AEDL A431 Teaching Mathematics in the Elementary School Fall 2011

Transcription

1 AEDL A431 Teaching Mathematics in the Elementary School Fall 2011 Instructor: Gwen Johnson, Ph.D. Meeting Times: W 9:00 am 11:40 pm* gwenj@usca.edu (preferred) Meeting Location: AES, Portable P-6 johnsong@acs.k12.sc.us Office: AES, Portable P-5 Telephone: (803) (work) (803) (home) (803) (cell) Office Hours: W: 11:40-2:00 PM (Other times by appointment) *May be adjusted to accommodate practicum observations. Mission Statement: The USCA School of education, in partnership with the university community, regional schools, area professionals and businesses, prepares dynamic educators who are knowledgeable in their fields, skilled in the art and science of teaching, and dedicated to providing the quality education that every student deserves. I. Descriptive Information A. AEDL 431. Teaching Mathematics in the Elementary School B. Catalog Description. (Prereq: AMTH 221 and 222 with C or better or consent of instructor and admission to Education Professional Program or special permission of School Head; coreq: AEDL 431P, Senior Block.) Materials and programs for teaching mathematics in the elementary school. C. Intended Audience: This course is intended for elementary education majors. II. Course Goals and Objectives A. General Goals Students will develop an understanding of teaching mathematics in grades two through eight with a variety of methods and materials that support and enrich the skills, abilities, and attitudes for learning mathematics in the elementary and middle school grades. The course is designed to model exemplary teaching practices and to develop knowledge of and ability to implement teaching strategies as described in the NCTM Principles and Standards for School Mathematics and The South Carolina Mathematics Curriculum Standards. To this end the course will provide opportunities to 1. identify, discuss, explain, and teach the state and national objectives relative to the mathematics curriculum; 2. develop, review, and apply effective teaching strategies; 3. develop lesson plans and an instructional unit that aligns state math standards/indicators, lesson objectives, appropriate teaching procedures, activities, and assessments; 4. develop classroom strategies in mathematics instruction that will support diversity of cognitive development levels, learning styles, and positive mathematics attitudes of children; 5. gain experience in instructional activities for elementary and middle school mathematics classes; 6. develop personally and professionally as a teacher of mathematics in elementary and middle grades; 7. gain experience in oral and written communication about concepts in the elementary mathematics curriculum; and 8. become a reflective practitioner and dynamic educator. Gbj: AEDL431 Syllabus Fa 11.doc Page 1 of 9

2 B. Instructional Objectives The objectives of this course are designed to facilitate the students development as Dynamic Educators. This course will focus specifically on the Dynamic Educator as planner, instructor, communicator, and professional. The Candidates will be able to: 1. Demonstrate positive and confident attitudes necessary for effective mathematics instruction and productive membership of a professional community. 2. Model a repertoire of instructional strategies [TWS #4], including an inquiry learning cycle, that will demonstrate the candidate s ability to construct the meaning of numeration systems construct and explore models of estimation strategies for numbers, operations, and measurement. teach for the development of number sense. construct and explore models of algebra. use hands-on methods of exploring the geometry of one, two and three-dimensional objects. logically develop measurement and related concepts. apply concepts in data analysis and probability to real world situations. 3. Compare and contrast instructional strategies in mathematics lessons. 4. Demonstrate professional growth through selected components of the Teacher Work Sample. [TWS #1, 2, 4, 7] 5. Become active in professional organizations or activities designed to enhance mathematics. 6. Communicate mathematically through reading, writing, listening and discussing ideas. 7. Evaluate and use innovative materials while applying current research findings in teaching developmentally appropriate mathematics. 8. Select, based on developmental appropriateness and national and state standards, the most appropriate curriculum materials from commercial and other sources. [TWS #2] 9. Use information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment using a research-based learning cycle. [TWS #1] 10. Compose research supported, activity-based mathematics lesson plans using a given model lesson format. 11. Plan engaging instructional activities with manipulative materials, newspapers, or children s literature. 12. Develop teaching aids and student materials for mathematics instruction. 13. Gain experience in the use of technology for teaching mathematics in the classroom. 14. Develop a grade level appropriate, multi-lesson unit of study focused on one or more mathematics concepts. [TWS #1, 2, 4, 7] 15. Reflect on teaching practice/learning experiences, diagnose deficiencies, and determine remediation actions for student work, teacher planning, and instructional delivery. 16. Analyze an observed lesson for the presence and quality of the ADEPT Performance Standards. 17. Synthesize major principles related to the total learning experience (e.g., learning environment, learning cycle, planning, instructional strategies, assessing, reporting progress). [TWS #7] 18. Analyze, interpret, and communicate the relevance of mathematics in everyday life. 19. Value mathematics through the study of the cultural, historical and scientific applications of mathematics. Gbj: AEDL431 Syllabus Fa 11.doc Page 2 of 9

