EDMTH 302
Mathematics in
Elementary Education II
Syllabus
Fall
2007
Day & Time: Monday: 2:00 PM to 4:00 PM
Wednesday: 2:00
PM to 4:00 PM
Additional
class times as per schedule posted on ANGEL
Location: Olmsted W-139 and locations as per
schedule posted on ANGEL
Instructor: Dr.
Robert W Coffman
Email: rwc11@psu.edu
Telephone: (717) 948-6214
Fax: (717)
948-6064
Office: Olmsted W-331
Office Hours: Monday: 8:00 AM to 9:15 AM and 1:00 PM to 2:00 PM
Tuesday:
10:00 AM to 11:00 AM and
2:00 PM to 3:00 PM
Wednesday:
8:00 AM to 9:15 AM and 1:00 PM to 2:00 PM
Other
times by appointment*
* Appointments are strongly encouraged
since at times the instructor will be visiting students during their professional
internship placements in area schools.
Homepage: http://www.personal.psu.edu/rwc11
Catalog Description
“Survey
of content, pedagogy, and psychology of mathematics instruction for grades 4
through 8. Emphasis is on a concrete approach to instruction. Prerequisite:
EDMTH 301.”
ANGEL Account Information
This course utilizes A New Global Environment
for Learning (ANGEL),
https://webaccess.psu.edu/services/
TaskStream Account
Information
This course will
also utilize TaskStream software, an Internet based program that students can use to create,
organize, and share reflective electronic portfolios that demonstrate learned
competencies. Candidates will submit work for review and evaluation,
collaborate with peers, and receive feedback from the instructor. Penn State
Harrisburg is paying all candidate expenses for this service. Additional information
will be presented throughout the semester as details become available. Students
are urged to “bookmark” the following URL and visit it as often as necessary.
http://www.taskstream.com/pub/
Required
Course Materials
Textbook:
Van de Walle, J. (2001) Elementary and Middle School
Mathematics: Teaching Developmentally
(Fourth Edition)
Additional
Required Materials:
Elementary
Classroom Mathematics Textbook: Supplied at field placement.
Calculator
ANGEL:
Provided by
TaskStream: Provided by
Additional Materials to Consider
Field Placement Textbook for PSH El
Ed Majors:
Posner,
George J. (2000) Field Experience: A Guide to Reflective Teaching (Fifth
Edition)
APA Manual of Style (Fifth Edition)
PRAXIS Study Guides from ETS (www.teachingandlearning.org)
Elementary
Education Curriculum, Instruction, and Assessment Study Guide (2000)
(Test Codes
0011 + 0016)
Principles
of Learning and Teaching Study Guide (2001)
(Test Codes
0522, 0523, 0524)
Bobrow, Jerry (2001) Cliffs Test Prep Praxis I: PPST, Third
Edition, Hungry Minds, Inc.,
ISBN 0-7645-6397-1
Ashlock,
Robert (2002) Error Patterns in Computation: Using Error Patterns to Improve
Instruction
Pearson
Education Inc. ISBN: 0-13-027093-8
Smith,
Lambdin, Lindquist, Reys (2001)
Teaching
Elementary Mathematics: A resource for Field Experience
Wiley/Jossey-Bass
Education ISBN: 0-471-38921-8
Hands-On
Teaching Strategies Kit available from EDT Cuisenaire
Ma, Liping,
(1999)
Knowing
and Teaching Elementary Mathematics
Student
Memberships:
The National Council of Teachers of
Mathematics (NCTM)
https://www.nctm.org/membership/application/student.asp
The
NOTE:
Annual Conference in
Students
attend for $5 and get a full year of membership as part of fee!
Keystone
Teachers Association (KEYTA)
http://www.keyta.org/
The
Association
for Curriculum Supervision and Development
http://www.ascd.org
Email
At times, your instructor will send messages to your PSU Access
account. It is the responsibility of each student to assure they receive all
electronic messages from the instructor.
One of the resources available to accomplish this is PSU Webmail. PSU
Webmail is: accessed via the PSU webaccess URL noted below:
https://webaccess.psu.edu/services/
Another option available is to have emails forwarded to commercial
or other accounts. Students who choose to have messages forwarded to services
other than the PSU Email account may do so at the following URL:
https://www.work.psu.edu
Note: The “s” in “https: indicates that this
server runs SSL (Secure Socket Layer) which means that the server is secure and
that all communication with this server is encrypted. In addition to helping you change your e-mail
forwarding address, this server has other utilities to help you manage your
account at PSU.
