Teaching Mathematics in the Elementary School

Course Details

Course Number: EDUC 4202  Section Number: 101 and 102

Fall 2013

Location: Off-Campus

Days & Times:

TR 8:00AM-2:20PM



Course Attachments

Textbooks

Teaching Student-centered Mathematics: Development  ISBN: 0132824825

Teaching Student-centered Mathematics (Grades 3-5)  ISBN: 0132824876

Teaching Student-centered Mathematics (Grades 6-8)  ISBN: 01320124868

MSU Faculty Member
Dr. Susan Cooper   
view Profile »

Course Objectives

Mathematics.

  • Learners will be able to develop curriculum and use effective instructional planning skills.
  • Learners will be able to develop appropriate assessment tools to assess students learning.
  • Learners will be able to use assessment data to design appropriate learning activities.
  • Learners will be able to develop lesson plans that involve students in an active learning environment.
  • Learners will be able to develop and implement effective teaching strategies.
  • Learners will be able to develop lesson plans/units that incorporate national standards in

mathematics and technology applications.

  • Learners will be able to develop lesson plans/units that incorporate state standards in

mathematics and technology applications.

Learners will be able to develop learning activities that involve the infusion of technology.


Course Expectations

Assignments for All Certification Areas

 

All written work must follow either APA guidelines or the course required Lesson Plan format (as is appropriate) as specified in the 6th edition of the Publication Manual of the American Psychological Association (2009). All assignments will be submitted via D2L or TK20 unless otherwise specified by me.

 

 

Assignment

Course Objective Connection

Tentative

Date Due

5 Article Reviews (25 pts ea):

  • One for each of the content standards (see table in A Word About Your Book)
  • Countdown paper format. No need for complete sentences!
  • All must be math-related and come from either Teaching Children Mathematics or Mathematics Teaching in the Middle School
  • Must have the APA citation for the article

1, 3, 4

Due on or BEFORE 9/5, 9/26, 10/17, 11/7, and 12/5

 

Submit to D2L Dropbox

Resource Notebook (200 pts). MUST INCLUDE:

  • Proof of being on the mailing list for a manipulatives vendor, such as NASCO or ETA Cuisenaire. This would be a printout of the internet request or the envelope your catalog comes in
  • A sketch of one interactive, math-related bulletin board you could put up in your classroom. Be sure to indicate the grade level(s) where you would use it, the TEKS to which it relates, and a brief description of how it would be used.
  • An ANNOTATED bibliography in APA format of 10 exemplary resources you could use in your classroom to develop rich lessons
  • An ANNOTATED bibliography in APA format of 5 exemplary websites

NOTE: Each kit listed below must include a LESSON PLAN in proper lesson plan format. It must be COMPLETE and USEABLE when you turn it in to me. That means a complete activity that you could pull out of your file, put out, and use. So, ALL components must be included:

  • One take-home kit: Design an activity that a student could take home and do with his or her parents. The activity should take 10-15 minutes and should contain all the materials the child would need, as well as a letter to the parents explaining the purpose of the activity, an instruction sheet, and a response sheet for the parent and student
  • One children’s literature kit: This kit should include an activity utilizing children’s literature to teach mathematics, including any manipulatives, student response sheets, instructions, and, if possible, a copy of the book
  • One multi-media kit: For this kit, create an activity or game utilizing technology such as an interactive white board, video clips, digital cameras, calculators, etc. NO POWERPOINT JEOPARDY REVIEW GAMES!!

1, 2, 3, 4, 5

Due on or BEFORE 11/26

 

Turn in as a hard copy to me OR to D2L

 

**Note: The kits must still be complete! So, if the child needs a ruler to do the take-home kit (for example) you need a printable-to-scale ruler in that file.

Standards Summaries (25 pts ea)

  • Complete the Standards Summary form from D2L for each of the Content Standards areas
  • These must be uploaded to D2L BEFORE THE START OF CLASS.
  • Bring a copy to class to assist you with participating in the discussion.

1, 2, 3, 4, 5

Due as assigned

 

Submit to D2L

Class Participation  (100 pts)

  • Based on teacher assessment of how well you:

Participate in class discussions and activities by making meaningful, thoughtful contributions; don't monopolize discussions; actively include other class members in discussions; demonstrate that you have read all readings when assigned.

1, 4

Scored at end of semester

Assignments for EC-6 Certification

All written work must follow either APA guidelines or the course required Lesson Plan format (as is appropriate) as specified in the 6th edition of the Publication Manual of the American Psychological Association (2009). All assignments will be submitted via D2L or TK20 unless otherwise specified by me.

