COURSE SYLLABUS - University of Alaska Web viewUAS SOE graduates will be

All education programs through the School of Education at University of Alaska Southeast are accredited by the National Council for the Accreditation of Teacher Education, a performance-based teacher accrediting body for schools, colleges, and departments of education recognized by the Alaska Department of Education and Early Development, the U.S. Department of Education, andthe Council for Higher Education Accreditation.

UAS SOE graduates will be informed, reflective, and responsive teachers within diverse classroom, school, and community contexts

Course: ED 616 Math Methods in the K-8 Classroom

Instructor: Dr. Virgil G. Fredenberg

Class Hours: Tuesday, 1:15 – 4:15 PM

Office Hours: Monday 10:00 AM – 12:00 PMTuesday, Thursday 10:00 – 11:00 AMWednesday 2:00 – 4:00 PM

I. Catalog Course Description and Credit Hours of Course: Philosophy, research, organization, methods and materials of an elementary math program. Emphasis on activities with large and small groups of students, using manipulatives to develop children’s understanding of math concepts, processes and problem solving. Practicum in K-8 classroom required. Requires access to computer, Internet, e-mail, DVD, and audio-conference.

II. Prerequisite(s): Admission to an Elementary Credential program.

III. Textbook and/or Required Readings: Van de Walle, J.A., Karp, K.S., and Bay-Williams, J.M. (2010). Elementary and Middle School Mathematics, Teaching Developmentally, 7th Ed. New York: Pearson Education, Inc. ISBN 978-0-205-57352-3

V. Alignment Matrix

Course Objective

The candidate will demonstrate the knowledge and skills necessary to:

SOE

Standard Met

Graduate

Com

petencies

AC

EI

StandardM

et

Assessment ensuring that the objective has been met

1. Discuss, with explanations, state and national standards and the effect they have on the teaching and learning of mathematics 8 1 & 6 3 & 8 Participation, Chapter Reflections, Article

Reviews, Statement of Understanding2. Describe and contrast the mathematics taught in elementary and

middle schools today and in the past6, 7 &

81, 2 &

61, 3, 7 & 8

Participation, Chapter Reflections, Article Reviews, Statement of Understanding

3. Describe and discuss learning styles, and the benefits of an enriched environment to the learning mathematics 2, 3 &

6 1 & 6 1, 3, 5, 7 & 8

Participation, Chapter Reflections, Article Reviews, Manipulative Descriptions, Statement of Understanding

4. Describe and discuss how to diagnose and make modifications in instruction for diverse learners including students with deficiencies and anxiety

2, 3, 5 & 7

1, 2 & 6

2, 3, 5, 7 & 8

Article Reviews, Manipulative Descriptions, Lesson Plan, Statement of Understanding

5. Describe and discuss technology used in the teaching and learning of mathematics 4 & 9 1 & 4 1 - 14 Participation, Statement of Understanding

6. Describe and discuss a variety of methods, including self-created strategies, for learning whole number computation 4 1, 2 &

61 - 5,9 - 14


7. Describe and discuss mental arithmetic and estimation strategies and their role in understanding mathematics 4 1, 2 &

61 - 5,9 - 14


8. Describe and discuss the role of hands-on and other materials used in the development of fractions concepts 4 1, 2 &

61 - 5,9 - 14


9. Describe and discuss how hands-on materials can be used to help students understand the algorithms for fraction computation 4 1, 2 &

61 - 5,9 - 14


10.Describe and discuss how whole number concepts can be used to develop fraction computation algorithms 4 1, 2 &

61 - 5,9 - 14


11.Describe and discuss how hands-on materials can be used to help students understand decimal concepts 4 1, 2 &

61 - 5,9 - 14


12.Describe and discuss how whole number and fraction algorithms can be extended to decimals 4 1, 2 &

61 - 5,9 - 14


13.Describe the development of ratios and proportional reasoning based upon previous knowledge 4 1 & 2 1 - 5,

9 - 14Participation, Chapter Reflections, Article Reviews, Statement of Understanding

14.Explain the process for the development and understanding of what it means to measure 4 1 & 2 1 - 5,

9 - 14


15.Explain how to informally develop geometry concepts in elementary schools 4 1 & 2 1 - 5,

