Eeduc 5012.n9014rita2nd Weekend Mans Field Chapter Order

Lesley University School Of Education EEDUC 5102.N9014 Methods and Materials for Teaching Elementary School Mathematics Spring 2009 Second Weekend Mansfield April 24th, 25th, 26th Rita A. Gordon [email protected] 617.349.8642 Office in University Hall 2nd floor 084 Office hours by appointment

Course Description: Mathematics in the United States has historically been a difficult field because it has not always taken children’s developmental and learning needs into account. In this course, we support learners gaining knowledge needed to teach school-age children and increase competency in the mathematics itself. A variety of materials and models are used to show connections to daily life, and many different approaches to mathematics are investigated. Relevant children’s literature and technology are also emphasized.

Course Goals: The purpose of this course is to develop an ability to teach mathematics in the elementary grades. It does not assume that one has a particular interest, ability, or experience in this area. It does assume, however, that one wants his/her students to enjoy mathematics, believe that mathematics is useful and makes sense, and to feel confident in their ability to do mathematics. In order to achieve this purpose, we will explore how children learn mathematics, engage in the doing of mathematics, and investigate an array of instructional strategies.

Required Texts and Materials: Van De Walle, John (2007) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Longman. 6th edition. Massachusetts Mathematics Curriculum Framework, Massachusetts Department of Education, November 2000 www.doe.mass.edu/frameworks/current.html Supplement to the Massachusetts Mathematics Curriculum Framework, Massachusetts Department of Education, May 2004 www.doe.mass.edu/frameworks/current.html Math at Hand: A Mathematics Handbook (2004). Great Source Education Group.

NOTE: You will need to bring the following materials to every class: a (3”) 3-ring notebook for handouts, markers or crayons, tape, plain white paper, scissors, pencil, pen, ruler, compass, protractor, glue stick, dice, stapler, & calculator.

Recommended (not required) Texts Dacey, L. & Salemi R.E. (2008). Math for all: Differentiating math instruction, K-2. Sausalito, CA: Math Solutions. Dacey, L. & Lynch. J.B. (2008). Math for all: Differentiating math instruction, 3-5. Sausalito, CA: Math Solutions. Stenmark, J., Thompson, V., and Cossey, R. (1986). Family math. Berkeley, CA: The Regents of the University of California. Baratta-Lorton, M. (1976). Mathematics. their way. Addison-Wesley Burns, M. (1987). A collection of math lessons from grades 1 through 3. Sausalito, CA: Marilyn Burns Education Associates. 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. Russell, S. and Corwin, R. (1990). Used numbers: Sorting groups and graphs. Palo Alto, CA: Dale Seymour Publications. Sherman, Helene, Richardson, Loyd and Yard, George (2005). Teaching Children Who Struggle with Mathematics. Pearson, Columbus, Ohio. Hudson, Pamela and Miller, Susan (2006) Designing and Implementing Mathematics Instruction for Students with Diverse Learning Needs. Pearson, Columbus, Ohio. Fosnot, Catherine Twomey and Dolk, Maarten (2001). Young Mathematicians at Work: Constructing Number Sense, Addition and Subtraction. Heinemann, Portsmouth, NH.

Course Outcomes

Assessment

• Demonstrate how to create a learning environment that supports and encourages math discussion with discourse.

1. In-class assignments 2. Reflective Journal

• Create classroom opportunities for learning that recognize the impact of the Massachusetts State Frameworks, NCTM Focal Points and MCAS testing.

1. In-class assignments 2. Instructional Lesson Plans

• Demonstrate enhancement of mathematical concepts using manipulative that model key mathematical concepts.

1. Interview with Child 2. Problem Solving Strategy Presentation

• Implement techniques for diagnosing and assessing students needs as these needs inform future instruction. • Diagnose needs and plan future instruction based on sample of student work.

1.In-class Assignments 2. Interview with Child 1. In-class assignments 2. Homework

• Implement the use of both fiction and non-fiction children’s literature in to order to connect children to real life problem solving situations.