 

 

Assignment

Course Objective Connection

Tentative

Date Due

Math Trail (200 pts): Each must:

  • Be useable someplace in the area where you want to teach that you would take students to for a field trip
  • Include a complete lesson plan
  • Include a clear map of the path that is to be taken for the trail, with the location of each problem clearly marked
  • Consist of problems that relate directly to the place at which they are supposed to be done. This means that students shouldn’t be doing a problem related to the amount of soda in a can when they are on the playground. It also means that the problem CANNOT be done unless the students are at the assigned location.
  • Have a clear indication of how the group leader will keep track of student work and manage participation.
  • Include directions for group leaders on managing the groups (this is necessary, because it is almost impossible to conduct a math trail with your entire class).
  • Have an answer key with all the problems for the trail COMPLETELY worked out, along with hints a parent volunteer could give to students struggling with a problem

At each location, you will be writing multiple problems for the same trail! At each location, you will write a problem that is appropriate for grades K-1, one for 2-3, and one for 4-5. After each problem, include the TEKS that are covered by that question.

1, 2, 3, 4, 5(?)

Due on or BEFORE 12/5

 

Submit to D2L

Teaching and Reflection (50 + 150 pts ea):

  • Teach a minimum of 2 math lessons during the semester.
  • One of these lessons MUST integrate technology into the mathematics classroom!
  • Submit lesson plans for each of these to me and to your cooperating teacher at least 5 days before you will teach.
  • Show evidence of lesson modifications based on feedback from cooperating teacher and me.
  • Arrange for at least 1 of these lessons to be observed by me.
  • Submit a written reflection on both lessons within 3 days of teaching them.

**If you teach more than 2 lessons, you may choose which you want graded.

1, 2, 3, 4, 5

 

1st lesson on or BEFORE 10/10

2nd lesson on or BEFORE 12/5

 

**NOTE:

 

I am only at the school on THURSDAYS, so you need to teach your math lessons then if at all possible.

         

 

Assignments for 4-8 Certification WITH A MATHEMATICS CONCENTRATION

All written work must follow either APA guidelines or the course required Lesson Plan format (as is appropriate) as specified in the 6th edition of the Publication Manual of the American Psychological Association (2009). All assignments will be submitted via D2L or TK20 unless otherwise specified by me.

 

 

Assignment

Course Objective Connection

Tentative

Date Due

Math Trail (200 pts): Each must:

  • Be useable someplace in the area where you want to teach that you would take students to for a field trip
  • Include a complete lesson plan
  • Include a clear map of the path that is to be taken for the trail, with the location of each problem clearly marked
  • Consist of problems that relate directly to the place at which they are supposed to be done. This means that students shouldn’t be doing a problem related to the amount of soda in a can when they are on the playground. It also means that the problem CANNOT be done unless the students are at the assigned location.
  • Have a clear indication of how the group leader will keep track of student work and manage participation.
  • Include directions for group leaders on managing the groups (this is necessary, because it is almost impossible to conduct a math trail with your entire class).
  • Have an answer key with all the problems for the trail COMPLETELY worked out, along with hints a parent volunteer could give to students struggling with a problem

At each location, you will be writing multiple problems for the same trail! At each location, you will write a problem that is appropriate for grades 4-5, one for 6-8, and one for 7-8 advanced students. After each problem, include the TEKS that are covered by that question.

1, 2, 3, 4, 5(?)

Due on or BEFORE 12/5

 

Submit to D2L

Teaching and Reflection (50 pts ea + 100 pts ea):

  • Teach a minimum of 4 math lessons during the semester.
  • One of these lessons MUST integrate technology into the mathematics classroom!
  • Submit lesson plans for each of these to me and to your cooperating teacher at least 5 days before you will teach.
  • Show evidence of lesson modifications based on feedback from cooperating teacher and me.
  • Arrange for at least 2 of these lessons to be observed by me.
  • One of the observed lessons MUST be one with curriculum connections to Science or Social Studies
  • Submit a written reflection on all 4 lessons within 3 days of teaching them.

1, 2, 3, 4, 5

1st lesson on or BEFORE 9/26

2nd lesson on or BEFORE 10/17

3rd lesson on or BEFORE 11/7

4th lesson on or BEFORE 12/12

 

**NOTE:

You need to teach on THURSDAYS, if at all possible.

 

Assignments for 4-8 Certification WITH A NON-MATH CONCENTRATION

 

All written work must follow either APA guidelines or the course required Lesson Plan format (as is appropriate) as specified in the 6th edition of the Publication Manual of the American Psychological Association (2009). All assignments will be submitted via D2L or TK20 unless otherwise specified by me.