9 - 14


16.Describe the role of hands-on and other materials in the development of the concepts of probability 4 1 & 2 1 - 5,

9 - 14


17.Provide specific activities which can be used to help students develop understanding of statistics concepts 4 1 & 2 1 - 5,

9 - 14


18.Describe different types of graphs and how they can be used to help students understand and interpret data 4 1 & 2 1 - 5,


19.Describe how hands-on materials, basic facts, and patterns can be used to help develop algebraic thinking 4 1 & 2 1 - 5,

9 - 14


20.Describe and discuss how understanding of function concepts can be developed through different representations 4 1, 2 &

61 - 5,9 - 14


21.Connect and relate mathematical concepts from within and without different areas of mathematics 4 1 & 2 1 - 5,


22.Discuss, with explanations, state and national standards and the effect they have on teaching and learning math 8 1 & 6 3 & 8 Participation, Chapter Reflections, Article

Reviews, Statement of Understanding

IV. Relationship of the Conceptual Framework to Standards

An increasing emphasis on professional standards for educators reinforces the relevance of the School of Education’s vision of an informed, reflective and responsive professional educator as the grounding tenants of our Conceptual Framework. As the lists of expected achievement indicators, competencies, and dispositions issued by government and professional groups become more extensive, only an informed professional who actively reflects on his/her teaching and is responsive to student, family and community needs will be capable of meeting the intent of those standards. The general theme of our vision is that each of these areas strives to nurture and prepare professional educators so that they can meet the needs of diverse learners. Efforts include continuous endeavors to creatively incorporate technology throughout individual subject area fields, promoting understanding and appreciation for diversity, and support of the development of literacy skills needed in an increasingly complex society.

V. Basis for Student Evaluation:

Assignment Points Due DateAttendance and Participation 12 @ 3 points each = 39 On goingManipulative Descriptions 2 @ 3 points each = 6 See scheduleArticle Reviews 2 @ 3 points each = 6 See scheduleChapter Reflections 13 @ 3 points each = 39 See scheduleLesson Plan 6 parts @ 3 points each = 18 See scheduleStatement of Understanding 9 parts @ 3 points each = 27 See schedule

Rubrics:A simple 3-point rubric will be used for these items.

Attendance and Participation: Three points for attending and participating in each class session.Manipulative Descriptions: Two points for completed descriptions, three if well done and on time.Article Reviews: One point for completed review, two points if acceptable, and three if well done

and on time.Chapter Reflections: One point for completed reflection, two if acceptable, and three if well done

and on time.

Lesson Plan rubric:

Items to include or address Developing1

Meets 2

Exceeds 3

HeadingName/Content Area/Grade Level/DateStandards/GLE’sAlaska Standard, Goal, Topic, MethodologyObjectivesLesson Objective(s)AssessmentStudent AssessmentLearning PlanIntroduction; Learning Activities; ClosureReflectionReflection on Lesson

ObservationSee UBD rubric

Statement of Understanding rubric: Statement Rubric Developing – 1 Meets – 2 Exceeds - 3

Knowledge of Appropriate Process/Theory

Statement contains general information, but not enough clarity to demonstrate knowledge. Language repeats textbook or notes rather than own understanding.

Statement demonstrates basic knowledge. Some examples and specifics are given, but may be inappropriate.

Statement demonstrates high level of knowledge Examples and specifics are given

Knowledge of Appropriate practice

Statement does not demonstrate knowledge of pedagogically appropriate instruction.

Statement demonstrates basic knowledge of pedagogically appropriate practices. Some examples and specifics are given, but may be inappropriate.

Statement demonstrates knowledge of a balanced and constructive approach and pedagogically appropriate practices. Examples and specifics are given.

Knowledge of Appropriate Strategies

Statement demonstrates only limited knowledge of instructional strategies.

Statement demonstrates basic knowledge of instructional strategies.

Statement demonstrates a high level of depth and breadth of understanding of instructional strategies. Instruction includes strategies that help students correct error patterns, misconceptions and misunderstandings. Clear examples help to strengthen demonstration of knowledge.