3 III. Course Readings: A. Required Texts Hatfield, M. M; Edwards, N. T.; Bitter, G. G.; & Morrow, J. (2008). Mathematics Methods for Elementary and Middle School Teachers: Active Learning Edition with CD, 6/e. New York: John Wiley & Sons, Inc. Hands-On Teaching (HOT) Math Manipulatives Kit (standard kit without guide) from ETA/Cuisenaire (Item # JB-1003NTG). Common Core State Standards Initiative. (2010). Common Core State Standards for Mathematics. Retrieved on August 15, 2010 from standards. South Carolina Mathematics Curriculum Standards [On-line] Available: Go to then select Resources, Downloads South Carolina Mathematics Support Document (2007). [On-line] Available: Two-inch, three-ring binder, index cards B. Optional Texts None C. Supplemental Readings and Useful References ADEPT Standards - Ink Think Tank, Online Database and Search Engine of Non-fiction for Kids Other readings will be provided in class for group discussion and related assignments. IV. Instructional Procedures Teaching strategies used to address course content include, but are not limited to: hands-on activities demonstrating the use of manipulatives in instruction; video presentations of assessment procedures and classroom practices with children, cooperative learning projects, use of overhead demonstrations with transparent manipulative and black line masters, investigations with the inquiry process based on a mathematics question, guest speakers, field experiences, questioning, discussion and textbook demonstrations and simulations. V. Course Requirements A. Administrative Requirements Attendance Policy: As a part of your professional development, class attendance and participation are essential and punctuality is expected. You are responsible for material covered in class during any absence and for checking with the instructor outside of class or classmates about any changes in scheduling or assignments that may have been made. Missed in-class exercises may not be made up. If you anticipate an absence, notify the instructor in advance of the absence. Excessive absences/tardies may affect the final average. Full credit for attendance will only be given to students who are in class by 9:00 AM. Late Assignments: With the exception of rare and unusual circumstances beyond the control of the student (as judged by the instructor), no assignments will be accepted without penalty Gbj: AEDL431 Syllabus Fa 11.doc Page 3 of 9

