INTRODUCTION TO TEACHING



ELEMENTARY MATHEMATICS METHODS

EDUC 4300 (3 hours)

Fall 2010

Instructor: Kristin Hadley, Ph.D.

Dates/Times: T/Th 9:00-10:15 or 12:30-1:45

Office: McKay Education Building room 317

Office hours: T/Th 11:00-12:30, other times by appointment

Office phone: 801 626-8653

E-mail address: kristinhadley@weber.edu

Course website: faculty.weber.edu/kristinhadley/ed4300

Course Description:

This course will focus on the study of appropriate mathematics teaching methods for the elementary and middle school curriculum. Emphasis will be on developmental strategies including problem-based learning and teaching from the concrete to pictoral to symbolic. Teaching mathematics for deep conceptual understanding and connections to other subject areas and real life situations will be stressed. Additionally, emphasis will be on the process and content standards outlined by the National Council of Teachers of Mathematics (NCTM).

Required Text and Materials:

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally (7th ed.). Boston: Allyn & Bacon.

Course Outcomes/Objectives: WSU’s teacher preparation conceptual framework theme is Student Achievement: Students, Teachers, & Communities Working Together. The model that illustrates the program’s purposes, philosophy, outcomes, and evaluation is represented by an easel, at the center of which are three overlapping components: Reflecting, Engaging, and Collaborating. The program standards are performance-based, that is, they describe what teachers should know and be able to do in order to be awarded a license. View the conceptual framework, standards, and the critical performances for each level on the teacher education website.

The Utah Professional Teaching Standards (UPTS) candidate outcomes for this course are

Standard 1. Creating and maintaining a positive classroom environment that promotes student learning

E. Use instructional time effectively to enhance student learning.

Standard 2. Planning curriculum and designing instruction to enhance student learning

A. Demonstrate knowledge of content.

B. Demonstrate knowledge of age-appropriate pedagogy.

C. Design and articulate instruction aligned with Utah Core Curriculum standards

D. Select instructional goals based on student achievement data and knowledge of students.

Standard 3. Engaging and supporting all students in learning

A. Communicate instruction clearly and accurately

B. Use research-based instructional strategies to enhance student learning of content.

D. Reflect on teaching and learning

Standard 4. Assessing and evaluating student learning

A. Assess learning goals based on Utah Core Curriculum standards

B. Use multiple sources of formal and informal assessment to verify student learning

D. Use student achievement data to inform instruction.

University Ethics Policy: Failure to maintain academic ethics/academic honesty including the avoidance of cheating, plagiarism, collusion and falsification will result in an E in the course and may result in charges being issued, hearings being held, and /or sanctions being imposed. Any violation of the WSU student code of conduct may result in a failing grade in the course and /or withdrawal of the student’s admission to the Teacher Education Program.

ADA Statement:

Any student requiring accommodations or services due to a disability must contact Services for Students with Disabilities (SSD) in room 181 of the Students Service Center. SSD can also arrange to provide course materials (including this syllabus) in alternative formats if necessary.

Course Requirements:

Learning to teach mathematics well is difficult, and this course will not complete your education in learning how to teach mathematics. Rather, this course is but one stage in what will be a continuing evolution of you as a mathematics teacher. By the end of the course, you will have greater confidence in your ability to teach mathematics for deep conceptual understanding and will have developed the ability to ask the important questions that will point you toward the creation of a rich mathematical environment in your classroom.

Expectations:

▪ Attendance and participation are essential in this class, not only for you to learn, but so that others may benefit from your input. Each student is expected to attend all classes and be punctual, prepared, and ready to participate. If you are absent, it is your responsibility to contact the professor and then contact a classmate to discuss what went on during class and any assignments given. Since much of this class is experiential, it is vitally important that you attend in order to get the full impact of the instructional strategies modeled and to participate in class discussions and activities.

▪ Cooperative learning (equal participation) is the expected standard when working in groups.

▪ Assigned reading should be done before the day on which it is discussed.

▪ Thoughtful and reflective writing is the standard. In addition, all written assignments must conform to university standards. Papers should be word processed, well organized, and carefully edited. The writing should be well organized and neat. Assignments are due in class on the date specified in the course disclosure, unless adjustments are made for the entire class.

Assignments:

Class Assignments

1. Reflective Math Journal. You will write in your journal daily in class and during your field experience. You will turn it in three different times throughout the semester. You may type it or you may hand write it in a notebook.

2. Peer Teaching. Prepare a 15 minute, problem-based math lesson to teach to your peers. You will give me and each peer in your group a copy of the complete lesson plan. This should be one of the lessons you will teach in your field experience so talk to your cooperating teacher about the topic.

3. Problem-Based Lesson Ideas. You will collect or create a problem-based lesson idea for each grade K-6. Each idea should focus on developing deep conceptual understanding. These ideas will be shared with your peers.

4. Common Core Thread. Select a topic from the common core such as addition, fractions, shapes, etc. Trace the development of the concept through the common core from kindergarten through 6th grade.

5. Attendance and Participation. Attendance is vital to being prepared to teach and is essential to learning in the Problem-based classroom. Therefore, you will lose 3 points for each unexcused absence, 2 points for each excused absence, and 1 point for each tardy.

Fieldwork Assignments

1. Contextual Factors. After you have been in your field experience for about one week, write up the contextual factors for your class. Describe characteristics of the community/school, classroom, and students obtained from observations, principal/teacher information, and the district website. MOST importantly, write the implications of the context for your teaching. You may use this contextual factors paper for all your Level 3 classes.

2. Math TWS. You will create a two day (at least) math mini-unit based on the TWS process. You need to teach both of the days in your field experience classroom so be sure to talk to your cooperating teacher about the topic. It should include specific objectives, aligned formative and summative assessments (including pre-assessments), complete lesson plans, a description of the instructional decisions you made while teaching the lessons, analysis of student data (pre and post comparison) including what the data mean for future instruction, and reflection and self-evaluation. Please email your lesson plans to me at least two days before teaching the lesson so I can give you some feedback and possible assistance.

3. Observation of Two Math Lessons. Have your cooperative teaching observe you teaching at least two math lessons (from the Math TWS mini-unit above) using the Teacher Lesson Observation forms. Your cooperating teacher will complete the form. You must provide your cooperating teacher with a copy of this form.

4. Two Student Interviews. Complete two student interviews. See the website for interview templates. Templates can be adapted to the content needed and needs of the students. Do one interview in a grade other than the grade where you are assigned.

Grading:

Assignments are due on the date listed on the course calendar. Late assignments will be penalized. No assignments will be accepted after December 2, 2010.

|Assignment |Point Value | |Grading Scale |

|Reflective Math Journal |60 | |A |=285-300 |

|Peer teaching |20 | |A- |=270-284 |

|Problem-Based Lesson Ideas |25 | |B+ |=260-269 |

|Common Core Thread |25 | |B |=249-259 |

|Attendance/Participation |20 | |B- |=240-248 |

|Contextual Factors |10 | |C+ |=230-239 |

|Math TWS |70 | |C |=219-229 |

|Observations of Two Math Lessons |10 | |C- |=210-218 |

|Student Interview 1 |30 | |D+ |=200-209 |

|Student Interview 2 |30 | |D |=189-199 |

|Total |300 | |D- |=180-188 |

| | | |E | ................
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