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Elementary Math Methods, EDUC 313, Fall, 2016, Dr. Kathryn Tucker

Syllabus

EDUC 313, Elementary Math Methods

Course Title and Number: Math 313 Elementary Math Methods Credits: 3 Hours Instructor: Dr. Kathryn Tucker Office: 133A, Marsh Hall Office hours: Monday: 9:00-11:00

Tuesday: 12:00-1:00-in Beckley Wednesday: 1:30-2:30

Thursday: 1:00-2:00 Or by appointment Phone: 304-384-5293 (office) 806-252-8068 (cell) E-Mail: kjtucker@concord.edu or BlackBoard email

Email is generally the quickest way to reach the instructor.

Prerequisites: Admissions to TEP and acceptance into the “block.”

Required Textbook and Materials:

Elementary and Middle School Mathematics: Teaching Developmentally, John A. Van de Walle, Karen S. Karp, Jennifer M. Bay-Williams, ISBN-10: 0134046951 • ISBN-13: 9780134046952 ©2016 • Pearson

NOTE: Blackboard is a required component of this course; assignments,

quizzes, article readings, and materials necessary for successful course

completion are posted on Blackboard.

Live Text

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Elementary Math Methods, EDUC 313, Fall, 2016, Dr. Kathryn Tucker

An active LiveText account is a required resource for this course because at least one assignment must

be submitted electronically using this online platform. LiveText is used by Concord University to

maintain our accreditation and to demonstrate the quality of our academic programs and to improve

teaching and learning. As a student, you have the option to use your account for secure online storage

of your academic work, and to create digital documents such as electronic portfolios or reflective

journals, which can be shared with prospective employers or other audiences.

You can purchase your account online with a credit or debit card at www.livetext.com for $113.00.

LiveText will be a required resource in several different courses throughout your program, and you can

use the same account for any course that requires it for up to five years, so you only need to

purchase the account one time. If you already have an active LiveText account, you do not need to

purchase another one. After five years you can extend your membership if you continue to need it for

additional coursework or would like to maintain it for your personal use.

Course Description Elementary Math Methods focuses on the acquisition of knowledge and skills necessary to teach math to diverse learners. Students will understand stages of development and create instructional approaches and activities that are developmentally appropriate and that maximize young students’ understanding and interest in mathematics. Students will utilize manipulatives

and other hands-on activities to illustrate concepts. A field placement in the public school classroom is required. Course Format The course will include classroom instruction, online instruction via BlackBoard, and field placement hours in a public school classroom. Students will spend time participating in the design and implementation of math instruction in an elementary classroom. Students must be enrolled in all methods block courses in order to take EDUC 313. Course Goals The goals of this course are consistent with the mission statement of Concord University: The

mission of Concord University is to provide a quality, liberal arts based education, to foster

scholarly activities, and to serve the regional community. The purpose of this course is to

provide learning activities for participants to develop competencies necessary to identify,

develop, implement, and evaluate teaching, learning and curriculum success strategies. The

ultimate goal will be to maximize faculty teaching effectiveness and student learning potential.

Upon completion of this course, students will:

1. Understand the stages of development and the concept of developmentally appropriate

activities.

2. Understand how to determine the most appropriate instructional approaches and

activities for the learners and the content.

3. Understand how to assess students’ progress across the learning continuum of math

skills.

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Elementary Math Methods, EDUC 313, Fall, 2016, Dr. Kathryn Tucker

4. Understand how to develop lessons and activities that relate to student’s prior

knowledge and interests, and are relevant to students’ lives.

5. Understand how to differentiate instruction to meet the learning needs of diverse

students.

Course Objectives

1. Students will correlate the ages of students with development stages and appropriate

instructional approaches.

2. Students will discuss the impact of demographics, content relevance, and students’

interests on the acquisition of math skills.

3. Students will develop assessments that determine students’ level of understanding and

progress, and to identify learning gaps.

4. Students will practice with manipulatives and reflect on appropriate uses.

5. Students will develop learning centers and other forms of differentiated instruction and

reflect on effectiveness.

6. Students will create a lesson for the whole group in the field placement classroom.

7. Students will work with small groups of children to enhance their concept understanding,

assess their progress, and use data to guide instruction.

8. Students will develop a lesson that incorporates science and reading concepts in

conjunction with the math concept.

9. Students will conduct an interest inventory and reflect on how the data can be used to

enhance students’ engagement in math.

10. Students will model and encourage problem solving, higher level thinking skills, and

transfer of skills.

