Syllabus (Tentative)

ELED 6550

Teaching Mathematics

Fall 2013

Instructor Information:

Dr. J. Jeremy Winters

Associate ProfessorOffice:COE 341

Box 69Office Phone:494-7729

Middle Tennessee State University

Murfreesboro TN 37132

E-mail:

Website:

Fall Schedule and Office Hours:

Class Meeting TimesOffice Hours

MondayN/Aby appointment

Tuesday11:20-12:458:30-11

Wednesday4:30-7:3012-4

Thursday11:20-12:458:30-11

FridayN/Aby appointment

Course Prerequisites:

Admission to graduate school

Course Description (as published in the undergraduate catalog)

ELED 6550 is an orientation to the teaching strategies and materials appropriate for teaching mathematics in grades K-6. Emphasis is placed on using a constructivist approach.

Course Goals Aligned to College of Education Conceptual Framework

Problem Identification and Needs Assessment

  1. To become familiar with state and national mathematical standards.
  2. To increase theoretical and experiential knowledge about the teaching of mathematics.
  3. To increase content as well as pedagogical knowledge of mathematics.
  4. To develop a repertoire of mathematical tasks and activities.
  5. To reflect on beliefs and experiences about how to teach mathematics.

Planning and Implementation

  1. To plan, present, and reflect on the teaching of mathematics.

Data Analysis

  1. To learn about young children’s mathematical thinking.

Outcome Assessment

  1. To assess students current mathematical knowledge and devise a plan for helping students reach desired goals.

Course Topics

  1. Mathematical Practices
  2. Instructional Models for Teaching Mathematics
  3. Number and Operations
  4. Algebra
  5. Geometry and Measurement
  6. Data Analysis, Probability, and Statistics
  7. Analyzing Student’s Mathematical Thinking
  8. Resources for Teaching Mathematics

Course Texts & Needed Websites:

Required:

Course Packet of Handouts in Bookstore.

Other Resources (not required):

ETA/Cuisenaire Manipulative Bags. These are available in the bookstore or you may order it from ETA. ETA: 1-800-445-5985.

Sherman, H., Richardson, L., & Yard, G. (2005) Teaching students who struggle with mathematics. Pearson, Merrill Prentice Hall.

Chappell, M, Schielack, J., & Zagorski, S. (2004) Empowering the beginning teacher of mathematics: Elementary school. NCTM, Reston, VA.

National Council of Teachers of Mathematics. (2000). Principles and Standards for School mathematics. Reston, VA.

Tennessee Curriculum Standards:

Common Core State Standards

Expectations from Students

As a graduate student, your work and attitude should be exemplary. Students are expected to attend ALL classes on time. Students should come prepared for each class having completed all assignments prior to the beginning of class. Please TURN CELL PHONES to vibrate before entering the classroom. Make sure your class conduct is courteous to those around you. Professional dress and conduct are expected when observing, tutoring, and teaching. Reports of inappropriate dress or conduct from the local schools will result in the lowering of one’s grade or a grade of F for the course. Be sure to read the College of Education Dispositions.

Absentee Policy

Attendance in class is critical to a student’s learning. This course draws upon experiences of every student and participation in class activities. Thus, missing class will cause gaps in a student’s knowledge of mathematical methods. Due to the nature of a weekend course, a student cannot pass the course if a class is missed. Thus, any absence will result in an F for the course.

Excessive tardies or extreme late arrivals or early departures will count as an absence.

Late Work

No assignments that are 2 days after the due date will be accepted unless prior approval of an extension has been given by the instructor.

Course Assignments

Article Quote Reflections (Course Goals 1-5)

Students will be asked to read, choose 3 quotes, and react to 5 assigned articles throughout the semester. See rubric at the end of the syllabus.

Curriculum Sort (Course Goals 1,3,4)

Assignment detailed at the end of the syllabus.

Investigating the Mathematical Thinking of Children (Course Goals 7-8)

Each MTSU student is to work with a child in his or her license gradeband in mathematics for 5 hours. Students will need to document each experience (the form will be given by the instructor). This time may be spent in remediation, reinforcement, or extension. Problems should be given so that you can see how the student is thinking mathematically. You should be prepared to work with the child the entire time. See rubric at the end of the syllabus.

Family Math Night (Course Goals 4, 6-7)

Each student will construct a mathematical activity that can be used as a booth for a math fair. These booths will be something that can be changed into a math center when teaching. The booth needs to be designed around a mathematical standard. Students will be assigned a Common Core Math Standard. The math standard must be on the back of the presentation board. All items on the presentation board must be typed or dye-cut. The booths will then be used in a Math Fair or Math Night where you are responsible for presenting your booth. Students will participate in 2 Math Nights.

