EDU 211
Construction of Scientific and Mathematical Thinking
Fall 2007 Session 1Henry
MercerUniversity/ TiftCollege of Education
Professor: Dr. Mary Kay Bacallao, Ed. D.
E-mail:
Please e-mail me to schedule an appointment.
The Transforming Practitioner
To Know To Do To Be
“The Transforming Practitioner,” the living link between the child and learning, is an educator who is changing internally through understanding, practicing, and reflecting such that, individually and collaboratively, he or she implements for all children appropriate and significant life-changing experiences that effectively provide for the needs of the whole child, actively engage students in the learning process, and promote life-long learning.
Course Description:
This course is designed to provide meaningful opportunities for critical thinking and problem solving that will assist pre-service teachers in expanding their repertoires of practical applications of scientific and mathematical processes. Using paradigms of constructivism, multiple intelligences, and metacognition, class members will develop insights about patterns and relationships, apply culturally derived schemes and devices to form conceptualizations and generalizations, and use generalizations and other forms of logic to facilitate problem-solving in various contexts and fields of human activity. Attention will be given to integrating theory and practice of mathematical and scientific processes within the context of early childhood, special education, and middle grades classrooms.
Purpose:
This course relates to each of the three major premises of the Conceptual Framework (CF) of Mercer University’s Department of Teacher Education: (1) To Know the foundations of the education profession, (2) To Do the work of a professional educator, (3) To Be a 21st Century Educator. In keeping with the CF, this course will be instrumental in helping students to engage in processes, practices, skills, and attitudes that will enable them to become transforming practitioners in the teaching of early childhood, special education, and middle grades mathematics and science. In recognition of the model of “The Transforming Practitioner,” this course will foster students’ scientific and mathematical content knowledge, pedagogical knowledge (encompassing theory, philosophy, research, and effective teaching of scientific/mathematical problem solving skills and processes), awareness of how students construct scientific and mathematical knowledge, and interpersonal skills. Furthermore, students will participate in a variety of learning experiences that will enhance their abilities to integrate theory and practice, to communicate effectively, to teach accurate and appropriate mathematical and scientific knowledge, to organize and manage the science and mathematics learning environments, to explore a variety of teaching methods that meet the needs of a diverse student population, to encourage active learning using multiple group structures, and to demonstrate respect for and acceptance of all educational stakeholders.
Course Objectives:
Through completion of this course, the Transforming Practitioner will:
1. Cultivate the view that science and mathematics are fascinating and stimulating intellectual endeavors that provide skills, insights, and modes of thinking that are essential in modern life.
2. Gain confidence in his or her problem solving and critical thinking abilities.
3. Develop abilities to think critically and creatively about quantitative, spatial, andlogical situations.
4. Develop effective communication skills, with an ability to convey detailedinformation with clarity and accuracy, and with the capacity to constructwell-reasoned explanations.
5. Examine the connections among the various parts of science, among various parts of mathematics, among and other science and other areas of the curriculum, and among mathematics areas of the curriculum.
6. Appreciate the importance of applications of science and mathematics to the solution of real-world problems.
7. Develop skills and explore concepts of mathematics and science.
8. Grow in his or her repertoire of strategies for teaching early childhood and middle grades learners, including those with special needs, to become effective and thoughtful problem solvers and critical thinkers.
9. The purpose is to explore uses of technology in constructing scientific and mathematical skills, processes, and abilities in all early childhood and middle grades learners. ISTE NETS for Teachers I B, demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. II A, design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. II D, plan for the management of technology resources within the context of learning activities. V C, apply technology to increase productivity.
10. Become familiar with the NCTM Principles and Standards for School MathematicsGACE ECE 0013, GACE ECE 0014, GACE ECE 0015, GACE ECE 0016, GACE ECE 0017 and the NSTA Standards GACE ECE 0018, GACE ECE 0019, GACE ECE 0020, GACE ECE 0021 and their relevance to the construction of scientific and mathematical thinking in elementary.
11. Grow in his or her awareness of the contributions of various cultures throughout the development of science and mathematics.
CONCEPTUAL FRAMEWORK
THEME: THE TRANSFORMING PRACTITIONER
TO KNOW
I. To Know the foundations of the education profession, content bases for curricula, and characteristics.
- Demonstrates knowledge of the philosophical, historical, sociological,
legal, and psychological foundations of education.