Alignment with Conceptual Framework

The mission of the Professional Education Unit (PEU) is to prepare educators who are

competent, intentional, reflective, culturally responsive, leading, and empathic 21st Century

Professionals. The PEU strives to provide all teacher candidates at the initial and advanced

level with the knowledge, skills, and dispositions necessary to become effective

teachers/leaders by offering the highest quality instruction and programs.

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Elementary Math Methods, EDUC 313, Fall, 2016, Dr. Kathryn Tucker

Course Alignment with Standards

Upon satisfactory

completion of this

course, the student

will:

West Virginia’s

21st.Century

Professional

Teaching

Standards (2009)

INTASC PRAXIS II

Principles of

Learning and

Teaching

ISTE’s

National

Educational

Technology

Standards

(NETS-T)

Conceptual

Framework

ACEI NCTM

Teacher candidates will

correlate the ages of

students with

development stages

and appropriate

instructional

approaches.

1A-D; 2A-C;3A 1,2,3,4,5,6

,7

IA1-2; IC1-4;

IIA1-4; IIB1-2

1a-d; 2a-c; 3a-

c; 4a

Competent

Intentional

2.3:

1,9,1

0

6.1; 8.1-8.4; 8.7-8.9;

14.1-14.3

Teacher candidates will discuss the impact of demographics, content relevance, and students’ interests on the acquisition of math skills.

1A-D; 2A-C;

3A,D

1,2,3,4,5,6

,7

IB1-2,4,6; IC1-

4; IIA1-4; IIB1-

2; IIIA,B,C1-8

1a-d; 2a-c; 3a-

c; 4a,d

Competent

Intentional

Culturally

responsive

Empathetic

2.3:

9,10

4.1-4.3; 7.1-7.2; 8.1;

14.1-14.3

Teacher candidates will

develop assessments

that determine

students’ level of

understanding and

progress, and to

identify learning gaps.

1E; 2B-C; 3C-F 3,4,5,6,8 IB1-2,4,6; IC1-

4; IIA1-4; IIB1-

2; IIC1-6;

IIIA,B,C1-8

1a-d; 2a-c; 3a-

c; 4a,d

Competent

Intentional

Reflective

Culturally

responsive

Empathetic

2.3:

9,10

6.1; 7.5-7.6; 14.1-14.3 I.A.1 I.B.1,4,6

I.C.3,4

1A-B

Teacher candidates will

practice with

manipulatives and

reflect on appropriate

uses.

1A-E; 2A-C; 3A,D,F;

4C; 5C

1,2,3,4,5,6

,7,8,9

IC1-4; IIA1-4;

IIB1-2; 2C1-6;

IIIA,B,C1-8;

IVA1-3

1a-d; 2a-c; 3a-

c; 4a; 5c

Competent

Intentional

Reflective

Empathetic

2.3:

3,4,9,

10

1.1-1.4; 3.4; 5.1-5.3; 7.4;

7.6; 8.1-8.3; 10.4a; 14.1-14.3

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Elementary Math Methods, EDUC 313, Fall, 2016, Dr. Kathryn Tucker

Teacher candidates

will develop learning

centers and other

forms of differentiated

instruction and reflect

on effectiveness.

1A-E; 2A-C; 3A,D,F;

4C; 5C

1,2,3,4,5,6

,7,8,9

IC1-4; IIA1-4;

IIB1-2; 2C1-6;

IIIA,B,C1-8;

IVA1-3

1a-d; 2a-c; 3a-

c; 4a,d; 5c

Competent

Intentional

Reflective

Empathetic

2.3:

4,9,1

0

1.1-1.4; 3.3; 3.4; 5.1-5.37.4;

7.6; 8.1-8.3; 14.1-14.3

Teacher candidates

will create a lesson for

the whole group in the

field placement

classroom

1A-D; 2A-F; 3A-F;

4C; 5C,I

1,2,3,4,5,6

,7,8,9

IC1-4; IIA1-4;

IIB1-2; 2C1-6;

IIIA,B,C1-8;

IVA1-3

1a-d; 2a-c; 3a-

c; 4a,d; 5c

Competent

Intentional

Reflective

Culturally

responsive

Empathetic

2.3:

9,10

8.1-8.4; 8.7-8.9; 9.1-9.5;

10.1-10.6; 11.1-11.5; 14.1-14.3

Teacher candidates will

work with small groups

of children to enhance

their concept

understanding, assess

their progress, and use

data to guide

instruction.