4 after 9:15 AM on the due date. Upon arrival, due assignments should be placed in the designated assignment collection location. If you are absent the day an assignment is due, please it on time or make arrangements to have it turned in on time. All major assignments must be typed, including library assignments and/or technology assignments. Computers are available on campus to support your needs. Plan in advanced for potential technology problems. Do not submit full or partial assignments from other classes for requirements in this course. Honor Code: Plagiarism is prohibited. Please review the sections of the USCA Academic Code of Conduct on plagiarism. For additional information regarding plagiarism, consult the Publication Manual of the American Psychological Association. The following statement should appear on the first page of all major examinations and assignments: On my honor as a University of South Carolina Aiken student, I have completed my work according to the principle of Academic Integrity. I have neither given nor received any unauthorized aid on this assignment/examination. Signature Date B. USCA Code of Conduct and Classroom Behavior Students will conduct themselves in class in accordance with the standards noted in the USCA Student Handbook. It is the instructor s right to remove from the classroom any student who disrupts or disturbs the proceeding of the class. Disruption of the class includes, but is not limited to, the use of any portable electronic devices, including cell phones, MP3 players; ipods, etc. unless prior approval has been given to a student or unless required for the course. In extreme cases the faculty member can request assistance from University Police. If the student who has been ejected causes similar disturbances in subsequent meetings of the class, he/she may be denied admittance to the class for the remainder of the semester and assigned a grade of F. Given that this course is required in preparation for becoming a teacher, students should exhibit those behaviors expected of professionals, including but not limited to the following: Please switch all cell phones and pagers to a non-audio mode during class. Please do not bring children or guests to class, unless prior permission has been given by the professor. Do not submit full or partial assignments from other classes in to fill requirements in this course, unless specific permission has been given by the instructor. Do dress appropriately for a teacher and in compliance with the dress code of the public school you will be visiting. C. Students with Disabilities If you have a physical, psychological, and/or learning disability which might affect your performance in this class, please contact the Office of Disability Services, 126A B&E, (803) , as soon as possible. The Disability Services Office will determine appropriate accommodations based on medical documentation. VI. Required Student Activities NOTE: Detailed criteria for specific assignments will be provided in class. A. Attendance (10%): Students will Make every effort to attend all classes and arrive on time. Attendance counts 10% of your final grade. If you are in class at 9:00 AM, you earn one point (1). If you miss a class, you earn no points (0) for that day. Tardiness to class will result in one-half point (1/2). Talk to the professor prior to any absences or anticipated tardy arrivals, if possible. If you are unable to attend class, it is your responsibility to acquire the information covered in that session at a designated time that does not interfere with subsequent class sessions. This Gbj: AEDL431 Syllabus Fa 11.doc Page 4 of 9

5 includes all information from media used in class, such as handouts, films, and video and audiotapes, as well as presentations and discussions. B. Daily Assignments and Active Participation (25%): Students will Participate actively in classroom discussions, activities, and group/individual assignments. Ask questions to clarify your understanding of math content, instructional techniques, and expected performance. Use feedback from peers and the instructor to modify performance. Complete weekly assignments as described in class and according to scoring criteria provided by the instructor (e.g. the ideal math classroom narrative, math autobiography, problem solving, hands-on mini-lessons, One Minute Papers, etc.). Write a One Minute Paper near the end of each class period, highlighting key content taught during the session, the student s personal response to the experience, and questions that remain. No late papers will be accepted without possibility of penalty. Read textbook and use its content to prepare high quality lessons. Read professional articles on current mathematics education issues or research. Write reflections and position papers or prepare and make Powerpoint presentations based on the content of assigned professional articles. Model professional and personal dispositions that enhance the learning environment. Successfully complete quizzes in class. C. Instructional Unit and Presentation (25%): Students will Prepare and present a one-week, multi-lesson instructional unit for the grade level of the assigned mathematics practicum. This unit should focus on indicators from at least one of the NCTM and SC content standards. It should include content and references from a journal article, the course textbook, and other high quality math teaching resources. It must include relevant use of children s literature, effective instructional strategies (labeled), and a variety of appropriate formative and summative assessments (labeled). High quality units will uphold the criteria outlined in the Teacher Work Sample guidelines and follow formatting suggestions provided by the instructor. This assignment should demonstrate the student s ability to integrate content, principles and techniques learned during this course and other relevant courses. Number your pages. D. Exams/Project (40%): Students will Demonstrate understanding and application of the course content on projects, tests, and any final exam based on class discussions and text information. Tests/Projects o o Tests on mathematical content and teaching methods Individual and group projects demonstrating the ability to effectively utilize handson materials and a variety of professional resources to support instruction (e.g. Technology Experts, Manipulatives Experts, Activity Cards, e.g.) Teacher Work Sample Components o Contextual Factors (#1) o Learning Goals (#2) o Design for Instruction (#4) o Self-Assessment and Reflections ((#7) Final Examination o Final examination on mathematical content and teaching methods may take the form of a performance assessment. Assignment Criteria: Unless otherwise specified, all out-of-class writing must be completed on a computer, making use of spell check and, if available, a program which checks for grammatical errors. Fonts used must be of block type and 12 pt. size. Papers should be double-spaced with a one-inch margin and numbered pages. Titles clearly identifying the products should be used. The USC Aiken honor code should appear on all assignments. Proofread carefully. Rubrics that accompany an assignment should be completed and attached to the front of the assignment upon submission. Abstracts, papers, projects, classroom observations, software and textbook Gbj: AEDL431 Syllabus Fa 11.doc Page 5 of 9