 

 

Assignment

Course Objective Connection

Tentative

Date Due

Math Trail (200 pts): Each must:

  • Be useable someplace in the area where you want to teach that you would take students to for a field trip
  • Include a complete lesson plan
  • Include a clear map of the path that is to be taken for the trail, with the location of each problem clearly marked
  • Consist of problems that relate directly to the place at which they are supposed to be done. This means that students shouldn’t be doing a problem related to the amount of soda in a can when they are on the playground. It also means that the problem CANNOT be done unless the students are at the assigned location.
  • Have a clear indication of how the group leader will keep track of student work and manage participation.
  • Include directions for group leaders on managing the groups (this is necessary, because it is almost impossible to conduct a math trail with your entire class).
  • Have an answer key with all the problems for the trail COMPLETELY worked out, along with hints a parent volunteer could give to students struggling with a problem

At each location, you will be writing multiple problems for the same trail! At each location, you will write a problem that is appropriate for grades 4-5 and one appropriate for grades 6-8. EACH PROBLEM SHOULD BE RELEVANT TO YOUR AREA OF CERTIFICATION AND INTEGRATE MATH CONCEPTS. After each problem, include the TEKS that are covered by that question (both math and your concentration area).

1, 2, 3, 4, 5(?)

Due on or BEFORE 12/5

 

Submit to D2L

Mathematics Integration (50 pts ea):

  • Of the 4 lessons plans you write for your concentration area, 2 of them must integrate mathematics into your content.
  • Submit these lesson plans to me at least 5 days before you will teach in order for me to assess the accuracy of your mathematics integration
  • Submit a reflection to me no more than 3 days after you teach the lesson focused specifically on the success of the mathematics portion of your teaching

 

1, 2, 3, 4

1st lesson on or BEFORE 10/10

2nd lesson on or BEFORE 12/5

 

 

       

 

All field experience hours must be documented to be eligible to receive a final course grade. The gold field experience document will be turned in at the end of the semester to your classroom management professor, or you will receive an incomplete. If you must turn in an assignment late, arrangements must be made in advance, and a deduction of 1 letter grade per day late will be assessed except in terms of MAJOR catastrophes (ie-a tornado destroys your house, or you must have a lung transplant).

 

 

In all formal written assignments that you complete in this class (e.g., papers, essays, presentations), you WILL BE GRADED upon both the quality and the content of your writing.

 

Mechanics are especially important to presenting yourself as a knowledgeable professional, and thus all writing assignments must be submitted free of spelling and basic punctuation errors. These are errors that could easily be corrected if you read through your paper prior to submission. I WILL NOT GRADE PAPERS OR LESSON PLANS THAT CONTAIN SUCH ERRORS. If I find such an error, I will return the paper to you ungraded, and you will have one day to edit and resubmit the work (without any changes to the content), with a DOWN GRADE of 1 letter grade. AFTER THIS ONE CHANCE, ANY OTHER SUBMITTED WORK THAT CONTAINS SUCH ERRORS WILL RECEIVE A GRADE OF ZERO.

 

 

Professionalism/Dispositions

 

As part of your preparation for becoming a teacher, you will be expected to act in a professional manner. This includes:

  • Internship Experience: Throughout your internship experience ask your mentor teacher to give you some constructive feedback to lessons taught and/or planned. Use this information to make changes in the remaining lessons. Always conduct yourself in a professional manner. Any missed field experience days will be made up on a different day of the week and will be coordinated with the mentor teacher.

Grading Standards

Final Grade Scale and Grading Policies

          93-100% = A

          86-92% = B

          78-85% = C

          70-77% = D


Submission Format PolicyNote: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Late Paper Policy

If you must turn in an assignment late, arrangements must be made in advance, and a deduction of 1 letter grade per day late will be assessed


Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements
  • : Professional teachers are dependable, reliable, and responsible. Therefore, candidates are expected to be on time and in attendance at every class, and to stay for the entire class. Tardiness, leaving early, and absences are considered evidence of lack of dependability, and are taken seriously.
  • Course grades will be affected by each absence. Daily grades are given for class participation and in-class assignments. Daily work cannot be made up. I will only take responsibility for having handouts and materials at class on the day initially provided. If you have to be absent, be sure you have arranged for A PEER to obtain materials for you. Call or email the appropriate professor/mentor teacher if you are going to be late or absent for lecture or internship.
  • Absences will cost you 20 points per class. Any absences beyond 3 will demonstrate the candidate’s lack of professional responsibility and may result in the candidate being dropped from the course or issued a fitness alert. It is the candidate’s responsibility to make up any missed work.

Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.