Welcome to EP210—Unit 1! Thanks for coming to my seminar! Seminar participation makes a...

Welcome to EP210—Unit Welcome to EP210—Unit 1!1!

Thanks for coming to my seminar! Seminar participation makes a difference.

Please take a few minutes to visit with your classmates until seminar to begins.

Professor: LaToya Professor: LaToya BlackshearBlackshear

Credentials: Bachelor in Credentials: Bachelor in Elementary Education and Elementary Education and a Masters in Educational a Masters in Educational LeadershipLeadership

Kaplan Email Address: Kaplan Email Address: lburgeblackshear@kaplan.edu

Office hours: Available Office hours: Available upon requestupon request

I Want to know about you!I Want to know about you!

Course Outcomes: Course Outcomes: After completing this course, you should be

able to:Explain the central mathematical concepts of

arithmetic, pre-algebra, and geometry Perform basic arithmetic, basic algebraic and

basic geometric operations Identify developmentally appropriate grade

level strategies for mathematics instruction Apply mathematical instructional methods to

accommodate individual learning styles

Course TopicsCourse TopicsThe Reform Movement in Math

InstructionEarly Math ConceptsChild Readiness and Learning TheoriesBasic Facts and OperationsUnderstanding FractionsMeasurement and GeometryDecimals and Data AnalysisAlgebra and FunctionsProblem Solving and Technology

E-College Platform: UnitsE-College Platform: UnitsUnits

◦10 per term◦Located on left side of course

homepage◦Include readings, discussions,

seminars◦Units 3, 5, 6, 8, and 9 include

projects

Unit 1 AssignmentsUnit 1 AssignmentsRead all information on course

homepageUnit 1

◦ Introduce Yourself◦ Readings ◦ Web Resource ◦ Discussion ◦ Seminar ◦ Syllabus Quiz ◦ Final Project Information

Discussion RequirementsDiscussion Requirements For full credit:

1. Complete answers to all discussion questions. Make sure your responses provide a thorough discussion of the questions and include relevant examples of unit concepts.

2. Make sure your postings relate to the readings. Include reflections about how the unit objectives will be relevant to your “real world” experiences in the classroom.

3. Write responses that are at least 100 words. Read over your responses before posting to check for clear writing and correct spelling and grammar.

4. Interact with other students. Make sure to further the discussion by connecting your responses to the readings and course content.

5. Begin Discussion thread posts as early in the week as possible in order to build a substantial discussion.

DropboxDropboxSubmit all projects to the

DropboxAll projects should be submitted

in Microsoft WordSave your project with first

name, last name, and unit #◦Example: LaToyaBlackshearUnit3

Syllabus: SeminarsSyllabus: SeminarsLive seminars

◦For full credit, attend the full hour and contribute to the discussion

◦Flex Seminar: Option of attending --PM Eastern or --PM Eastern

Seminar option 2: Due at the end of the unit◦For full credit, respond to the

questions with a 200-word (minimum) response.

Syllabus: TextbookSyllabus: TextbookElementary and Middle School

Mathematics-Teaching Developmentally, 6th Ed.  By John A. Van De Walle

All chapters are found in Doc Sharing

Syllabus: GradingSyllabus: GradingTotal course points: 1,000

◦Weekly seminars: 5 points◦Weekly discussions: 25 points◦Quizzes (Unit 1 and Unit 4): 70 total◦Projects: 125 points◦Final project: 160 points

Refer to rubrics in the syllabus for all grades

Project RequirementsProject RequirementsComplete projects for Units 3, 5,

6, 8, and 9 Refer to the project instructions

and rubricsUse APA format

PlagiarismPlagiarismTaking another person’s words, ideas, or

results as their own. (If you want to include someone else’s words, ideas, or results, be sure to give proper credit to the source by following APA citation guidelines.)

Copying work or written text without properly citing it. If you want to quote an author, you must give proper credit to the author. Please use quotations sparingly in your projects.

Turning in an assignment that another student either partially or wholly completed. Your projects need to be written entirely by you.

What questions or comments do you have about the class syllabus?

What questions do you have about course procedures, assignments, or grading policies?

Your turn….Your turn….

We’re off to the Unit 1 We’re off to the Unit 1 Topics…Topics…

The Traditional The Traditional Approach…Approach…Teach, practice, memorize,

correct modelFocus on drills, memorization,

and right answersWorksheets and textbooksTeacher-centeredRelated to math anxiety

The Traditional The Traditional Approach…Approach…The traditional model of math

instruction emphasized copying problems, performing tedious drills, memorizing obscure rules and facts, and getting “right answers.”

Many students who are taught math in this way tend to lack confidence in their ability to solve problems and explain math concepts. They also tend to experience anxiety while engaging in math.

Question…Question…What do you see as the

strengths or weaknesses of this approach to teaching math?

The Problem Solving The Problem Solving Approach…Approach…Moves from concrete to abstractEmphasizes real world connectionsFocuses on thinking and problem

solvingPromotes hands-on, visual,

concrete learningCooperative learning and

discussionStudent-centeredEncourages risk taking

The Problem Solving The Problem Solving Approach…Approach…The reform movement, on the other

hand, emphasizes experiencing math, understanding math concepts, and discussing math in a learning community.

 The goal is to engage students in math exploration and problem solving and ensuring that math “makes sense.”

The teacher’s role shifts from a distributor of knowledge to a facilitator of experiences.

Question…Question…What do you see as the

strengths or weaknesses of this approach to teaching math?

Traditional vs. ReformedTraditional vs. ReformedConsider how students’ attitudes towards math might be different in the reformed classroom as compared to the traditional math classroom. Share your thoughts.

Question…Question…

Which approach best describes your experiences as a math student?

How did you feel about math then? How do you feel about math now?

Consider this statement…Consider this statement…

“In this changing world, those who understand mathematics will have significantly enhanced opportunities for shaping their futures” (NCTM, 2000).

Consider why NCTM views mathematics understanding as so important to students in our “changing world.”

NCTMNCTMAs you read in Chapter 1, the

National Council of Teachers of Mathematics (NCTM) has been the primary force in reforming mathematics instruction.

www.nctm.org

Seminar Question 5:Seminar Question 5:What new insights about math

instruction will you take away with you tonight?

Do you foresee any challenging topics or areas of concern? 

How will you handle these concerns?

Happy Learning!Happy Learning!Good night and see you next week in seminar!

Walle, J. A. (2007). Elementary and Middle

School Mathematics. Boston: Pearson Education, Inc.

Reference:Reference: