EDEL433: TeachingElementary School Mathematics
Spring 2010
Time:Thursday, 4:00-6:45
Location: GTA 128
Credits:3
Prerequisites:EDEL 315, admission to the teacher education program, or instructor’s approval
Instructor:Gloria Derado
775-299-4736 cell: 775-722-5511
Required Email: Every student needs to have an email so that I may contact you regarding new information, clarification of assignments, or other pertinent information. As a student, if you have interesting information you want to share with the rest of the class via email, you may do so.
Required Textbooks:
Van de Walle, J. A. (2010). Elementary and Middle School Mathematics Teaching Developmentally 7th ed. Longman Publishers.
Burns, M. (2008).About Teaching Mathematics 3rd Edition.Sausalito, CA: Math Solutions Publications.
Supplies: scissors, glue, markers/crayons, ruler, calculator, 3x5 cards, marked and unmarked dice, tape measure, protractor, file folders, egg cartons (12 and 18), 3” or 4” three- ringed binder, a deck of cards, plenty of paper, construction paper, and toothpicks.
I will supply brass fasteners, adding machine paper, 2-colored markers, dry boards (small ones on which to record your answers), dry board markers, extra rubber bands (for geoboards), coins (I use the real ones.), and yard/meter stick to those in Elko. Those in Winnemucca and Wendover need to have these supplies.
I will also supply: base ten blocks, geoboards, pattern blocks, Cuisenaire rods, unifix cubes, colortiles, 10-sided die, 12-sided die, 9-sided die, 2-colored markers, clocks, play money, trireme compass, fraction bars, fraction circles, decimal cards, scale, balance, measuring instruments for volume/capacity, and tangrams.
Suggested Books:
Richardson, Kathy, Developing Number Concepts Using Unifix Cubes, Addison-Wesley Publishing Co., © 1984.
NCTM Principles and Standards located at
Revised Nevada State Standards for Teaching Mathematics (2007-2008 version) sold in the bookstore or at
Catalog Description:
Course prepares prospective elementary teachers in the areas of mathematics education. Students in this course will explore cognitive theories of development, methods, materials, and content of mathematics in the elementary grades. Curriculum changes that have taken place and current research in the area of mathematics education will be explored.
Policy of Academic Integrity:
GBC subscribes to the traditional policy of academic integrity: students are expected to be honest. Students are expected to do their own work. Students who plagiarize or commit academic dishonesty are violating the standards of academic integrity and are subject to consequences ranging from failing the assignment or course to dismissal from the institution.
Plagiarism is presenting someone else’s word, ideas or data as one’s own. When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references; and if verbatim statements are included, through quotation marks as well. In academically honest writing or speaking, the students will acknowledge the source whenever:
- Another person’s actual words are quoted
- Another person’s idea, opinion or theory is used, even if it is completely paraphrased in the student’s own words
- Facts, statistics, or other illustrative materials are borrowed, unless the information is common knowledge.
Accommodations:
Great BasinCollege supports providing equal access for students with disabilities. An advisor is available to discuss appropriate accommodations with students. Please contact the ADA officer in Elko at 753-2271 at your earliest convenience to request timely and appropriate accommodations.
Cell Phone Policy:
Because we have a limited time in class, we need to maximize instructional learning time; therefore, all cell phones need to be turned off in class. If your phone rings, you must leave and not come back for the remainder of the class period. Because you are not in class, you will not receive your full participation points for that class meeting.
Attendance policy:
Please be on time for class and stay for the duration of the class period. For each early out or late arrival, students will lose one to two points for attendance. In order to receive the total of 5 points for discussion and participation, you must be in attendance for the duration of the class. If a student misses more than two class meetings, the student may be withdrawn from the class.
Outcomes and Measurement:
National Council of Teachers of Mathematics
Principles for Pre-service Teachers Overview:
Educational decisions made by teachers, school administrators, and other professionals have important consequences for students and for society. The Principles for School Mathematics provide guidance in making these decisions.
The six principles for school mathematics address overarching themes:
Assessment. Assessment should support the learning of important mathematics and furnish useful information to both teachers and students.
Technology. Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning.
Equity. Excellence in mathematics education requires equity—high expectations and strong support for all students.
Curriculum. A curriculum is more than a collection of activities: it must be coherent, focused on important mathematics, and well articulated across the grades.