-Scales Elementary School – TBA

-Kittrell Elementary School - TBA

Professional Development Experience (Course Goals 1-4)

Students are to watch the following online PD videos.

  • Dr. Zalmon Usiskin (opening and closing)
  • Dr. Jennifer Bay-Williams (Critical Thinking with the Common Core: Critical Thinking through the CCSS Standards for Mathematical Practice)
  • Dr. Douglas Clements (Critical Thinking with the Common Core: Math Lessons from Research)
  • One of your choice

Documentation of this experience will be the printed certificate of completion. Videos are available at

Observation of Teachers Goals 1-4)

Students will do 3 hours of online tagging of mathematical teaching.

Mathematical Teaching Experience (Course Goals 6-8)

Students are to work in teams of 4. The group of 4 will co-plan a math less in coordination with a K-6 teacher. Then, 2 students will co teach the lesson while the other 2 observe. The 4 students will then reflect upon the lesson and make modifications. The revised lesson plan will then be taught by the other 2 students while the other 2 group members observe. A final meeting of the group will occur where a final lesson plan is drafted based on all observations. See rubric at the end of the syllabus.

Final Exam (Course Goal 3)

Students will be given a culminating test over mathematical content and pedagogy.

Breakdown of Evaluations

AssignmentPoints

Article Reflections10

Curriculum Sort10

IMTC20

Family Math Night10

PD Experience10

Observation of Teachers10

MTE20

Final Exam10

Total100

*** All assignments must be completed. If a student has a 0 for any assignment, the student’s grade will be lowered one letter grade.

Evaluation & Grading

A89.95-100

B79.95-89.94

C69-95-79.94

Fbelow 69.94

All grades will be rounded to the hundredths place. A plus-minus system will be used when calculating grades where absences and tardies are taken into account.

Class Dates and Topics

TimeDateTopic

8-4Saturday, August 24 Standards

4-8Friday, September 27Number and Operations

8-4Saturday, September 28Number and Operations

4-8Friday, October 18Geometry and Measurement

8-4Saturday, October 19Geometry and Measurement

4-8Friday, November 15Algebra, Data, and Probability

8-4Saturday, November 16Algebra, Data, and Probability

Calendar of Due Dates

Article 1September 27th in class

Article 2September 27th in class

Article 3October 18th in class

Article 4October 18th in class

PDOctober 18th in class

Article 5November 15th via e-mail

Family Math NightTBA

Curriculum SortNovember 15th in class

ObservationsNovember 15th in class

IMTCDecember 4thon TK20

MTEDecember 4thon TK20

Final ExamDecember 4th in my office

MTSU Statement on Students with Disabilities (Standard)

Reasonable Accommodations for Students with Disabilities: ADA accommodation requests (temporary or permanent) are determined only by Disabled Students Services. Students are responsible for contacting the Disabled Students Services Office at 615-898-2783 to obtain ADA accommodations and for providing the instructor with the accommodation letter from Disabled Student Services.

Diversity Statement

As identified and described in the College of Education's conceptual framework Educator as Reflective Decision-maker, ELED 6550 is constructed within an understanding of diversity. Teaching Mathematics ensures candidates a variety of appropriate assessment alternatives and uses technology as instruction and as a median of instruction. Using the TK20 software, the Comprehensive Assessment System(CAS) clearly aligns content and pedagogical knowledge with programmatic objectives, professional goals, and accreditation standards. Faculty draw upon multiple data sources on which to analyze, interpret, and improve their teaching practice on behalf of candidates' knowledge, skills, and dispositions.

Academic Integrity:

According to the Rights and Responsibility section of the Students Handbook, cheating is defined as intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. The term academic exercise includes all forms of work submitted for credit or hours. If a student is believed to be in violation of MTSU’s policy on academic misconduct, procedures will be following as outlined in the Students Handbook.

Academic Misconduct:

The instructor has the primary responsibility for control over the classroom behavior and can direct the temporary removal or exclusion from the classroom of any student engaged in disruptive conduct or conduct which otherwise violates the general rules and regulations of the institution. The instructor may report such misconduct to the assistant dean for Judicial Affairs for implementation of such disciplinary sanctions as may be appropriate, including extended or permanent exclusion from the classroom.

