• Elementary Math Methods • 02.551 •

Course Syllabus Fall 2013

Wednesdays, 9 a.m. - 11:30 a.m. and Web-enhanced O'Leary Library 513 and Murkland School, Lowell

Instructors: Dr. Michelle Scribner-MacLean (Michelle_ScribnerMacLean@uml.edu) and Melinda Willis, M.Ed. (Melinda_Willis@student.uml.edu)

O’Leary Library 531, (978) 934-4672 voice mail Office Hours: Wednesdays 12 - 1 p.m. and by appointment

Required texts and materials (available at the South Campus bookstore) • Van de Walle, J. (2013). Elementary and middle school mathematics: Teaching developmentally. 8th Edition. NY: Longman Publishing. ISBN#0-205-48392-5. • Massachusetts Department Elementary and Secondary Education. Massachusetts curriculum frameworks for mathematics (incorporating the Common Core State Standards). Malden, MA: Massachusetts Dept. of Elementary and Secondary Ed. Download from: http://www.doe.mass.edu/frameworks/current.html • Cuisinaire math manipulative kit (bring to every class). • Math at Hand (2004). Great Source Education Group. Required Online Subscription • Brainpop.com. Subscriptions will be provided in class (will be used in science methods, too). Recommended texts • Baratta-Lorton, M. (1976). Mathematics their way. Addison-Wesley • Burns, M. (1987). A collection of math lessons from grades 3 through 6. Sausalito, CA: Marilyn Burns Education Associates. • Goodman, J. (1992). Group solutions: Cooperative logic activities for grades K - 4. Berkeley, CA: The Regents of the University of California. • National Council of Teachers of Mathematics (2000). Curriculum & evaluation standards for school mathematics. Reston, VA: NCTM • Stenmark, J., Thompson, V., and Cossey, R. (1986). Family math. Berkeley, CA: The Regents of the University of California. ISBN#0-912511-06-0.

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Purpose of the course: The purpose of this course is to help pre-service teachers discover how elementary children think about and learn mathematics. The overall objective of teaching mathematics should be to help each child to understand mathematical concepts, enabling them to become mathematically literate. The foundations for this course are the Professional Standards for Teaching Mathematics set forth by the National Council of Teachers of Mathematics in 1989. These standards propose significant change in mathematics teaching in the K - 12 classroom, as well as how mathematical learning is assessed and evaluated. They are available online at http://www.nctm.org/standards/.

The NCTM Standards Advocate: • A vision of mathematical power for all in a technological society. • Mathematics as problem solving, communicating, reasoning. • A curriculum for all that includes a broad range of content, a variety of contexts, and deliberate connections. • The learning of mathematics as an active, constructive process. • Instruction based upon real world problems. • Assessment and evaluation as a means of improving instruction and learning. Throughout this course, students will learn and discuss how to teach children to reason mathematically, solve problems employing a variety of strategies, and to communicate mathematically. Students will be taught in a similar manner in how they are to teach, and are expected to participate actively in class problem solving. Students will experience how concepts and skills are developed from the concrete stage to the symbolic stage. In addition, video taped math teaching modules will be presented to allow students the opportunity to observe mathematics instruction at the elementary level. An extensive list of manipulatives will be emphasized to promote the direct observation of mathematical patterns, procedures, as well as relationships.

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Outcomes The students will... Standards Objectives: 1. Become confident of their mathematical ability. 2. Learn to value mathematics. VIb 3. Develop their perspective on the nature of mathematics and the role of mathematics in culture and society. VIb 4. Understand both the historical development and current applications of mathematics. Iab, Va 5. Study mathematics content and mathematics pedagogy. Va 6. Understand that what students learn is fundamentally connected to how students learn it. Iab 7. Identify basic skills in mathematics. Iab 8. Understand the scope and sequence of elementary mathematics in knowledge, skills, and

attitudes. IIIf, Vab 9. Be familiar with and able to use a variety of materials and manipulatives that are developmentally appropriate.

10. Understand and be able to use various methods and materials appropriate for teaching reluctant learners as well as gifted and talented students.