Course
Overview
The major
purpose of this course is to encourage the development of the necessary
mathematical skills and attitudes necessary for effective mathematics teaching
in the elementary and middle school of today and tomorrow. The course will
focus on methods and materials that are effective in teaching mathematics to
elementary school students.
The course
encourages the development of the necessary mathematical skills for teaching
math in the elementary classroom of the new millennium. Effective teaching of
mathematics demands that the elementary teacher master the knowledge,
attitudes, and skills of mathematics.
The course
objectives include the development of an understanding of Mathematics Education
as it relates to national standards and curriculum change, children’s learning
of mathematics, objectives of teaching various topics, teaching strategies, and
evaluation.
Course resources include numerous
electronic resources, the course textbook, reading assignments, field-based
textbook, selected manipulatives, an extensive field experience, and a variety
of related activities. Students are expected to participate fully in all class
activities and complete assignments correctly and on time. Students will gain
an understanding of the relationship between research and theory in mathematics
education and how they relate to instructional practices in the elementary
classroom.
Course topics include: Whole Number Operations; Assessment;
Technology as related to Math Education; Fraction Concepts, Computation, & Operations;
Decimals; Percents; Ratio and Proportion; Statistics; Probability; Data
Analysis and Graphing; Measurement; Geometry; Patterns and Logical Reasoning;
Functions, Exponents, Integers & Real Numbers; the integration of math with
other curricular areas; and ongoing review of Mathematics Education Reform
Issues. The use of calculators will be integrated throughout the course.
Problem solving, number sense, literature connections, technology, and alternative
assessment are threaded throughout the semester.
Diversity in today’s elementary
classroom is addressed through the development of strategies to meet the needs
of all students. Those include, but are not limited to, students with learning
disabilities, students with diverse
cultural backgrounds, students who are at risk due to social inequities,
females, students who do not speak English, students who are mathematically
promising, and other situations that require teachers to accommodate the unique
needs of individual students to assure that the needs of all children are met.
As teachers, we want to assist our
students to learn to think mathematically. Simple computation skills should not
be our only major concern. Because computation has many forms it plays an
important role problem solving. You expected learn to analyze your students’
error patterns in computation in order to assist you in developing appropriate
procedures and strategies to assist students in learning the desired concepts
and skills.
Students are encouraged to develop a
positive attitude towards mathematics as part of the continuing theme of the
course, “Almost everything can be thought of as a math problem.”
Student Expectations
Students are expected to come to class prepared to participate in and contribute to thoughtful discussions and activities on a regular basis in small group and whole class activities and discussions. Students are expected to display enthusiasm, interest, and a positive attitude. Professional behavior is expected of all students at all times. Classes will be conducted in an atmosphere of cooperation and mutual respect. It is expected that all students will treat fellow classmates, students, and the instructor with respect and courtesy. They in turn, will also be treated with respect and courtesy.
Students are expected to
read all articles and assigned chapters from the textbook in preparation for
each class. Students should be ready to complete an
unannounced writing activity on any assigned reading.
Attendance will be taken and
students who are unable to attend class must contact the instructor prior to an
absence. All absences must be excused (illness, death in the family, etc.) with
appropriate documentation. A penalty of up to 5% of the final grade will be
assessed for each unexcused absence. The final grade for the course will be
reduced by up to 2% for each tardy.
Students will be responsible for the completion of various
assignments throughout the course. Those
assignments must be completed correctly and on time. The instructor reserves the right to not
accept late work and/or deduct up to 20% per week of the point value for any
assignment submitted late. Requirements for each assignment will be given as
part of the classroom sessions related to those specific assignments. Unless prior
arrangements have been made with the instructor, students are “on their own” to
complete make up work. Students must request permission to submit
assignments later than the due date via email. The instructor response must be
attached to the assignment at the time of submission. Credit for late work is
given at the discretion of the instructor. Students will be expected to self-assess their
demonstrated writing skills on specific assignments during the semester using a
rubric provided by the instructor.
