PIEDMONT COLLEGE
SCHOOL OF EDUCATION
Mastering the art of teaching: Preparing
proactive educators to improve the lives of all children.
COURSE SYLLABUS B
EDEC 336 Math Methods
INSTRUCTOR INFORMATION:
Name: Gene Pease, Ed. D.
Office Location: L120
Phone Numbers: 706 778 8500 ext 1279
E-mail: gpease@piedmont.edu
Fax Number: 706 776 0135
Office Hours: Posted on office door and by email
Campus Security:
TIME AND PLACE
CAMPUS: Demorest SEMESTER: Spring YEAR: 2008
Dates/time for Fall: August-December 2:00-4:15
Dates/time for Spring: January-May 5:50-1010 1st Session
Place: Martens Lab
COURSE INFORMATION:
Prerequisites/Corequisites: Math 105 or Math 210
Credit: 3
I. TEXT
AND SUPPLEMENTARY READINGS (In addition to information provided on
School of Education Syllabus A – I).
Van
de Walle, J. (2004). Elementary Math
Methods. 6th edition. New
York: Longman.
Supplemental readings will be required as needed throughout the
course. These readings will include
research, professional documents, and personal reading. Also, copying some materials to share with
the class may be required.
II. PIEDMONT
COLLEGE MISSION; SCHOOL OF EDUCATION MISSION; &
GRADUATE MAT AND MA PROGRAM GOALS (See School of
Education Syllabus A – II)
III. COURSE
DESCRIPTION AND PURPOSE:
Mathematics
is a critical foundation of a student's education. Children will develop into mature, critical,
lifelong learners if instilled with the desire and love and ability to learn.
This course will provide the classroom teacher with the knowledge and skills to
provide appropriate instruction and a caring environment for future students.
It explores the teaching of math, basic content and general principles of
mathematics including current issues, procedures, and techniques of
instruction. Emphasis is placed on assisting students to learn problem-solving
techniques through developmentally appropriate strategies. Specific attention
will be placed on technology and developing classroom teaching strategies, procedures,
and materials to enable the prospective teacher to plan and implement effective
lessons and units for each unique student.
IV. SCHOOL
OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)
(Candidate
Learning Outcomes by Program and Dispositions for All Candidates)
V. COURSE OUTCOMES :
Upon
successful completion of this course, the candidate will be able to:
1. Demonstrate an understanding of students’ development of mathematical concepts and computation. CCLO: 1,3,4,5,8
2. Analyze and synthesize the basic principles of: whole numbers, fractions, decimals, percents, ratio and proportion, geometry, measurement, statistics and probability, integers, pre-algebra, problem solving. CCLO 2,3,5,6
3. Identify purposes for studying and learning various mathematical computations, concepts, skills, and translate these into real life activities. CCLO 1-8
4. Identify and model a variety of commercial and teacher made math manipulatives such as Cuisenaire Rods, Base 10 Blocks, attribute blocks, fraction circles and squares, Unifix cubes, tangrams, Pentominoes, geoboards, Algeblocks and others as required. CCLO: 2-8
5. Explore and evaluate various methodologies to teach mathematical concepts and skills. CCLO: 2-8
6. Develop and use knowledge of current philosophies and trends as they relate to the teaching of math. CCLO: 1-6
7. Explore a variety of problem solving skills and use them in teaching. CCLO: 1-7
8. Explore and model mathematical concepts, skills, and estimation as they relate to everyday life. CCLO. 2-5
9. Develop knowledge in, use, and integrate technology in the classroom for mathematics. CCLO: 1-8
10. Explore and integrate the Georgia Performance Standards and the NCTM Standards for diverse populations in P-5 and 6-8th gradeclassrooms. CCLO: 1-8
11. Observe, record and assess students’ behavior and mathematical abilities. Based on the previous, develop, implement and evaluate an instructional plan. CCLO: 1-10
12. Reflect on her/his own teaching and makes suggestions for improvement. CCLO: 1-10
VI. COURSE
POLICIES & PROCEDURES: (In addition to information provided on
School of Education Syllabus A – VI).
1. Class Attendance & Participation
Attendance, timeliness, and participation are required and part of your
grade. The School of Education policy
states that more than the allotted number of excused absences for any reason
will result in failure of the course.
Tardiness or leaving class early will also be considered a partial
absence reflected in your grade. The
maximum allotted number of absences for an 8 week course is 1. The maximum allotted number of absences for a
16 week course is four. Only those
absences due to emergencies, illness, or extenuating circumstances can be made
up.
It is your responsibility to inform me in writing how you make up the
work. Your writing should include a
statement about why you were absent and a detailed quality description of the
process you undertook to make up the work as well as a comprehensive summary of
the content that was covered in class according to the tentative schedule. Be sure to include a cover page. If work is not made up, the highest grade a
candidate can receive for the course is a B.
Any candidate who misses more than the alloted number of classes will
be asked to drop the course or will receive an F at the end of the
semester. However, if makeup work is
satisfactorily completed and approved by the professor, a passing grade is
still possible. Also understand that
reading a classmate’s notes cannot easily duplicate many of the experiences of
the course.
Emergency Assignment: If we must miss class, use the time to research the topic we would have discussed if class had met. You may use the Internet or other resources. Bring your information to the next class and be prepared to discuss it.
2. Written
Work
There will be no APA style papers written for this course. Please follow directions detailed on Assignment Guide handed out in class.
Be sure to keep a duplicate paper copy of all submitted work for your own records.
3. Academic Integrity (See School of Education
Syllabus A – VI)
4. Special Considerations (See School of Education Syllabus
A – VI)
5. Cell Phone Usage (See School of Education
Syllabus A – VI)
VII.