The MTSU Student Disciplinary Code defines academic misconduct as:

Plagiarism, cheating, fabrication, or facilitating any such act. For purposes of this section, the following definitions apply:

(1) Plagiarism. The adoption or reproduction of ideas, words, statements, images or works of another person as one's own without proper attribution.

(2) Cheating. Using or attempting to use unauthorized materials, information, or aids in any academic exercise or test/examination. The term academic exercise includes all forms of work submitted for credit or hours.

(3) Fabrication. Unauthorized falsification or invention ofany information or citation in an academic exercise.

Course Rubrics

Readings Rubric

Article Quote Reflections

2.5 / 2.1-1 / 0.9-0
Organization / Information is very organized with well-constructed paragraphs and subheadings. / Information is organized, but paragraphs are not well-constructed. / The information appears to be disorganized.
Grammar/Spelling / No grammatical, spelling, or punctuation errors. / Up to 4 grammatical, spelling, or punctuation errors. / More than 4 grammatical, spelling, or punctuation errors.
Amount of Information / All 3 quotes are addressed thoroughly with reflective responses. / All 3 quotes are addressed, but limited reflective responses. / One or more quotes were not addressed.
Ideas / Ideas were expressed in a clear and organized fashion. / Ideas were somewhat organized, but were not very clear. / The paper seemed to be a collection of unrelated sentences. It was very difficult to follow.

Family Math Night

Criteria / Items are typed or dye cut. Booth is student made not purchased. / Free of Spelling or Math errors / Materials needed for the activity are available for student’s to use. / Standard is on the back of the board and booth covers the assigned standard / Students interacts with elementary student

Mathematical Thinking of Children Rubric

Criteria / Description / Points
Sessions/Time / A minimum of 5 sessions lasting a maximum of one hour for a cumulative time of at least 5 hours. / 10
Formal Documentation / Experience documented on form (typed) given by the instructor. / 5
Documentation Content / All sections are thoroughly documented. Student work is embedded into the documentation. Final documentation is one file. / 10
Total / 20 points

Mathematical Teaching Experience

During the Observe Plan Teach Assignment, you will write and revise one lesson plan. The initial lesson plan, revised lesson plan, and final lesson plan must all be submitted onto TK20. Moreover, your observation notes and the teacher’s evaluation of both lessons must be included.

Observation Notes (5 points)

Category / 2.5 / 2.4-1.5 / 1.4-0
Presentation / Typed / Not typed
Documentation / Thorough documentation of the events that occurred in the classroom / Limited documentation of the classroom events. / Documentation did not reflect the events that occurred in the classroom.

Lesson Plan (10 points)

Category / 6 / 5-3 / 2-0
Lesson Plan Format / All elements of the assigned format were present and reflects high quality planning / All elements of the assigned format were present and reflects moderate quality planning / Most elements of the assigned format were not present or the assigned format was not followed or low quality planning
4 / 3-2 / 1-0
Reflection and Lesson Revision / Each lesson taught contains a reflection and each new lesson plan reflects revision based upon this reflection. / Each lesson taught contains a reflection and each new lesson plan reflects revision based upon this reflection, but quality of the reflection was lacking deep thought. / Some lessons taught contain a reflection and each new lesson plan reflects revision based upon this reflection, but reflection and/or revision is lacking in thought.

Teacher’s Evaluation (5 points)

Category / 5 / 4-3 / 2-0
Scoring Rubric / Most ratings are at the highest level of the likert scale. / Mixture of ratings in the middle of the likert scale. / Most ratings are in the lower part of the likert scale

Curriculum Sort

Objective: To think about the ordering of content to be taught.

Assignment:

  1. Select a grade to examine.
  2. Find a math text for that grade.
  3. Choose 20 problems in the text.
  4. Do not choose problems from one chapter or section. Be sure to choose 20 random problems throughout the book.
  5. Write (or copy and cut out) the problems onto index cards.
  6. Be sure not to include the problem number from the book.
  7. Be sure to note the order the problems occurred in the book.
  8. Have an expert (a teacher at that grade level) and a novice (anyone not in the teaching profession) sort the problems according to how they think the problems should be taught.
  9. Make sure the expert and novice are indicating why they place problems where they do in the sort order. They need to be talking the entire time while they are sorting so that you can understand why they place problems where they do. This will be a part of your final report.
  10. Prepare your final report

What to include in your final report:

a).Title Page

b).Signature Page (type name and then have expert and novice sign)

c).Sort Table (3 Columns – Book, Expert, Novice)

d).Notes from interview (why the expert and novice sorted the problems the way they did)

e).Reflection (1 page)

f).Problems from math text