Teaching. Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well.
Learning. Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.
Expected Learner Outcomes in relation to INTASC Principles
/ MeasurementsPrinciple 1: Content and Content Pedagogy
The teacher understands the central concepts, tools of inquiry, and structures of the subject(s) s/he teaches and creates learning experiences that make these aspects of subject matter meaningful for learners. / Class ParticipationMenus
Mini-Lessons
Math Unit
Lessons
Chapter Summaries
Principle 2: Human Development and Learning
The teacher understands how children learn and develop, and can provide learning opportunities that support their cognitive, social, emotional, moral, and physical development. / Class ParticipationMenus
Math Unit
Lessons
Text Responses
Principle 3: Diverse Learning
The teacher understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. / Class ParticipationMenus
Math Unit
Lesson Planning
Lesson Observation
Principle 4: Teaching Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners’ development of critical thinking, problem solving, and performance skills. / Class ParticipationMenus
Mini-Lessons
File Folders
Technology Lesson
Math Unit
Lesson Observation
Super Source Activities
Expected Learner Outcomes in relation to INTASC Principles
/ MeasurementsPrinciple 5: Learning Environment
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. / Class ParticipationFile Folders
Hands-on Lessons
Lesson Planning
Cooperative Learning Strategies/Evaluations
Equals Activities
Principle 6: Effective Communication
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. / Class ParticipationLesson Observation
Lessons
Reflective Writing
Hands-on Lessons
Cooperative Learning
Strategies/Evaluations
Principle 7: Instructional Planning
The teacher plans instruction based upon knowledge of subject matter, learners, the community, and the curriculum goals. / Class ParticipationMenus
Mini-Lessosns
Math Unit
Lesson Observation
Principle 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. / Class ParticipationMenus
Math Unit
Lesson Feedback
File Folders
Principle 9: Reflective Practice
The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (learners, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. / Class ParticipationTechnology Lesson
Artifacts
Lesson observation
Specific Outcomes/ Measurements for EDEL 433
Outcomes / MeasurementsUse accurate mathematical language in teaching/explaining concepts to children to foster their construction of mathematical understanding. / Class Discussions/Participation
Foldables
Mini-Lessons
Math Lessons
Weekly Chapter Summaries
Explore strategies for teaching problem solving in the elementary classroom and techniques for fostering a classroom atmosphere that is conducive to problem solving. / Class Discussions/Participation
Math Lessons
Mini-Lessons
Menus
Weekly Chapter Summaries
Cooperative Learning Techniques/Evaluations
Utilize the Nevada State Standards that are based on the National Council of Mathematics (NCTM) and understand their impact upon the elementary mathematics classroom. Utilize local targets in lesson plans and discussions. / Class Discussions/Participation
Math Lesson
Menus
File Folder Games
Weekly Chapter Summaries
Literature/Math Unit
Model instruction of elementary mathematics content, using cooperative groups, hands-on activities, and manipulatives. / Class discussion/participation
Reflective writing
Menus
Mini-Lessons
Math Lessons
Equals Activities
Super Source Activities
File Folder Games
Literature/Math Unit
Demonstrate connections among mathematics topics and other content areas. / Class discussions/participation
Math Lessons
Mini-Lessons
AIMS Activities
Weekly Chapter Summaries
Methods of Instruction: Lecture, discussion, videos, activities, lesson planning
Course Requirements
Reading Assignments/Chapter Reflections/Question(s):
Each student will complete question(s) at the end of the chapters that will be assigned as we go through the book, and will count as part of the chapter summary. These questions are assigned one week and are due at the beginning of each class the following week. Use these reflections to ask questions, pose problems, and reflecton teaching.Do NOT regurgitate information from the chapter. All assignments are to be typewritten, no longer than one page, with at least a 12 font. You need to be prepared to discuss these with the class, as we will include a group discussion of the readings as part of class time.
Menus
Menus will be assigned for each chapter. While completing these menu activities, you are engaged in the five process standards in the five content standards.These menus will be the types of problems that you will give students to help in assessing their knowledge of certain content. Students will submit a half page evaluation of each menu. Responses should include strategies, reasoning, and procedures for solving the problems, communication on how the problems were solved, and reflections on how you think a student would solve the problems. If at all possible, work with a child to help you assess prior knowledge, approaches the problems, and acquisition of new knowledge. You should also reflect on your feelings of frustration and/or successful completion of the problems. I’ve noticed that completing the activities deepens your understanding of mathematics; therefore, allowing you to become a better teacher. Scoring will be based on the rubric provided.
