DESCRIPTION CONCEPTUAL FRAMEWORK OBJECTIVES READINGS POLICIES ASSIGNMENTSSELF-SURVEYS

Upon completion of the course, participants will be able to:

1. Relate personal knowledge of mathematics content to the teaching of pre-K – 6 school mathematics topics;

2. Make informed instructional decisions about appropriate practices in Early Childhood and Elementary settings based on knowledge of the NCTM Guiding Principles found in the Principles and Standards for School Mathematics (NCTM, 2000) (i.e. Equity Principle, Technology Principle, Curriculum Principle, Teaching Principle, Learning Principle, and Assessment Principle.)

3. Incorporate the five NCTM Content Standards ) into mathematics instruction);

-- Number and Operations, -- Algebra, -- Geometry, -- Measurement, and -- Data Analysis and Probability

4. Incorporate the five NCTM Process Standards into mathematics instruction:

-- Problem Solving (including the study of a variety of problem solving strategies e.g. working backwards, looking for patterns, modeling situations, etc.);

-- Reasoning and Proof (including algebraic, proportional, spatial, geometric, combinatoric, symbolic, and recursive reasoning);

-- Communication (including reading, writing, talking, listening, and sharing reflections about mathematics);

-- Connection (including interrelations in mathematics and across disciplines with particular emphasis placed on the unifying properties of discrete mathematics topics);

-- Representation (including physical objects, drawings, charts, graphs and symbols).

5. Integrate technology into mathematics instruction (including explorations with graphing utilities, databases, spreadsheets, internet activities, mathematics software);

6. Integrate Children’s Literature into elementary school mathematics topics;

7. Use a variety of informal and formal assessments techniques that will provide multiple sources of evidence on which to make instructional and evaluative inferences;

8. Convey to caregivers ideas for reinforcing important mathematics concepts in home settings.

9. Reflect on and offer informed opinions on how innovations such as the Web-based video lessons, virtual manipulatives, computer supported collaborative learning, e-resources (e.g., e-journals, e-books, e-resources), asynchronous threaded discussions, and instructional frameworks (e.g. SPARK, Web-CT) are shaping the evolution of mathematics education in general and their learning in particular.

10. Keep abreast of research and innovative practices in school mathematics because of their professional membership in the National Council of Teachers of Mathematics (NCTM).

C. Course Objectives

NCTM Content Standards

Number and Operation

Algebra

Geometry

Measurement

Data Analysis and Probability

EDUC 463 PRINCIPLES AND METHODS OF TEACHING ELEMENTARY SCHOOL MATHEMATICS SUMMER 2011 SYLLABUS

perma://BLPageReference/8572908B-8CB0-4B77-A45E-AAF39D9BC2E2perma://BLPageReference/D4135374-3640-491F-A5A0-2503188FD95Fperma://BLPageReference/A9F109A4-972F-41E4-AB4E-04E65398D9ACperma://BLPageReference/F5140CD7-EE4B-42B2-984F-5955A74A45E6perma://BLPageReference/4B643A48-CDBE-4EEE-B063-BA3AC1412A55perma://BLPageReference/682EE7C3-A704-441A-A479-F83BA47FB102perma://BLPageReference/36F9F876-ACA9-499E-B584-ACF6A9607C5C

Upon completion of the course, participants will be able to:

1. Relate personal knowledge of mathematics content to the teaching of pre-K – 6 school mathematics topics;

2. Make informed instructional decisions about appropriate practices in Early Childhood and Elementary settings based on knowledge of the NCTM Guiding Principles found in the Principles and Standards for School Mathematics (NCTM, 2000) (i.e. Equity Principle, Technology Principle, Curriculum Principle, Teaching Principle, Learning Principle, and Assessment Principle.)

3. Incorporate the five NCTM Content Standards ) into mathematics instruction);

-- Number and Operations, -- Algebra, -- Geometry, -- Measurement, and -- Data Analysis and Probability

4. Incorporate the five NCTM Process Standards into mathematics instruction:

-- Problem Solving (including the study of a variety of problem solving strategies e.g. working backwards, looking for patterns, modeling situations, etc.);

-- Reasoning and Proof (including algebraic, proportional, spatial, geometric, combinatoric, symbolic, and recursive reasoning);

-- Communication (including reading, writing, talking, listening, and sharing reflections about mathematics);

-- Connection (including interrelations in mathematics and across disciplines with particular emphasis placed on the unifying properties of discrete mathematics topics);

-- Representation (including physical objects, drawings, charts, graphs and symbols).

5. Integrate technology into mathematics instruction (including explorations with graphing utilities, databases, spreadsheets, internet activities, mathematics software);

6. Integrate Children’s Literature into elementary school mathematics topics;

7. Use a variety of informal and formal assessments techniques that will provide multiple sources of evidence on which to make instructional and evaluative inferences;

8. Convey to caregivers ideas for reinforcing important mathematics concepts in home settings.

9. Reflect on and offer informed opinions on how innovations such as the Web-based video lessons, virtual manipulatives, computer supported collaborative learning, e-resources (e.g., e-journals, e-books, e-resources), asynchronous threaded discussions, and instructional frameworks (e.g. SPARK, Web-CT) are shaping the evolution of mathematics education in general and their learning in particular.

10. Keep abreast of research and innovative practices in school mathematics because of their professional membership in the National Council of Teachers of Mathematics (NCTM).