6 assessments, children s literature, and newspaper/journal assignments will be graded on your ability to follow directions, the completeness of the assignments, and the quality of the content. Grading: Grades will be based on the quality of a variety of written and non-written activities, including responses to critical reading, materials evaluations, personal reflections, product creations, and exam results. Attendance and contribution to class, group and individual activities will also affect grades. Evaluation will focus on the student s ability to identify important ideas, articulate the complexity of issues, recognize different points of view, use educational resources, and apply content in meaningful ways. If you are unable to attend class, it is your responsibility to acquire the information covered in the missed session(s). This includes all information from media used in class, such as handouts, films, video and audiotapes, as well as presentations and discussions. The instructor reserves the right to adjust assignments as necessary to meet course objectives and student learning goals. Evaluation: Class Attendance 10% Daily Assignments/Participation 25% Instructional Unit /Presentation 25% Exams/Projects 40% Grading Scale % A 86-89% B % B 76-79% C % C 66-69% D % D Below 60F The following John Lounsbury description of grades may help you interpret the meaning of grades: A Narrative Description of Grades (from John Lounsbury) The grade of A is distinctly a mark of superiority. It represents much more than mere competence in meeting assignments. There is a plus factor involved. A students do not only do what is expected of them, but go beyond that. They dare to be themselves, use initiative, and don t need prodding. Even their occasional failures are magnificent failures; like the late Babe Ruth who struck out with a mighty swing. They work well with groups and regularly assume leadership in groups and in class. The grade of B indicates a high level of accomplishment, though the plus factor may be diminished. It represents less originality, less artistry, less depth of analysis than the A, yet all three qualities are sometimes present. Able students that do not live up to potential may warrant this grade as may limited ability students who apply themselves fully and effectively. B students cooperate well in groups and sometimes assume leadership. The grade of C represents accomplishment that is in the middle state, sufficient but not high. C students do what they are asked to do in an acceptable fashion but little more. They may fail to live up to their potential and often require prodding. They cooperate but offer little leadership. The grade of D covers a multitude of sins, such as carelessness, indifference, or laziness; or it may reflect lack of reading skill, writing ability, or difficulty in concentrating. D students rarely, if ever, assume leadership or offer assistance in group projects although they do not obstruct the progress of others. The grade of F indicates indifference and failure to make an honest effort. It is not given to students who make a conscientious effort to master the material or apply themselves. It is reserved for those who apparently do not care, who procrastinate, who openly refuse to cooperate, and whose behavior interferes with the ability of others to learn. VII. ADEPT Performance Dimensions ADEPT Performance Standards Domain 1: Planning APS 1: Long-Range Planning APS 2: Short-Range Planning of Instruction APS 3: Planning Assessments and Using Data Domain 2: Instruction APS 4: Establishing and Maintaining High Expectations for Learners APS 5: Using Instructional Strategies to Facilitate Learning Gbj: AEDL431 Syllabus Fa 11.doc Page 6 of 9