1A-E; 2A-F; 3A-F;

4C; 5C,I

1,2,3,4,5,6

,7,8,9

IB1-2,4,6; IC1-

4; IIA1-4; IIB1-

2; 2C1-6;

IIIA,B,C1-8;

IVA1-3

1a-d; 2a-c; 3a-

c; 4a; 5c

Competent

Intentional

Reflective

Culturally

responsive

Empathetic

2.3:

3,4,9,

10

1.1-1.4; 3.4; 5.1-5.3;

7.4; 7.1-7.6; 8.1-8.3; 14.1-14.3

Teacher candidates will

develop and deliver a

lesson that

incorporates science

and reading concepts

in conjunction with the

math concept.

1A-D; 2A-F; 3A-F;

4C; 5C,I

1,2,3,4,5,6

,7,8,9

IC1-4; IIA1-4;

IIB1-2; 2C1-6;

IIIA,B,C1-8;

IVA1-3

1a-d; 2a-c; 3a-

c; 4a; 5c

Competent

Intentional

Reflective

Culturally

responsive

Empathetic

2.3:

9,10

1.2; 4.1-4.3; 14.1-14.3

Teacher candidates will

conduct an interest

inventory and reflect on

how the data can be

used to enhance

students’ engagement

in math.

2A-C; 3B,D; 5C 3,4,5,6 IB1-2,4,6; IC1-

4; IIA1-4; IIB1-

2;

1a-d; 2a-c; 4a Competent

Intentional

Reflective

Culturally

responsive

Empathetic

2.3:

9,10

7.1-7.6; 14.1-14.3

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Elementary Math Methods, EDUC 313, Fall, 2016, Dr. Kathryn Tucker

Teacher candidates will

model and encourage

problem solving, higher

level thinking skills, and

transfer of skills.

3A,D 1,4,5 IC1-4 1a-d; 2a-c; 4a Competent

Intentional

Reflective

Culturally

responsive

Leading

Empathetic

2.3:

6,9

1.1-1.4; 4.1-4.3; 8.1-8.9;

14.1-14.3

Teacher candidates will

appropriately integrate

technology to facilitate

understanding of

mathematical

concepts.

1D; 3D; 5C 4,,5,7 IC1-4; IIA4 1a-d; 2a-d;

3a-d; 4a-b;

5a-b

Competent

Intentional

Reflective

Culturally

responsive

Empathetic

2.3:

9,10,

11

6.1; 14.1-14.3

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Elementary Math Methods, EDUC 313, Fall, 2016, Dr. Kathryn Tucker

Attendance

Class attendance is paramount to the successful completion of this course. Students

are expected to attend all class meetings for the entire time allotted. Students will earn

100 points for attendance. After a student misses two class meetings, the student’s final

course grade will be dropped one letter for each additional class missed.

Class Participation

Participation includes completion of all reading and written assignments prior to the class

meeting. Students are expected to be actively engaged in their learning through

knowledgeable discussion and interaction during class. Group discussions are

frequently incorporated into classroom instruction. Participation in these activities is

mandatory.

In order to understand the concepts of the course and to engage in meaningful class

discussions and group work, it is imperative that students view the online associated

materials for each chapter prior to the on-campus meeting.

Cell phones may not be used during class. No headphones are allowed in class,

and no texting is permitted.

Assignments

Written assignments that are not submitted by the due date and time will be assessed a

grade deduction of twenty five percent of the total number of points for the given

assignment per each day late (including weekends, holidays, vacation days). Written

assignments will not be accepted after four calendar days past the due date.

Technical Problems:

If there are technical problems accessing files through Blackboard, follow these steps (in

order):

1. Email the professor through Blackboard email immediately (the date and time of email will be recorded) and explain the situation.

2. Call the Technical Support Help Desk: 304-716-0054

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Elementary Math Methods, EDUC 313, Fall, 2016, Dr. Kathryn Tucker

Academic dishonesty, including plagiarism, will not be tolerated in this course. Refer to

the Concord University Academic Catalog. The Concord University honor code states:

“As a member of the Concord University Community I will act with honesty and integrity in

accordance with our fundamental principles and I will respect myself and others while

challenging them to do the same.”

Please refer to the Concord University Catalog for the Inclement Weather Policy. Check the CU

website (www.concord.edu) for current delays/closings and/or sign up for text alerts.

Concord University is committed to responding to the needs of students with disabilities

as defined by the Americans with Disabilities Act. Students who request academic

accommodations or modifications related to a disability should first notify their

instructor and then contact the Vice President and Academic Dean's Office.