File Folder Games/Activities
Each student will create a minimum of five file folders. The file folders should have the concept presented in a problem solving activity. In other words, it should not just recall math facts or reinforce computation. Make sure it is on target and self-checking if possible. You must include key vocabulary, target addressed, and appropriate grade level.
Technology Based Math Lesson
Students will create a math lesson utilizing technology such as calculators, web quest, web site, software, applet, and Smart Board. Be sure to cite the web quest, web site, software or applet you use. You can find some ideas in the reference section of each chapter.This lesson should accompany your Lit./Math Unit.
Artifacts
The Teacher Education Program of Great Basin College requires each student to submit two (2) artifacts from this methods class to include in your portfolio. Be sure to give me permission as a reviewer in LiveText.
Math Unit
Each student will create a math unit centered on a children’s literature book. The unit will include a rationale for the unit and at least six (6) components.The rationale should be considered a guide to tie the lessons of the unit together.One of these lessons will be presented to the class. It must have an introduction of a math concept through the literature selected, and a hands-on lesson to teach the concept.
The rest of the class will be the students for your lesson. The second lesson must have an alternate manipulative used for instruction of the concept. The third lesson should be a worksheet, game, math folder, or activity to reinforce the concept. The forth lesson is a technology lesson reinforcing the concept. The fifth lesson is an activity to connect the concept with another subject area or math concept. The sixth item is an assessment of the concept you have taught. You must follow the lesson template based on the Van de Walle text.
Lesson with Students
Each student will work with students in a classroom to present a problem based activity developed from suggestions of the supervising teacher. Lesson plans will be submitted on a lesson plan template based on the Van de Walle text. In the past a few students were allowed only to observe a lesson and not teach one to the entire class or group. If you find yourself in this situation, you must meet with me as soon as possible.
Mini-Lessons Using Manipulatives
Each student will present four mini-lessons using four different manipulatives.
These lessons will assume that the students have explored the concept and used the manipulatives. The purposes of these activities are to review, reinforce, and/or assess a concept that the students haven’t worked with for a long period of time. I also want you to practice using the different manipulatives and discover how effective they can be. Even though the students should understand the concept, the lesson should be student centered. In other words, don’t show and tell. For example, ask if a flat has a value of one, what is the value of a long? How do you know……Show me…… Prove that……What if….. Scoring will be based on rubric provided.
Participation/Discussions
Each student will be responsible to come to each class on time. Participation, engagement, and cooperation will be assessed. Two points will be given for attendance, and up to three points will be given for participation.
Grading Policy
- Grades for written assignments are based on both content and mechanics. Proofread each assignment!
- All assignments must be typed unless otherwise specified. You will find that some menus are easier to do with paper and pencil.
- All assignments are required. They all must be turned in to receive a grade in this class.
- All assignments are to be handed in by the date they are due at the beginning of the class. Late assignments will not be accepted except by special prior arrangements. If accepted, points will have to be deducted.
- All assigned reading material is to be read previous to class dates. Appropriate preparation of the reading assignments will allow you to best participate in the class activities.
- If you are going to be absent, it is your responsibility to get the assignment to me on the due date and get any make-up work.
Assignments
Chapter Questions(78 reflections x 2 pts. each)156 possible
Menus (4 menus per week @ 12 pts. each x 10 weeks) 480possible
Five Folder Games/Activities (10 pts. for each) 50 possible
Literature Based Math Unit (Final) 310possible
Mini-Lessons (4 x 30 pts.) 120 possible
Lesson with Children 95 possible
Artifacts (2) 20 possible
Participation/Discussions (14 classes @ 5 pts. each) 70 possible
GradingPercentage 1321—1228 = A 100 – 93
1227---1189 = A- 92 – 90
1188---1149 = B+ 89 – 87
1148---1096 = B 86 – 83
1095---1057 = B- 82 – 80
1056---1018 = C+ 79 – 77
1017--- 964 = C 76 – 73
963 --- 925 = C- 72 – 70
924 and below fail class 69 and below