PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children.

 

 

COURSE SYLLABUS B

EDUC 630 Advanced Mathematics In Education

 

INSTRUCTOR INFORMATION:

Name:                   Gene Pease  

Office Location:      L120

Phone Numbers:     706 778 8500  ext. 1279

E-mail:                  gpease@piedmont.edu

Fax Number:          706 776 0135

Office Hours: before class, as posted by office door or by appointment

Campus Security:            

 

TIME AND PLACE

CAMPUS:    Demorest    SEMESTER:          Spring                 YEAR:  2008

Dates:                   March, 2008-May 2008

Time:                    5:00-9:30  

Place:                   Martens Lab 103

 

COURSE INFORMATION:

Credit:         3                                 

Period:                          

 

I.       TEXT AND SUPPLEMENTARY READINGS (In addition to information provided on School of Education Syllabus A – I).

         Hatfield, M., Edwards, N.T., & Bitter, G. (2005).Mathematics methods for elementary and middle school teachers (5th ed.).Boston: Wiley-Josey Bass

        

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 studentÕs 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 caring environment for future students. It explores the teaching of mathematics, basic content and general principles of mathematics including current issues, procedures, and techniques of instruction. Emphasis is placed on assisting candidates to learn problem-solving techniques through developmentally appropriate strategies. Teachers are faced with diversity in their students more today than ever before, not only culturally, but in learning styles. Therefore, there is a need to diversify instruction to fit individual needs in the classroom, at the same time allowing for individual teaching styles. Specific attention will be placed on developing classroom teaching strategies, procedures, and units for each unique student. Through classroom experiences and field based experiences the candidate will learn to become an effective educator of mathematics.

 

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.  Discuss current philosophies and concepts in the area of teaching mathematics to all pre-K-5th grade children.  CCLO: 1,2 3,4,5,6,8, 9,12,

2.  Develop measures for assessing and methodologies for teaching mathematical content in the following areas:  Number and operations, Algebra, Geometry, Measurement, Data analysis and probability.  CCLO: 3, 5, 6, 11.

3.  Develop measures for assessing and methodologies for teaching the following mathematical processes: problem solving, reasoning and proof, communication, connections, representation.  CCLO: 2,3 2,5,8,11

4.  Analyze and use the Georgia Performance Standards and NCTM standards in planning mathematical instruction.  CCLO: 5,6,8,12,

5.  Develop, implement and evaluate effective lessons plans for all students.  CCLO: 1, 4, 5, 10,14,

6.  Be reflective about her/his own teaching and make suggestions for improvement. CCLO:  7,9,10,13.

7.  Develop knowledge of classroom technology for mathematics.  CCLO:7,14.

 

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.  The allotted number of absences for this course is one.  Tardiness or leaving class early will also be considered a partial absence reflected in your grade.  Any candidate who misses more than one class will be asked to drop the course or will receive an F at the end of the semester. 

 

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.  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.  However, if makeup work is approved by the professor and satisfactorily completed, a passing grade is still possible.  Also understand that reading a classmateÕs notes cannot easily duplicate many of the experiences of the course.

 

If class is cancelled, use the internet, library or any other source to research the topic which would have been discussed that night.  Use the Tentative schedule in the syllabus and discussions from last class to guide you.  Find at least 10 different sources on the topic(s) and be prepared to participate in a discussion on your findings.

 

2.  Written Work

There  are no papers in this course which require APA format.  However, there are papers.  See School of Education Syllabus A – VI)

 

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.

 

2.   Description of Assignments:

Readings from the assigned texts will be one focus for discussions, writings, and group activities.  MAKE SURE THAT YOU 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.

 

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:

Reflections on oneÕs actions, past, present and future, are an essential part of growth.  Brain based research indicates that we must actively process content in order to move it from short-term memory to long-term memory.  In addition, information that is meaningful to the learner is more likely to be remembered by the learner.  During this course, you may find yourself functioning as a past learner and present learner, as well as a current and future educator. 

 

1.  Mathematics autobiography (CO:1) Evaluate your past experiences as a math student and your current effectiveness as a math teacher.

 

2.  Autobiographical update (CO:1,6) Update your perceptions of your math history and your math teaching and make plans for change.