1. Problem Solving Strategy Presentation 2. Instructional Lesson Plans

• Recognize and support problem solving and problem solving strategies as key to the development of mathematical understanding.

1. Problem Solving Strategy Presentation 2. Instructional Lesson Plans

• Learn to integrate mathematical vocabulary with daily instruction in mathematics.

1. Reflective Journal 2. Instructional Lesson Plans

• Demonstrate the ability to enhance math instruction through the use of appropriate technology. • Design and implement mathematical based curriculum units that are enhanced through music, art, drama, and movement, with a clear

1. Interview with Child 2. Instructional Plans 1. Problem Solving Strategy Presentation 2. Instructional Lesson Plans

mathematical emphasis and respect for differentiated instruction that supports ELL, SPED, and culturally diverse learners.

Evaluatio n Assignment

1

% of grade

What is It? Attendance and Class Participation

10%

Reflective Journal (1st weekend)

10%

(2nd weekend) 2

Interview and Report/

Date Due

Mar 26 Apr 23

30%

Apr 24

20 %

Apr 24

Reflection Form

3

Problem Solving Strategy Presentations

Apr 25 Apr 26

4

• •

Instructional Plans

30%

May 11

All requirements of assignments will be discussed in class as well as a handout will be distributed detailing the assignment. It is expected that every student attends class and is on time prepared to participate. Unless severe circumstances exist or prior arrangements have been made, grades will be lowered on all late assignments not completed on time.

• •

All written work must be submitted as hard copy, use 12 point font (any font, excluding script is fine), double spaced with 1 – 1.25” margins on all sides, proofread, professionally prepared, and follow APA format. Assignments that receive a grade that is lower than a B- may be resubmitted, one time, on a schedule determined with the instructor. However, the highest grade that a resubmitted assignment can receive is a B-.

Evaluation Criteria Criteria for final grading are as follows: A >94

The student demonstrates all required competencies at an exemplary level at the times specified by the instructor. Details of assignments are highly developed. Knowledge, application and synthesis of readings, concepts, and strategies are demonstrated at an exemplary level. Products and performances are worthy of dissemination beyond the class. Class attendance and participation are an exemplary level.

A- 90-93.9

The student demonstrates all required competencies at expected graduate level standards and are submitted or demonstrated on time. Details of assignments are highly developed. Knowledge, application and synthesis of readings, concepts, and strategies are demonstrated at a proficient level. Class attendance and participation are an acceptable level.

B+ 87-89.9

The student demonstrates required competencies at a satisfactory level. Most products and performances are submitted or documented on time and demonstrate attention to detail, and application of ideas and concepts at a satisfactory level. Class attendance and participation are at an acceptable level.

B 83-86.9

The student demonstrates all required competencies at a marginally adequate level. The student is sometimes late in submitting products or demonstrating performances. Some understanding, application and synthesis of readings, concepts and strategies are demonstrated. Class attendance and participation are at a minimally acceptable level.

B- 80-82.9

The student demonstrates all required competencies at below standard graduate work. The student is often late in submitting products or demonstrating performances. Understanding, application and synthesis of

readings, concepts, and strategies are at a superficial level. Class attendance and participation are at a minimally acceptable level. C < 80

The student does not demonstrate required competencies. Graduate course credit is not granted.

Session 1 (Friday, April 24, 2009) 5:00 – 5:30

Welcome Back Share Interview Assignment

5:30 – 6:30

Overview- Statistics and Probability Creating and Interpreting Graphs Constructing Circle Graphs

6:30 - 7:15

Dinner

7:15 – 8:15

Probability Spinners Number Cubes

8:15 – 8:30

Break

8:30- 10:00

Glyphs

Chapter 22

Chapter 23

Reading: Van De Walle, Chapters 22 -23

Session 2 (Saturday, April 25, 2009) Chapter 15

8:00 – 9:30

Algebra- understanding equality Growing Patterns

9:30 -10:15

Geometry overview Chapter 21 Identifying and Classifying Triangles/Quadrilaterals Geoboards