Knowledge of Assessment

Statement demonstrates only limited knowledge of assessment strategies/

Statement demonstrates basic knowledge of assessment strategies.

Statement reflects high level of understanding of assessment strategies, both formative and summative in ways that fully support effective instruction. Examples help to strengthen demonstration of knowledge.

Integration across subject areas

Statement demonstrates only limited knowledge of how to integrate the content area with other areas of the curriculum.

Statement demonstrates basic knowledge of how to integrate the content area with other areas of the curriculum.

Demonstrates knowledge of how the content area integrated with other areas of the curriculum. Examples help to strengthen demonstration of knowledge.

Technology Integration Technology is not integrated or is integrated in ways that are not pedagogically appropriate.

Some technology is integrated to support learning.

Integration of technology is included in instructional planning and is academically and pedagogically appropriate

Understanding of Student Diversity and Social Justice

No understanding of student diversity or social justice is evident

Some understanding of student diversity or social justice is evident in most cases

Understanding of student diversity or social justice is evident in all cases

Differentiation/Universal Access

Descriptions of differentiation are vague or ineffective. Universal Access is not attempted

Possible differentiations are described and applied to some learning activities. Universal Access is attempted

Universal Access is achieved.

Reflection No reflection on teaching and learning is evident.

Some reflection on teaching and learning is evident.

Deep reflection on teaching and learning is evident.

Writing/Communication Writing problems disrupt understanding of content, (i.e. awkward sentences, incorrect word usage, grammar errors.) APA rules are not applied.

Writing organized. Sentences fluent. Writing conventions are mostly accurate. Most APA rules are applied correctly.

Writing is extremely smooth and well organized.Writing conventions are used accurately. APA rules are applied correctly.

References Pertinent information is incorrectly referenced to the source or not provided. APA rules are not applied.

Some pertinent information is correctly referenced to the source. Most APA rules are applied correctly.

All pertinent information is correctly referenced to the source. APA rules are applied correctly.

UBD Lesson Observation Rubric

Component Developing-1 Acceptable -2 Optimal -3Identification of desired results (20%)

Interns did not address all components of desired results (step 1). Interns selected desired results inconsistent with best practices identified in methods courses.

Intern addressed all components of desired results (step 1). Intern selected desired results consistent with best practices identified in methods courses.

In addition to criteria for accomplished performance: Intern selected desired results to address higher-level thinking, student inquiry, and the needs of diverse learners in class.

Alignment of assessment with desired results (20%)

Intern did not identify assessment strategies, or they select strategies that are not well connected to desired results, methods course best practices, or needs of diverse learners (step 2).

Interns identified formative and summative assessment strategies aligned with desired results, methods course best practices, and needs of diverse learners (step 2). Interns provide assessment criteria (checklists, rubrics, or other criteria) for teachers.

Intern selected interactive formative and summative assessments aligned with desired results, methods course best practices, and needs of diverse learners (step 2). Interns provided assessment criteria (checklists, rubrics, or other criteria) for teachers and students to assist self-assessment.

Selection of active learning plan (20%)

Interns selected teaching methods and learning opportunities that are not well connected to desired results, methods course best practices, or needs of diverse learners (step 3).

Interns selected teaching methods and active learning opportunities that support desired results, methods course best practices, and needs of diverse learners (step 3).

In addition to criteria for accomplished performance: Interns help learners apply knowledge and problem solve. Interns provided multiple options within assignments to meet needs of diverse learners.

Implementation of instruction (20%)

Intern primarily implemented teacher-centered instructional approaches. Students have little or no opportunity to question, share ideas or brainstorm with their peers.

Interns implemented at least one student-centered instructional approach for active learning. Students have the opportunity to question, share ideas, or brainstorm with their peers.

Intern implemented multiple student-centered instructional approaches to allow diversified instruction and student engagement. Lesson allowed students to reflect critically and draw conclusions. Interns facilitated rather than dictated learning.

Reflection (20%) Intern did not reflect on lesson experience or Intern reflected only superficially.

Intern reflected generally on each question. Intern reflected thoughtfully and thoroughly on each question.