- Demonstrates expertise in the content bases for curricula, the appropriate uses of technology, good communication skills, and effective pedagogy.
- Shows understanding of and respect for the characteristics, cognitive and social developmental stages, emotional and psychological needs and learning styles of diverse and special needs learners.
TO DO
II.To Do the work of a professional educator in planning and implementing well-integrated curricula using developmentally appropriate and culturally responsive instructional strategies, materials, and technology.
A.Plans, implements and assesses well-integrated developmentally appropriate and culturally responsive lessons that are well grounded in pedagogical and psychological theory.
- Individualizes, differentiates, and adapts instruction to meet the needs of diverse and special needs learners.
- Uses a wide variety of teaching methods, strategies, technology, and materials.
TO BE
III.To Be a reflective, collaborative, and responsive decision-maker, facilitator, and role model within the classroom, school, community, and global environment.
A.Uses feedback, reflection, research, and collaboration to enhance teaching performance, revise and refine instruction, make decisions, develop and modify instruction, and grow as a professional.
B.Models understanding, respect, and appreciation for diverse educational, cultural, and socioeconomic groups; a willingness to consider diverse opinions and perspectives; and concern for community and global awareness.
C.Models positive and effective interpersonal skills interacting with learners, parents, other educators and members of the community.
Late Assignment Policy
Late assignments will not be accepted.
Honor Policy
Academic integrity is maintained through the honor system. The honor system imposes on each student the responsibility for his or her honest behavior and assumes the responsibility that each student will report any violations of the Honor Code. By the act of entering MercerUniversity, each student personally consents to Mercer's Honor System and thereby agrees to be governed by its rules. Furthermore, each student is personally responsible for knowing the rights and obligations as set forth in the Honor System. The student is also expected to cooperate with all proceedings of the Honor System and to participate fully in the Honor System.
“The most frequent violations of the Honor Code are cheating and plagiarism. Cheating is the taking of credit for work which has been done by another person. The following are some of the more common instances of cheating:
1) Using notes, textbooks, or reference materials on a test, daily quiz, or examination unless the use of such materials is specifically permitted
the professor;
2) Copying ideas or facts from another’s papers during a test situation;
3)Giving or receiving facts or ideas either verbally or in writing during a
test situation;
4) Obtaining test questions which a teacher does not release for furtherreference;
5) Obtaining or giving specific information which will be on a test before
the test is administered;
6) Using unassigned translations in a reading course in a foreign language.
It is to be emphasized that these examples are not the only possible ones. They are listed in order to give the student a general idea of what constitutes an Honor Code violation.
Plagiarism is defined as the use of ideas, facts, phrases, or additional
materials such as maps and charts from any source without giving proper credit (as specified below) for such material. Any material in a paper or report which is not acknowledged is understood to be the original work of the author, regardless of misinformation, carelessness, sloppiness, or typographical errors” (The Lair Student Handbook and Academic Planner 2000-2001, pp. 59-60).
Students are expected to abide by the Honor Policy for ALL assignments. Students are expected to do their own work for assignments that are electronically submitted as well as the companion web site activities. The instructor will announce those assignments that are specifically designed for cooperative work.
The Code of Ethics for Educators
“The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Professional Standards Commission has adopted standards, which represent the conduct generally accepted by the education profession. The code protects the health, safety and general welfare of students and educators, ensures the citizens of Georgia a degree of accountability within the education profession, and defines unethical conduct justifying disciplinary sanction.”
The Code of Ethics for Educators, Georgia Professional Standards Commission (July 15, 2003). Retrieved August 14, 2003,
Disability Statement
MercerUniversity is committed to the equal and excellent education of all students including students with disabilities. In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, “otherwise qualified” students with disabilities are protected from discrimination and may be entitled to certain reasonable accommodations intended to ensure equal access to higher education. All students requiring accommodations must register with Disability Support Services and provide appropriate documentation of their disability that supports the need for the requested accommodations.
Douglas Co.,HenryCo.RegionalAcademicCenters and Atlanta Students
Students requiring accommodations for a disability should inform the instructor at the close of the first class meeting or as soon as possible. If a student is not registered with Disability Support Services, the instructor will refer him/her to the Disability Support Services office for consultation regarding documentation of the disability and eligibility for accommodations under the ADA/504. In order to receive accommodations, eligible students must provide each instructor with a “Faculty Accommodation Form” from Disability Support Services (downloadable from the website). Students must return the completed and signed form to the Disability Support Services Coordinator (212 Sheffield Center). For convenience, anyone can send this information through Campus Mail or fax the form to (678) 547-6373.