10:15 – 10: 30

Break

10:30 - 12:15

Tangrams Constructing and Measuring Angles Pattern Blocks exploration- measuring interior angles

12:15 – 1:00

Lunch

1:00 – 3:00

Problem Solving Strategies presentations

3:00 – 3:15

Break

3:15 – 5:00

Final Project Lesson Plan Development

Assignment: Read model lesson plan for final project Reading: Van De Walle, Chapters 15, 20-21, & 23

Session 3 (Sunday, April 26, 2009) 8:00 – 9:00

Time for measurement Non-standard/standard measurement Metric system

9:00 – 10:45

Problem Solving Strategies presentations

10:45 - 11:00

Break

11:00 - 12:15

Connecting Math and Literature Real life application

12:15 – 1:00

Lunch

1:00 – 2:30

Literature Connections Present Big ideas

2:30 – 2:45

Break

2:45- 4:00

Fitting it altogether National Standards Standards 2000 Scope and Sequence MCAS/Assessment

4:00 – 5:00

Work in project groups- Share lesson plans

Chapter 20

Focus on the understanding of the Massachusetts Frameworks Evaluations Assignment: Final Project

Lesley University Policies Academic Integrity Policy Academic honesty and integrity are essential to the existence and growth of an academic community. Each member of the Lesley community is charged with honoring and upholding the University’s policies and procedures governing academic integrity. Please become familiar with the Academic Integrity Policy, which includes information about documenting sources, plagiarism, cheating, fabrication, multiple submissions of work, abuse of academic materials, complicity/unauthorized assistance, and lying/tampering/theft. The complete policy can be found on the Lesley University web site: http://www.lesley.edu/policies/catalog/integrity.html Portfolio Information Students in licensure programs are expected to engage in development of a portfolio to document their growth during the period of their professional preparation. Students in initial teaching licensure programs should plan to collect and reflect upon at least one item from each course for inclusion in their portfolio. Details about the portfolio process at Lesley are presented in Portfolio Guidelines for Initial Licensure booklet that may be downloaded from the Lesley website at http://www.lesley.edu//soe.html or may be obtained in hard copy from the Special Education Office. In addition, the process is discussed in the EEDUC 5146 Issues in American Schooling, the introductory course for several programs; at posted meetings each semester; and on videotape, available on reserve at the Kresge Center. Questions regarding portfolios may be directed to Dr. Arlyn Roffman at [email protected]. Attendance Policy In order to maintain the academic integrity of our programs depends on students attending all scheduled class meetings. Students should discuss with faculty, in advance, any portion of a class meeting they cannot attend. Absence from class may be reflected in the student’s grade. The complete attendance policy may be found on the School of Education web page at http://www.lesley.edu/soe/soe-policies.html#attendance. Official Format for Student Work All SOE students must use APA format for student papers, citations and bibliographies. The complete policy may be found on the SOE web page http://www.lesley.edu/soe/soepolicies.html. The abbreviated APA format can be found in the Ludcke Library manual and may be purchased at the bookstore.

Disability Statement Lesley University is committed to ensuring the all qualified students with disabilities are afforded an equal opportunity to participate in and benefit from its programs and services. To receive accommodations, a student must have a documented disability as defined by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA), and provide documentation of the disability. Eligibility for reasonable accommodations will be based on the documentation provided. The complete policy can be found at http://www.lesley.edu/policies/catalog/disabiities.html. If you are a student with a documented disability, or feel that you may have a disability, please contact: For students with learning disabilities or attention disorders: Maureen Riley, Director of Academic LD/ADD Services 617-349-8464 (voice) 617-349-8558 (fax) mailto:[email protected] (email) For students with physical, sensory, or psychiatric disabilities: Laura Patey, Coordinator of Disability Services for Students 617-349-8194 (voice) 617-349-8544 (TTY) 617-349-8558 (fax) mailto:[email protected]