Academic Resources:

The Academic Success Center works with students individually to help achieve their

academic, personal and career goals. They work in collaboration with each student to

develop good study skills and to enhance academic success

Academic Success Center http://hub.concord.edu/academicsuccess/node/1

“The Academic Success Center (ASC) at Concord University is a place for students to come for

help--whether it is assistance with coursework, advising, financial aid, or another reason. We're

here to help! In fact, we LOVE to help students.”

Teaching Strategies:

A variety of techniques will be implemented to maximize opportunities for student

mastery of the course objectives. Strategies/activities for in-class meetings will include, but are

not limited to: lecture, group discussion, group activities, group projects, completion of

technology based activities, supplemental reading activities, reflective writing activities, etc.

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Elementary Math Methods, EDUC 313, Fall, 2016, Dr. Kathryn Tucker

Course Evaluation:

Assignments/Exams Points per Assignment

Total Points Total Percentage

Discussion Board Topics (4) 20 80 7.1

Book/Material/Supply Check 25 25 2.2

Homework (4) 25 100 8.9

Calendar Math Group Project 25 25 2.2

Bulletin Board Project 50 50 4.5

Development of Lesson Plans (3) 50 150 13.4

Development of Thematic Unit

(Math Component Narrative)

100 100 8.9

Field Placement Evaluations (3) 30 90 8.0

Toolboxes (10) 25 250 22.3

Quizzes (15) 10 150 13.4

Attendance 100 100 8.9

*(Percentages have been rounded)

Grading Scale

Grade Percentile Range Total Points

A 100-90 1008-1120

B 80-89 896-1007

C 70-79 784-895

D 60-69 672-783

F 59 and below 671 and below

*Students must receive at minimum a grade of “C” in the class to complete the

requirements of the Teacher Education Program.

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Elementary Math Methods, EDUC 313, Fall, 2016, Dr. Kathryn Tucker

Course Schedule

Week Date Topics Assessment Assignment

1 August 15th

Placement/Syllabus/BlackBoard Module 1: Chapters 1, Teaching Mathematics in the 21st Century

Quiz 1 DB 1

HW 1

2 August 22nd

Module 2: Chapters 2 & 3, What it Means to Know and Do Mathematics and Problem Solving

Quiz 2 DB 2

HW 2

3 August 29th Module 3: Chapters 4 & 5, Planning and Assessment

Quiz 3

DB 3

HW 3

4 September 5th

Module 4: Chapters 6 & 7, Equity and Technology SmartBoard Training

Quiz 4

DB 4

HW 4

Material Check

5 September 12th

Module 5: Chapter 8, Early Number Concepts and Number Sense Calendar Math

Quiz 5 Calendar Math Group-Due

Calendar Math

TB 1

6 September 19th Module 6: Chapter 9, Meanings for the Operations

Quiz 6 Bulletin Board Project-Due

Bulletin Board

TB 2

7 September 26th Module 7: Chapter 10, Basic Fact Fluency

Quiz 7 TB 3

8 October 3rd Module 8: Chapter 11, Whole-Number Place-Value

Quiz 8 TB 4

Lesson Plan 1

9 October 10th Module 9: Chapters 12 & 13, Strategies for Addition, Subtraction, Multiplication, and Division

Quiz 9 TB 5

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Elementary Math Methods, EDUC 313, Fall, 2016, Dr. Kathryn Tucker

10 October 17th Module 10: Chapter 14, Algebraic Thinking, Equations, and Functions

Quiz 10

TB 6

DB 5

11 October 24th Module 11: Chapters 15 & 16, Fraction Concepts and Operations

Quiz 11 TB 7

Lesson Plan 2

12 October 31st Module 12: Chapter 17, Decimals and Percents

Quiz 12 TB 8

13 November 7th Module 13: Chapter 19, Measurement

Quiz 13 TB 9

Lesson Plan 3

14 November 14th Module 14: Chapter 20, Geometry

Quiz 14

TB 10

DB 6

XX November 21st Thanksgiving Break XXX No Class

15 November 28th Module 15: Chapter 21, Data Analysis

Quiz 15-Due by December 2nd

16 December 5th

Final- Thematic Unit Thematic Unit

3 Lesson Plans with reflections submitted to BB & LiveText

Key: LP= Lesson Plan DB= Discussion Board TB=Toolbox HW=Homework

Toolbox Activities are due the following class meeting.

Discussion Boards. Homework assignments, and Lesson Plans, are due Monday evening at 11:59.

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Elementary Math Methods, EDUC 313, Fall, 2016, Dr. Kathryn Tucker