SCHOOL WATSON OF EDUCATION DEPARTMENT OF ELEMENTARY, MIDDLE LEVEL AND LITERACY EDUCATION EDUCATION 322 (Section 001) The Teaching of Mathematics (Part I): Number and Operations and Algebraic Reasoning (K-6) Fall 2008 Dr. Tracy Hargrove Office Hours: Monday: 9:30-11:45 Education Building, 249 2:00-3:45 [e-mail] Tuesday: 1:00-3:45 http://people.uncw.edu/hargrovet/322 Wednesday: 9:30-11:45 Phone: [phone]:00-3:00
Course Description: Prerequisites: EDN 301 and six semester hours of appropriate mathematics. Co-requisite: EDNL 322. Focus on the curriculum, materials, and methods appropriate for the teaching of mathematics for the kindergarten through sixth grade level. Field experience required. Conceptual Framework: The Watson School of Education strives to develop highly competent professionals to serve in educational leadership roles. EDN 322, The Teaching of Mathematics (K-6), supports this framework through discussions, class activities, readings, field experience, projects and evaluations. These projects afford students the opportunity to develop the following competencies: Informed data driven decision making Reflective practice Commitment to ethical and professional standards Knowledge in academic content and pedagogy Technology integration Ability to meet needs of diverse learners Knowledge and use of appropriate communication strategies Individual student growth in these areas will result in educational practice that positively impacts learning. Objectives: The assessment plan correlates with the course objectives and indicates how the student demonstrates acquisition of concepts and skills. Upon successfully completing this course, the student should be able to: 1. demonstrate an understanding of the mathematical content related to number and operations and algebraic reasoning which underlies the mathematics taught at the K-6 level. 2. compare the NCTM Standards with mathematics curricula and instruction at the K-6 level. 3. relate selected concepts in learning and child development to mathematics instruction. 4. use informal diagnostic techniques in planning instruction. 5. identify commercial, environmental, and technology-based materials useful in the teaching of mathematics. 6. integrate mathematics with other elementary subjects. 7. generate instructional sequences on topics such as: classification seriation patterning concept of number rote counting rational counting numeral formation place value basic operations fractions estimation basic fact mastery whole number algorithms
8. design activities to help children learn facts, acquire skills, develop concepts in mathematics and use calculators appropriately in applying concepts.
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9.
modify mathematics curriculum and instruction to meet individual needs.
10. apply the criteria of a good K-6 mathematics program according to the North Carolina Department of Public Instruction and the National Council of Teachers of Mathematics. Texts: Reys, Robert; Lindquist, Mary; Lambdin, Diana; and Smith, Nancy. Helping Children Learn Mathematics, 8th ed. ISBN 0-471-71095-4 Copley, Juanita V. The Young Child and Mathematics. National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM). ISBN 0-035989-97-8 Course packet. EDN 322, The Teaching of Mathematics K-6 Task Stream Account Mini DV Tapes Expectations: Attendance Because the instructor will model various practices advocated for classroom use, and because peer interaction is an important component of learning in this course, promptness and active participation is expected at every class. Missing more than two (2) classes may result in a failing grade. Two (2) tardies and/or early departures are equivalent to one absence. If you are absent, please see the instructor upon your return for materials distributed in class. It is also helpful to confer with a classmate concerning material you missed. Effort Successful completion of EDN 322 requires active class participation, thoughtful completion of assignments, and careful consideration of all assigned reading. Tests will cover all assigned readings and projects as well as material discussed in class.
COURSE OUTLINE
Date Thursday, August 21 Tuesday, August 26 Friday, August 29 Topic Course Introduction The NCTM Standards/Problem Solving Meeting Individual Needs/Planning Assessment (Online Pre-Assessment) Early Number Sense and Place Value Whole Number Operations Computation and Estimation Fractions Fraction Algorithms and Decimals Test I Components of Algebraic Reasoning Concept of Variable Equity, Relational Thinking, Properties and Operations Constant and Non-constant Rates of Change Concept of Function Fall Break Test II Copley Reys, et al
1-3, Appendix A
Preface, 1-2 ; 5-6 3-4
Tuesday, Sept. 2 Friday, Sept. 5 Tuesday, Sept. 9 Friday, Sept. 12 Tuesday, Sept. 16 Friday, Sept. 19 Tuesday, Sept. 23 Sept. Friday, 26 Tuesday, Sept. 30 Friday, Oct. 3 Tuesday, Oct. 7 Friday, Oct. 10
4
7-8 9 10-11 12
5
14
*Please complete the assigned reading before class.
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Instructor Availability: Office hours are scheduled (see page one of this syllabus). You are also free to call the office any time. Contact can also be made by Taskstream or e-mail.
Disability Services: **If you are a person with a disability and anticipate needing accommodations of any type in order to participate in this class, you must notify Disability Services (962-7555), provide the necessary documentation of the disability and arrange for the appropriate authorized accommodations. Once these accommodations are approved, please identify yourself to me so that the accommodations can be implemented. Grading: During this course, you can earn a total of 400 points. All tests and assignments are listed below. No extra projects will be accepted. Please keep a running total of the points you have earned on this syllabus. Grades will be determined as follows: A = 279-300 points A- = 270-278 points B+= 261-269 points B = 249-260 points B- = 240-248 points C+= 231-239 points C = 219-230 points TESTS Test I Test II Date: Friday, September 19 Date: Friday, October 10 100 points 100 points ____ ____ C- = 210-218 points D = 180-209 points F = below 180 points
The first test will focus on concepts and methods for teaching K-6 Number and Operations concepts. Test II will focus on concepts and methods for teaching K-6 Algebraic Reasoning. All class discussions, handouts, and assigned readings may be included. Because it is an unsuccessful strategy, cramming is not recommended. PROJECTS Detailed descriptions of the following projects and grading criteria are included in the course packet. All materials submitted must be well-edited and typed. You may neatly handwrite any assignment to be submitted on a required form. Projects which do not meet these standards will not be graded. Grades on late projects may be decreased. Possible Points Attained Points
Due: Tuesday, September 2 15 points ____ 1. Math Autobiography In about 2 typed pages, describe your previous experiences as a mathematics student in elementary school, in secondary school and in college. Discuss what material was covered, how it was taught, and how you felt about it. Then discuss how you feel about taking this course and about teaching mathematics. This paper will be completely confidential and will not be returned. Put your name on a cover sheet only. 2 Self-Evaluation using the Performance Evaluation Scale (PRE) Due: Tues., Sept. 2 5 points ____
3. Textbook Review (completed in lab) 4. Piagetian Task Assessment (completed in lab) 5. Number Facts Assessment (completed in lab) 6. Algebraic Reasoning Assessment (completed in lab)
Due: Tues., Sept. 9
20 points
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Due: Tues., Sept. 16
20 points
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Due: Tues., Sept. 23
20 points
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Due: Tues., Sept. 30
20 points
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