IIIf,Vab 11. Understand that the vision of mathematics teaching is to teach math as VIA problem solving, no longer as skills in isolation. IIIf, Vab 12. Understand that problem solving is not an isolated concept but a process. Vab 13. Create a ready-reference problem-solving notebook. Va 14. Examine elementary textbook series throughout the course to compare and contrast the presentation of concepts and skills. IIa, Vab 15. Develop ways to reason mathematically, solve problems, and communicate mathematics effectively. Vab 16. Learn how to create learning environments that support and encourage mathematical reasoning. IIIg, Vab 17. Understand the teacher’s role in discourse. IIIf, Vab 18. Realize the importance of integrating the skill of estimation into every math lesson. I, IIa, III 19. Develop lessons using a variety of instructional materials, resources, and strategies. IVa, Va 20. Understand that assessment be an integral part of math instruction. IVa, Va 21. Become familiar with techniques for diagnosing and assessing students’ needs. IIIef, Vab 22. Become familiar with the power of calculators, computers and other technology and see the changes in the nature of math and the way we teach, learn, and do math resulting from the availability of technology. IIIe 23. Learn how to integrate reading and language arts into mathematics.

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Education for Transformation

The mission of the University of Massachusetts Lowell is to promote and sustain regional economic development. The Graduate School of Education (GSE) contributes to this mission by developing professionals who help transform the region through leadership roles in education. The GSE’s commitment to “Education for Transformation” produces graduates who: • Demonstrate excellent knowledge, judgment, and skills in their professional fields. In this course you will be building personal math content knowledge, while at the same time learning about best pedagogical practices in the elementary math classroom. • Promote equity of educational opportunity for all learners. • Collaborate with other educators, parents, and community representatives to support educational excellence. In this course you will be developing these perspectives by working with local elementary math teachers to tutor students in mathematics. • Use inquiry and research to address educational challenges. We will use national guiding documents and current research to guide practice.

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A Walk Through This Course…

This course will contain three components 1. In-class time / field experience

What is expected

of you

What you can expect from the instructors

Estimated

Amount of Work Time Per Week

Class time: • Arrive on time • Come prepared with materials ready • Have your reading done for the week • Hand in assignments (when due) • Ask questions of the instructor • Interact with your peers in a positive manner • Actively engage in the problem solving process • Do not make appointments during class time. • Do not leave early. • Complete Lowell Public Schools background information Sheet (CORI) Field experience: • Report any problems or concerns to course instructors ASAP. • Set up communication with your field -based teacher. • Act professionally: arrive on time, keep student information confidential, keep to your agreed schedule, dress in a professional manner. • Treat students with respect and kindness at all times.

• Modeling effective teaching of the problem solving process • I'll return your assessments in a timely manner • I'll give you feedback if I feel you're not doing what is expected of you.

Wednesdays, 9 a.m. - 11:30 a.m. (2 hrs. and 30 minutes each week).

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2. Weekly Assignments and Reading

What is expected of you

What you can expect

from the instructor

Estimated Amount of Work Time Per Week

• Consult the syllabus weekly to see what is due and what is expected of you. • Read weekly reading assignments. • Complete course assignments and turn in on time. • Ask questions about assignments (if necessary).

• Clear assignment criteria. (If you don't understand what is required of you, please ask) • Help with assignments -- just ask • Prompt, clear, and detailed feedback about your assignments

2 - 3 hours per week.

3. Online: BlackBoard Discussions

What is expected

of you

What you can expect

from the instructor

Estimated Amount of Work Time Per Week

• Get logged on to BlackBoard during the first week of class. • Participate in discussion 2-3 times each week on online discussions. Your posts should be meaningful, well thought-out, and articulate. • Post your first response by Friday of each week. • Post your follow up responses (if appropriate) by Monday • Read all the postings of your peers • Use the site as a resource. • Share resources with your peers. • Ask questions of the instructor • Interact with your peers in a positive manner

• Online components will be up and ready at appropriate time • I'll post weekly questions to reflect upon each week. These will be tied directly to our course topic for that week. • All course materials will be posted on the course site. • I'll add additional resources (when possible). • I'll check into the site several times during the week to check your progress.

