original Mathematics Game

Design an original mathematics game appropriate for the field site class. Write a paper describing the mathematics game. Include the following in your paper:

·  the title of the game

·  the mathematics concept of the game

·  how the game meets the needs of all learners including learners with diverse linguistic backgrounds; exceptional learners.

·  the mathematics objectives for playing the game

·  the number of players

·  the age/grade level

·  the materials needed to play the game

·  the rules and directions for playing the game

·  an answer key if needed

FIELD EXPERIENCE 10 hours of mathematics instruction are required

Field experiences are a vital component not only of this course but in understanding teaching, as well as the role of the teacher. Experimental learning (“on the job” preparation) is unmatched. As such, passing this course is based on successful completion of all required field experiences. Successful completion includes (but not necessarily limited to) completion of all paperwork, meeting timelines, and professional responsibilities and dispositions associated with field experiences. Receiving an ‘Incomplete” for not completing field experiences in the timelines provided within this syllabus, is not an option. Acting professionally and responsibly also implies adherence to Barry University policies regarding cheating and falsification of reports or documents. Such actions will result in course failure.