 

3.  Field Experience Math Journal (CO: 1,2,3) Make daily observations of adult and student use of math.  Integrate daily use of math with the research base in mathematics.

 

4.  Lesson Plan Research  (CO:1,2,3,4,5)  Research Internet and text book lessons for differentiation and state and national standards. Additionally, MA candidates will research plans for subject integration.

 

5.  Modeling and Mentoring (CO:1,2,3,4,5) MA candidates will present ideas for including all students.  MAT candidates will present a student oriented lesson.

 

6.  Classroom Technology (CO:7)  Research electronic resources that will help you teach about and use technology (including calculators!) in your classroom. 

 

7.  Reflection (CO:6) Reflect on the quality of your work, professionalism and participation during the course.

 

 

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.  Advanced certification candidates need to document a minimum of two hours for this course.  Candidates adding a new field need to document a minimum of three hours.  

 

 

VIII.  RESOURCES: 

         1.    Bibliography: 

 

         Chapin, S. H. & Johnson, A.(2006). 2006.Math Matters:  Understanding the math you teach, grades K-8. Second ed.  Sausalito, CA:  Math   Solutions Publications.

 

         Cooper, P.J., & Simonds, C. (1999).Communication for the classroom     teacher. Boston: Allyn and Bacon.

 

         Davidson, L., & Davidson, P. (1997). Teaching with a multicultural         perspective: A practical guide. New York: Longman.

 

         Gibson, J. T. (1999).Developing strategies and practices for culturally     diverse classrooms. Norwood, MA: Christopher-Gordon Publishers,          Inc.

 

         Hanson, J. , Schwartz. P., Silver, H. & Strong, R. (1996).Teaching styles          and strategies: Interventions to enrich instructional decision   making. Woodbridge, NJ: Thoughtful Education Press.

 

         Hyerle, D. (1996).Visual tools for constructing knowledge. Alexandria,    Virginia: Association for Supervision and Curriculum Development.

 

         Ma, Liping.  MA (1999). Knowing and Teaching ElementaryMathematics:          Teachers' Understanding of Fundamental Mathematics in China and    the United States. Mahwah, NJ:  Lawrence Erlbaum.

 

2.  Relevant Web Sites: 

     See School of Education Syllabus A – VIII

www.nctm.org National Council of Teachers of Mathematics (2000).

     Principles and standards for school mathematics. Reston, VA: National        

     Council of Teachers of Mathematics.

 

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:

         See the Assignment Guide provided the first night of class.

 

X.       TENTATIVE COURSE SCHEDULE

Date                    Topics and Assignments

Week 1        Syllabus

3/11/08       Personal math history

         Introduction to manipulatives

         Toliver video/introduction

         Ch. 1  trends, NCTM/GPS

 

Week 2        Ch 4 Assessment

3/18/08                                                             Autobiography #1

         Ch.3  How students learn                    Journal-adult use

         Ch 2  Teaching all students

 

Week 3        Ch 5  Problem solving                        Journal-child use 3/25/08 Toliver video/estimation                       Ch. 5 Lesson plan

         Ch 6  Number readiness

         Ch 7 & 8  Number sense

 

Week 4        Ch. 9  Operations                               Journal-child use

4/1/08                  Ch 10  Fractions & Decimals                Internet Research

                                                               Ch10 Lesson Plan

                                                               Journal-child use

 

Week 5        No class-watch 3 videos on                          Take notes and

4/8/08                  reserve in the library by week 6.                    be prepared to

                  Human Calculator video-DVD               discuss all three

                  Toliver video/fractions-VHS tape           week 6

                  Toliver video/polygons-VHS Tape

 

Week 6                                                              Journal-child use 4/15/08 Ch 12 Spatial reasoning                       Ch12 Lesson plan

         Ch 13 Measurement

 

Week 7        Presentations may begin                     Autobiography 4/22/08    Ch. 11  %, ratio, etc!                       Ch11 Lesson Plan

         Ch. 14  Patterns, functions, Algebra      Ch14 Lesson Plan

         Ch. 15  Data analysis, probability

 

Week 8        Presentations

4/29/08       Course Evaluations                             Reflection