30 min. - 1 hour for most weeks.

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Emailing Assignments: You will be asked to email certain assignments in this course. If possible, please use MS Word to do your assignments and save in the following format: YOURLastname Assignment Title, Semester (For example: GalileoMathLessonPlanFall2012) Please send by attaching your file to an email. Make sure your name is on all pages of your document (you can add this in the Header/Footer menu).

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Summary of Assignments Details and grading rubrics will be handed out in class.

Assignment Description Points earned Date Due Assignment 1 Weekly Online Discussion 100 points 10 total, due Post your thoughts on our reading weeks assignments on our online course site. 2-11 Assignment 2 Weekly Problems 100 points One each A packet will be distributed; week One problem to be completed each week. Assignment 3 BrainPop Videos and Quizzes 50 points Session 5 Watch 30 math videos, take online quizzes, score at least 8/10, and pass in quizzes Assignment 4 Math Learning Centers 100 points Session 14 You will develop two math learning centers (primary and intermediate) based upon Family Math or some other outside resource Assignment 5 Lesson Plan 50 points Session 4 You will design a lesson plan based upon the Massachusetts Frameworks / NCTM standards Assignment 6 Mini lesson: Problem solving strategy 100 points Various dates In groups of 2-3 people, you will introduce a problem solving strategy and provide a handout. Assignment 7 Developing a math resource budget 50 points Session 15 In-class assignment. Assignment 8 Math Tutoring: Murkland School 300 points Session 14 Assignment 9 Math Content Test 100 points Class participation, attendance, and professionalism - 50 points (see pg. 10)

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Grading Criteria

Course Grading System ALL ASSIGNMENTS AND REQUIRED HOMEWORK MUST BE SUBMITTED. If assignments are late or not submitted, the student may be advised to withdraw or run the risk of gaining a “below graduate standard” grade. INCOMPLETES will only be given if the student has documented evidence of illness or exceptional circumstances. Inability to keep-up with course work is not grounds for requesting an incomplete. Late work: You are expected to complete work on time, unless prior arrangements have been made with the instructor. Five points per day will be subtracted for late work. Although specific rubrics will be provided for assignments, the overall grading system for the course is based on the system below. Please note that the UMass system now uses the A+ to B system for graduate standard work. Grade

GPA

Point structure

Comment

A+ 4.0 990-1000 Work of the highest professional standard demonstrating independent and exemplary performance

A 4.0 960-980 Excellent work demonstrating independent and high quality performance.

A- 3.7 910-950 Very good work, carefully executed, but requiring some areas of improvement.

B+ 3.3 860-900 Good work, indicating careful thought and attention to the task, yet requiring several areas of improvement.

B 3.0 800-850 Work of graduate standard, but omissions exist or careful analysis is not in evidence.

Below Graduate Standard B- 2.7 760-790 Effort is evident, but work indicates lack of

understanding of the demands of the task C+ 2.3 700-750 Poor quality work with little attention to detail and

the demands of the task. C 2.0 650-690 Work of very poor quality, indicating no

understanding of the depth of analysis required. F 0.0 Below 650 Serious neglect or evidence of cheating.

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Class Participation (25 points possible)

Points Criteria 25 • Works with enthusiasm throughout the class time. • Asks questions of instructor and peers, which demonstrates that s/he is thinking about what s/he is doing. • Cooperates well with peers. • In whole class sessions: adds insights to the class discussion which are based on

readings and learning from previous sessions and other courses, not just anecdotal or ‘gut’ reactions.

• Listens to others with respect and may comment on their points.

Attendance and Professionalism (25 points possible) Students will receive up to five points for each of the following criteria.

• All classes attended – medical and other appointments are not made during class time. • The student: a. takes the responsibility to contact the instructor about work missed before the next session. b. is never late. c. brings materials to class. • The student takes advantage of office hours when help is needed. • Assignments are handed in complete and on-time and/or assigned reading has been done • All assignments are typed, spell-checked, and edited (unless otherwise directed).