VIII. Explanation of AssignmentsAttendance and Participation - attendance and participation play an important role in this course. Your fellow

students learn from your input, just as you learn from theirs.Manipulative Descriptions – manipulatives are used to teach hands-on mathematics. They are an important

part of the math curriculum. You will research and describe how to teach mathematics with three manipulatives.

Article Review - each student will review three journal articles she/he found. The articles may be from on-line sources, but must be from math education or other education journals. Please, the articles should be more than one page in length and have more than one reference. NEWSPAPER ARTICLES WILL NOT BE ACCEPTED. Include in each review a synopsis of the article and an answer to the question, “What have I learned from this that will help me be a better teacher of mathematics?” Please remember that the reader of your review will not necessarily have read the article you are reviewing, so out of consideration, provide them with enough information to understand your review, your answer to the question and your reflection.

Chapter “Writing to Learn” Reflection Items - you will be asked to read assigned chapters and reflect on specific items found at the end of each chapter. The reflections should include what you found in the book and your opinion, answer, experience, reflection, and/or connections to the item.

Lesson Plan – you will write one math lesson plan and deliver the lesson. Use the format for your lesson plan that is on the website. Be sure to include those items found on the rubric.

Statement of Understanding - the rough draft of your statement can be turned in at midterm. It will be returned with suggestions. A final version must be turned in by the end of the semester.Your statement is not a philosophy statement. It is a Statement of Understanding. It is a discussion of

what you understand. It should be directed at the principal, or a future teacher. It should tell what you know about what a teacher should know about math, the k-8 curriculum, and teaching math.

What you might tell prospective teachers they should know about national and state standards, what concepts are in the elementary curriculum and how to help students learn them, how assessment can help address the needs of all students, how students learn, and connect math to the student’s world.

It should encompasses all rubric items and demonstrate you know how to help elementary students learn and understand mathematics.

Remember you are providing a global statement, not a detailed one, so keep it written as an overview. You can interject some detail, but it should reinforce your points. You do not have to mention every detail about every item on the rubric, but should mention them in context with your statement.

IX. ScheduleThis schedule may be amended as needed to meet the needs of the students and instructor.

Class Chapters Writing to Learn items Due w/dates

1 Ch 1 Standards; Ch 2 To Do Math; Ch 5 Assessment Ch. 2, #3

2 Ch 3 Teaching Through Problem Solving; Ch 4 Planning Ch. 4, #4 Ch. 2, #3

3 Ch 6 Equitably to All; Ch 8 Num Concepts & Sense Ch.8, #4 Ch. 4, #44 Ch 9 Meanings for Op’s; Ch 10 Master Basic Facts Ch. 10, #3 Ch. 8 #4; Article Review 15 Ch 11 Place-Value Dev. Ch. 11, #2 Ch. 10, #3; Manipulative Description 1

6 Ch 12 Whole Number Computation; Ch 13 Computation and Estimation Ch. 12, #2 Ch.11, #2; Article Review 2

7 Ch 14 Algebraic Thinking Ch. 14, #3 Ch. 12, #2; Manipulative Description 2

8 Ch 15 Fraction Concepts; Ch 16 Computation with Fractions Ch. 15, #1 Ch. 14,#3; Article Review 3

9 Ch 17 Decimal & Percent Ch.17, #5 Ch. 15, #1; Manipulative Description 310 Ch 18 Proportional Reasoning; Ch 19 Measurement Ch. 19, #2 Ch. 17, #5; Statement of Understanding11 Ch 20 Geometric Thinking; Ch 21 Data Analysis Ch. 21, #3 Ch. 19, #2; Lesson Plan12 Ch 22 Exploring Probability; Course wrap-up Ch. 21, #3

X. Grading ScalePoints will be awarded as follows. Point total will establish grade. All written assignments will be assessed in relation to their depth and thoughtfulness, and to the quality and clarity of writing.