7 APS 6: Providing Content for Learners APS : 7 Monitoring, Assessing, and Enhancing Learning Domain 3: Classroom Environment APS 8: Maintaining an Environment That Promotes Learning APS 9: Managing the Classroom Domain 4: Professionalism APS 10: Fulfilling Professional Responsibilities A detailed narrative describing the ADEPT Standards may be found at the following website: VIII. Bibliography of Selected Readings A. Selected Articles and Books National Council of Teachers of Mathematics (2003). A Research Companion to Principles and Standards for School Mathematics. Reston, VA: NCTM. National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM. National Council of Teachers of Mathematics (1995). Assessment Standards for School Mathematics. Reston, VA: NCTM. National Council of Teachers of Mathematics (1991). Professional Standards for Teaching Mathematics. Reston, VA: NCTM. National Council of Teachers of Mathematics (1989). Curriculum and Evaluation Standards for School Mathematics. Reston, VA: NCTM. South Carolina State Department of Education (1995). South Carolina Mathematics Academic Achievement Standards. Columbia, SC: South Carolina Department of Education. South Carolina State Department of Education (1993). The South Carolina Mathematics Framework, Columbia, SC: South Carolina Department of Education. Selected articles from professional journals, including Educational Leadership, Kappan, The Mathematics Teacher, Teaching Mathematics in the Middle School, and Teaching Children Mathematics. B. Internet Websites SC PASS: SC State Department of Education: and South Carolina Council of Teachers of Mathematics: National Council of Teachers of Mathematics: IX. Additional Information Special Supplies: There will be many handouts given in this course. You will need to keep these organized. I strongly recommend that you keep these handouts in a three-ring binder reserved for that Gbj: AEDL431 Syllabus Fa 11.doc Page 7 of 9

8 purpose. Create a table of contents and use tabs and section dividers to organize the materials in a logical and useful manner. Expected student competencies to be applied: In order to complete this course satisfactorily, the student must demonstrate the ability to produce well-written narratives, use resources effectively, and produce correct solutions for problems assigned for homework. This may include the ability to write problem solutions using clear and coherent arguments with correct Standard English and correct mathematical notation and terminology. Some of the problems we will consider may require extended chains of reasoning, longer than you may have encountered before. You will be graded on how your solutions are written as well as on the correctness of your final answers. You will, of course, be provided with detailed examples to follow as models for your own solutions. Your instructor values good writing in this course. Please remember that the written work that you produce in this class can be included in your rising junior writing portfolio. For further information on the portfolio requirement please consult your USCA Undergraduate and Graduate Studies Bulletin or visit Dr. Lynne Rhodes, Director of Writing Assessment, or Karl Fornes, Director of the Writing Room. Study time: You should plan your weekly schedule to include at least two to three hours study time outside of class for each hour in class; this amounts to 6 to 9 hours of weekly studying of the textbook, going over class notes and handouts, and writing solutions for assigned exercises and take-home work in this course. This is, of course a great deal of time, but this study time is critical for success in the course. If you are not willing and able to make this commitment, you should wait to take ADEL 431 another semester when you are willing and able to do so. Tentatives Topics, Schedule and Description of Class Activities, Assignments, and Assessments Handouts will be provided giving the schedule of course topics, activities and assignments. Descriptions and rubrics also will be provided. The instructor reserves the right to judge the benefit of changing (i.e., revising, adding, deleting) assignments, activities and schedules as needed to enhance the experience of the class. All mathematics problem solving assignments must be completed in pencil. Other assignments (such as papers, journals, unit and lesson plans, etc.) should be typed (12 pt. font) unless otherwise specified. Topics: Personal Mathematics Competencies and Attitudes Survey of Mathematics Strands Data Analysis and Probability Geometry and Spatial Reasoning How Children Learn Math Brain Research and Classroom Practices Past, Present, and Future of Math Education Assessment in Math Problem Solving and the Process Standards Number and Operations Measurement Children s Literature Algebra and Algebraic Thinking Assignments and Assessments: Daily One-Minute Papers Math Autobiography Ideal Math Program and Classroom Narrative Journal Article Reviews and Presentations Instructional Unit (including lesson plans and assessment methods/instruments) Mini Manipulatives Lessons Mini Technology Lessons Gbj: AEDL431 Syllabus Fa 11.doc Page 8 of 9

9 Teaching and Co-teaching with Reflections/Analyses Class Discussions and Presentations Tests and Quizzes Final Examination Gbj: AEDL431 Syllabus Fa 11.doc Page 9 of 9