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Course Outline Session /

Date Topics To Read / To Do

Session 1 September 4

v Course Overview v NCTM Standards v MA Math Frameworks v Introduction to Problem Solving v Begin Math Content Test

v Read: Ch. 1 - 3 in Van de

Walle v Read: pg. 1-24 in MA Math

Frameworks. v Do: Weekly problem 1. Bring it

in next week. v Do: Log on to course website

and introduce yourself Session 2 September 11

v Finish Math Content Test v Problem Solving v Assessment in Elementary

Mathematics v Introduction to Assignment 6:

Problem Solving Presentations

v Read: Ch. 4 and 5 in Van de

Walle v Read: pg. 25-53 in MA Math

Frameworks. v Do: Weekly problem 2. Bring it

in next week. v Do: Assignment 1: Weekly

Online Discussion #1

Session 3 September 18

v Developing Number Sense v Frog Math Unit

v Read: Ch. 9 - 11 in Van de

Walle v Read: pg. 54-85 in MA Math

Frameworks. v Do: Weekly problem 3. Bring it

in next week. v Do: Assignment 1: Weekly

Online Discussion #2

Session 4 September 25

v Developing Meaning for Operations

v Helping Children Master Basic Facts

v Lesson planning for Elementary Mathematics

v Introduction to Assignment 5: Math Lesson Plan

v Read: Ch. 12-14 in Van de

Walle v Read: pg. 86-100 in MA Math

Frameworks. v Do: Weekly problem 4. Bring it

in next week. v Do: Assignment 1: Weekly

Online Discussion #3 v DUE: Assignment 5: Lesson

Plan

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Session 5 October 2

v Multiplication and Division v Introduction to Assignment 4:

Math Learning Centers v Problem Solving Presentations

begin

v Read: Ch. 15 and 19 in

Van de Walle v Due: Assignment 3

v Do: Weekly problem 5. Bring it in next week.

v Do: Assignment 1: Weekly Online Discussion #4

Session 6 October 9

Murkland School Visit for Math Tutoring (1 hr) ONLINE

v Using Technology to Teach Elementary Math

v Read: Ch. 6 and 8 in Van

de Walle v Do: Weekly problem 6.

Bring it in next week. v Do: Assignment 1: Weekly

Online Discussion #5

Session 7 October 16

v Whole Number and Place Value

Development

v Read: Ch. 12 in Van de

Walle v Do: Weekly problem 7.

Bring it in next week. v Do: Assignment 1: Weekly

Online Discussion #6

Session 8 October 23

v Paper / pencil computation with

whole numbers v Mental computation and

Estimation v Problem Solving Presentations

continued

v Read: Ch. 14 in Van de

Walle v Do: Weekly problem 8.

Bring it in next week. v Do: Assignment 1: Weekly

Online Discussion #7

Session 9 October 30

v Development Measurement

Concepts v Assignment 4 due. v Problem Solving Presentations

continued

v Read: Ch. 19 in Van de

Walle v Do: Weekly problem 9.

Bring it in next week. v Do: Assignment 1: Weekly

Online Discussion #8

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Session 10 November 6

v Development of Fraction

Concepts v Computation with Fractions v Problem Solving Presentations

continued

v Read: Ch. 16 in Van de

Walle v Do: Weekly problem 10.

Bring it in next week. v Do: Assignment 1: Weekly

Online Discussion #9

Session 11 November 13

v Developing Geometric Thinking v Problem Solving Presentations

continued

v Read: Ch. 20 in Van de

Walle v Do: Assignment 1: Weekly

Online Discussion #10 v Due: Assignment 8

Session 12 November 20

v Exploring Data Analysis and

Probability v Problem Solving Presentations

continued v Mathematics and Children With

Special Needs

v Read: Ch. 21 in Van de

Walle

Session 13 November 27

v Fieldwork at Murkland

Session 14 December 4

v Bring Learning Centers into Class

to Share v Assignment 7: Developing an

elementary math budget v Course wrap up

v Read: Ch. 7 in Van de

Walle v Due: Assignment 4

v Van de Walle Website: The website which accompanies this book is very

helpful, providing overviews of the chapters, additional websites, children's literature connections, and even PDF versions of math blackline masters.