Item Description Points Each TotalsAttendance and Participation Both are expected for every class. 12 @ 3 points each 36Manipulative Descriptions 2 descriptions 3 @ 3 points each 9Article Reviews 2 reviews assigned 3 @ 3 points each 9Chapter Reflections 13 reflections 11 @ 3 points each 33Lesson Plan 6 parts, plus observation 7 @ 3 points each 21Knowledge Statement 9 parts 11 @ 3 points each 33

Total possible 141Grading

Points ≥130 125-129

121-124

116-120

111-115

107-110

102-106

97-101 93-96 87-92 83-86 <83

Grade A A- B+ B B- C+ C C- D+ D D- F

XI. Academic Policy Statement:Honesty in academic endeavors is a central tenet of the UAS philosophy. One may feel proud of accomplishments and success attained honorably through hard work. Knowledge gained in this way often leads to later success in professional pursuits and in personal life. Unfortunately, academic stress and anxiety sometimes impact the individual in ways that produce dishonest behavior, or taking an “easier” route to fulfilling academic responsibilities. Infractions of academic dishonesty can lead to serious consequences. Refer to the UAS Student Handbook for more details. Programs offered through the Learning Center and the Student Resource Center address topics such as study skills and time management to reduce stress and thus help to prevent dishonest behavior.

XII. Student with Disabilities:To aid college students who experience a documented physical, cognitive, and/or psychiatric disability. Disability Support Services are available on all UAS campuses. The University of Alaska Southeast is committed to equal opportunity and programmatic access for students with disabilities (See University of Alaska Regents Policy: www.alaska.edu/bor/policy/policy.xml). For further information on disability support services and guidelines about documentation please visit our website at www.uas.alaska.edu/dss or:

In Juneau:(907)796-6000In Ketchikan:(907) 228-4505In Sitka:(907) 747-7716

Early contact with this program promotes a positive educational experience

XIII. Civility and Harassment Intellectual honesty, mutual respect and freedom from discrimination, intimidation, harassment and violence against persons or property are central to the UAS mission. Acts of intolerance and abusive behaviors which violate these basic values will not go unchallenged without our academic community. UAS is committed to standards promoting speech and expression that fosters the maximum exchange of ideas and opinions. Ideally, discourse is open, candid and characterized by mutual respect and dignity. It is the goal of the university to foster a campus climate which promotes the ideals of civility and appreciation for the uniqueness of each member of our academic community.

http://www.uas.alaska.edu/dss

http://www.alaska.edu/bor/policy/policy.xml

XIV. Dispositions of Professional Educators1. Abide by a philosophy of education and remain flexible to revising it based on new research and

teaching experience.2. Appreciate unique thinking processes of learners at different stages of development.3. Appreciate multiple perspectives and value individual differences.4. Commit to professional discourse about content knowledge and student learning of content.5. Value assessment and instruction as integrated processes.6. Commit to ensuring student well-being and development of self-regulation and group interaction

skills.7. Recognize the school as an integral part of the community and value parents and guardians as

partners in promoting student learning.8. Value professional ethics, democratic principles and collaborative learning communities.9. Value technology as a tool for student and teacher lifelong learning.

XV. ReferencesShort list of Internet sites:Standards

www.eed.state.ak.us/standards/www.nctm.org/standards/www.ankn.uaf.edu/standards/Writing objectiveswww.id.ucsb.edu/IC/TA/TAH/1.plan.html

Lesson planswww.lessonplanspage.com/www.csun.edu/~vceed009/math.htmlwww.mnsfld.edu/~library/lessons.htmlwww.luc.edu/schools/education/csimath/zmathact.htmwww.teachers.net/lessons/posts/16.htmlwww.agt.net/public/alariv/lesson.htm

Other sites of interestwww.ankn.uaf.edu/www.nctm.orgwww.ed.govwww.figurethis.orgwww.bobsedulinks.comwww.educationindex.comwww.mste.uiuc.eduwww.cut-the-knot.comwww.pacificnet.net/~mandel/index.htmlforum.swarthmore.edu/

Short list of possibly useful journals:Teaching Children Mathematics Mathematics Teaching in the Middle School Journal for Research in Math EducationAIMSKappanTeaching Pre K-8School Science and Mathematics Educational ResearcherThe Journal of Mathematical BehaviorEducational Studies in MathematicsFor the Learning of MathematicsMathematics Education Research JournalInternational Journal of Mathematics Education in Science and TechnologyThe Journal of Mathematics Teacher EducationThe Journal of Teacher EducationAmerican Education Research Journal

COURSE SYLLABUS - University of Alaska Web viewUAS SOE graduates will be

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