INSTRUCTIONAL METHODS,
DESCRIPTION OF ASSIGNMENTS, AND FIELD EXPERIENCES:
1. Instructional Methods: See School of
Education Syllabus A – VII.
This course will make use of WebCt.
2. Description of Assignments:
Readings from the assigned texts will be one focus for discussions, writings, and group activities. Please read the assigned readings before coming to class in order to facilitate quality discussions. Think about how the readings relate or could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.
All work for the course is to be in on time, or handed in on an agreed upon future date. Work submitted late will automatically lose 15 points per class meeting unless prearranged by the professor and candidate. To meet the deadline, assignments may be mailed (post marked by the due date), sent electronically on or before the due date, or delivered by a peer at the class meeting. Make-up tests will be considered if a reason for missing the original test is justified. Completion of all assignments is required for a passing grade in the course.
If at any time you are unclear about assignments or expectations, please contact me for clarification. You may turn assignments in early.
Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.
Assignments
to Be Completed for This Course:
An Assignment
guide will be provided the first night of class.
A. Candidates will engage in a brief orientation
to WebCT.
B. Candidates will write a brief reflection on the teaching of math. CO: 5,6
C. Candidates will reflect on their own math history. CO: 1,3,5,6,8,12
D. Candidates will observe daily use of math by children and adults.CO:3,6,7,12
E. Candidates will create outlines for differentiated lessons in math.CO:1-10
F. Candidates will tutor students in math. CO:1-12
G. Candidates will collaboratively create and deliver a math lesson. CO:1-7, 10,12
3. Field Experiences (Initial and Advanced
Ceritification Tracks):
Different county and city school systems
require that specific field experience procedures and forms be used for
placement of candidates in their schools.
Also, certain field experience placement forms may be required by your
college professor. Make sure you are
using the appropriate placement request form(s) for the field experiences in
this course.
Each candidate is responsible for arranging
and documenting his/her field experiences at an appropriate grade level
according to the guidelines of the Early Childhood Education (ECE) program.
Keep in mind that ECE Majors are required to work in grades P-K, 1-3,
and 4-5. When selecting field
experinces, be sure you are getting a good representation from each of the
grade level areas in diverse settings for documentation of field
experiences. Initial certification
candidates need to document a minimum of five hours for this
course.
You
will choose 2 students within a school setting, preferably the same age, grade
and class. One student must be a child
who has difficulty with math. The other
student must be a child who finds math very easy. Details will be provided the first night of
class on the Assugnment Guide.
VIII. RESOURCES:
1.
Bibliography:
Ashlock, R. B. (2006). Error patterns in computation: using error patterns to improve instruction. Upper Saddle River, N.J. Pearson.
Cangelosi, J. (1996). Teaching Mathematics in Secondary and Middle School: An Interactive Approach. Merrill Prentice Hall
Hatfield, M., Edwards, N., Biter, G., Morrow, J (2000).Mathematics Methods for Elementary and Middle School Teachers. Willey and Sons, Inc.
Ma., L. (1999). Knowing and Teaching Elementary Mathematics. Mahwah, NJ: Lawrence Erlbaum.
O’Shea, M. R. (2005). From standards to success: a guide for school leaders. Alexandria, VA: ASCD.
Turnbull, A., Turnbull, R. (1997). Families, Professionals, and Exceptionality: Collaborating for Empowerment. Merrill Prentice Hall
2.
Relevant Web Sites:
See School of Education Syllabus A –
VIII
National
Council for Teachers of Mathematics: http://www.nctm.org/
Eisenhower
National Clearing House: http://www.enc.org/weblinks/math/
Math
Archives: http://archives.math.utk.edu/k12.html
Explore
Math: http://www.exploremath.com/
3. GACE Information:
(See School of Education Syllabus A –
VIII)
4. Admission
to Teacher Education (See School of Education Syllabus A –
VIII)
5. Application for Certification (See School of Education Syllabus A – VIII)
IX. COURSE ASSESSMENT AND EVALUATION:
All assessments
for this course will be performance based tasks. Rubrics and guides will be provided the first
night of class.
A=90%-100% B=80-89% C=70-79% D=60-69% F=below 60%
X. TENTATIVE
COURSE SCHEDULE
Date Topics and Assignments
|
8 week |
Chapter |
Topic |
Assignment Due |
16 Week |
|
1 |
|
WebCT, GPS, NCTM |
|
1 |
|
|
|
|
Due Week 2--Course Orientation, Math History Review- Submit All online Due weeks 2,3,4,5&6-- Observation Artifacts to class |
2 |
|
2 |
2 |
Exploring math, manipulatives |
Due Week 3--Math reflection/responses-Submit online |
3 |
|
|
3,4 |
Development of understanding, Problem Solving |
|
4 |
|
3 |
6,5 |
Continuous assessment and planning |
|
5 |
|
|
7,8 |
Teaching all students, technology |
|
6 Fall Break varies-we will need to meet. |
|
4 |
14,9,20 |
Estimation, number sense, measurement |
|
7 |
|
|
19,21 |
Geometry |
|
8 |
|
5 |
12,18 |
Place value, decimals |
|
9 |
|
|
10 |
Operations |
|
10 |
|
6 |
11,13 16,17 |
Basic facts, computation Fractions, decimals, percent |
Due week 7 or week 14--Differentiated Lesson Outlines, Field Experience |
11 12 13 |
|
7 8 |
Collaborative. lessons 14,15,16,17,18,19,20,21,24 |
14 15 16 Final Exam time as needed. |
||