Even students with a documented disability who do not wish to use academic accommodations are also strongly encouraged to register with Disability Support Services and complete a Faculty Accommodation Form each semester.
For further information, please contact Richard Stilley, Disability Support Services Coordinator / Assistant Dean for Campus Life, at (678) 547-6823 or visit the website at
Grades will be based on:
Content Essays
Group Presentation/Attendance
Individual Presentation
Math and Science Journal Notebook
Grading Scale
A90-100
B80-89
C70-79
D60-69
F0-59
Tentative Course Outline
Session Date
/Topic
/Assignments/ Presentations Due
Class 1 August 23 / IntroductionDescription of Assignments
NCTM Standards
The Earth and the Moon
Class 2 August 30 / White Sands / The Earth and the Moon Essay Due
Class 3 September 6 / Plant and Animal Life / White Sands Essay Due
Class 4September 13 / The Great Barrier Reef / Plant and Animal Life Essay Due
Class 5September 20 / WEB CT Assignments
Class 6September 27 / Why Should I Ride a Bike? / The Great Barrier Reef Essay Due
Class 7October 4 / The SaharaDesert / Why Should I Ride a Bike? Essay Due
Class 8October 11 / Student Presentations / The SaharaDesert Essay
Due
Math and Science Reflection Journal Scoring Rubric
Name:
NOTE: The maximum number of points will not be awarded merely because the component is addressed or included. Points will be awarded based on quality of work and professional polish. The journal notebook is to be kept separate from other class notes and handouts. It is a reflection on the development of your own mathematical and scientific thinking.
Component / Comments / Possible Number of Points / Number of Points AwardedThe activities conducted in class are found in the journal. / 0-10
There are reflections on thinking processes for each activity.
/ 0-10The activity descriptions and reflections are written in the student’s own words and not copied word for word from another source.
/ 0-10The reflections show creative scientific and mathematical thinking. / 0-10
The reflections contained in the journal show in-depth mathematical thinking.
/ 0-10The reflections in the journal show in-depth scientific thinking. / 0-10
The information contained in the journal is mathematically accurate. / 0-10
The information contained in the journal is scientifically accurate. / 0-10
The extent to which the journal was completed slowly over time rather than all in one sitting. / 0-10
The journalis written neatly using standard English. / 0-10
Overall Score / 0-100 / TOTAL
SCORE:
Mathematical and Scientific Thinking Problem SolvingOpportunityScoring Rubric
Name:
NOTE: The maximum number of points will not be awarded merely because the component is addressed or included. Points will be awarded based on quality of work and professional polish.
Component / Comments / Possible Number of Points / Number of Points AwardedContent Base
The problem solving opportunity reflects mathematical thinking. / 0-10
The problem solving opportunity reflects scientific thinking.
/ 0-10The problem solving opportunity outcomes enhance critical thinking skills.
/ 0-10The answer is not immediately apparent. / 0-10
The problem challenges but does not frustrate the learners.
/ 0-10The purpose for solving the problem is important and relevant. / 0-10
The problem solving opportunitypresentation is thought provoking and engaging. / 0-10
There is student interaction during the problem solving opportunity that is based on higher level thinking. / 0-10
The presentation materials are prepared and organized ahead of time. / 0-10
The written component of the problem solving opportunity is clearly presented in standard English. / 0-10
Overall Score / 0-100 / TOTAL
SCORE:
Group Project Investigation
Name:
NOTE: The maximum number of points will not be awarded merely because the component is addressed or included. Points will be awarded based on quality of work and professional polish.
Component / Comments / Possible Number of Points / Number of Points AwardedThe project presented investigates a core scientific concept. / 0-20
The project presented involves mathematical applications as outlined in the NCTM standards.
/ 0-20The project investigation makes use of inquiry based problem solving strategies.
/ 0-20The project presented represents creative and inventive thought. / 0-10
The project presented engages the learners in more than one learning modality.
/ 0-10Although the project is sufficient in detail, there is a clear focus on the intended learning outcome. / 0-10
The group documented meeting times and locations.
The description of the project and the results are presented in standard English. / 0-10
Overall Score / 0-100 / TOTAL
SCORE:
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