Requirements for each assignment
will be given as part of the classroom sessions related to those specific
assignments. Assignments will be
evaluated based on the requirements of each specific activity. All written assignments must be double-spaced
using Times New Roman 10 point or larger format. No handwritten assignments
will be accepted except as directed by the instructor. All work must have a typed cover page
indicating the student’s name, date, assignment description, course, and
section on the cover page. All work must have correct grammar, spelling,
format, content, and be completed as assigned. Students must keep copies of all
original completed work and “backup copies” of all assignments.
Students must
report to their field placements on time and stay for the entire time. All
students are expected to follow the attendance policy and faculty dress codes for
participating in the required field experience. That policy is found in the
Elementary Education student handbook. Missed field placements must be made up. Students are expected
to participate in professional educational opportunities at the university, in
their field placements, and other locations as deemed appropriate. These should
be described as part of the professional self-assessment.
As a courtesy to everyone, Cell Phones, Pagers, IPods, Blackberrys, and all other electronic
devices must be turned off during class. Students who need to request a
temporary exemption from this policy should confer with the instructor.
Students should not “IM” anyone
during class time. Students who use a notebook or laptop computer during class
must use it only for work related to this course. In case of violation, the
instructor reserves the right to reduce the student’s grade in the course by up
to 10% unless a temporary exemption was granted.
During the two weeks of full day field experience,
students are expected to actively participate in the EDMTH 302 ANGEL Chat on a
daily basis. The instructor reserves the right to substitute a TaskStream
message board for one of the ANGEL Chats.
EDMTH 302 Tentative Class Sequence
A
tentative class schedule has been attached to this syllabus as a guide to
assist the student in planning. Although every attempt will be made to adhere to
the schedule, the instructor reserves the right to modify it as necessary.
Topics may be modified, added, or deleted from the list of specific activities
and assignments as necessary at the sole discretion of the instructor.
Classroom Accommodations for Students
with Disabilities
Note to students with
disabilities: It is
Full Day
Field Experience
Dates: Week of Oct 15 -
18 NO class: First Rotation
Full Day Field Experience
(Daily Participation in ANGEL Threaded Chat
Activity: all week)
Dates Week of Dec 3 - 6 No Class: Second Rotation Full Day Field Experience
(Daily
Participation in ANGEL Threaded Chat Activity: all week)
The
Classes
will always be held at the scheduled time and place unless Penn State
Harrisburg closes due to weather conditions as set forth in the student
handbook. Students should refer to their student handbook hardcopy or online or
the PSH homepage (http://www.hbg.psu.edu) for complete
information. Students should also
check the Penn State Harrisburg BSED and OTEC Websites at least once a week for
updated information. The URLs for those sites are: http://www.hbg.psu.edu/bsed/
and http://www.hbg.psu.edu/bsed/otec/
Fall, 2007
EDMTH
302
Course
Requirements
A. Exams
Major
Exams
The purpose
of these assignments is to allow candidates the opportunity to demonstrate
their mastery of basic foundations of teaching mathematics in the elementary
and middle school classroom. There are two major exams. One is tentatively
scheduled to occur on November 12 or 14 and the final exam is scheduled during
final exam week at the end of the semester. These exams cover the content of
all class discussions and assigned readings to date. Candidates will be
expected to use and apply their knowledge of mathematics; the way children
learn mathematics, and appropriate methods of teaching mathematics. Both exams
are comprehensive, covering material from the beginning of the prerequisite
course, EDMTH 301.
Pop
Quizzes
There are times at which the
instructor may choose to give unannounced “pop quizzes” that cover assigned
readings in the textbook and articles, related field activities, and other
current assignments.
B. Field Experience Activities
The purpose of these activities is to give candidates experience in daily
responsibilities of an elementary classroom teacher and allow them to
participate in various classroom activities on a regular basis. Complete
details regarding these activities are contained on the EDMT 302
ANGEL account.
1. Math Lesson and Reflection
The
purpose of this assignment is to give candidates experience in planning,
implementing, and reflecting on appropriate and intelligent mathematics
instruction in the elementary classroom.
The assignment is designed to assist the student in articulating
appropriate objectives, procedures, assessments, and outcomes to others through
the development of a lesson that will meet the diverse needs of all students. The
lesson may be part of an overall unit plan or a separate unrelated lesson. Candidates
are encouraged to complete their math lessons in the field as soon as possible,
preferably during their first rotation. To avoid late penalty, lesson
reflections must be submitted at the beginning of the class following the date
the lesson was taught. Complete details and requirements regarding this
assignment will be posted on the EDMTH 302 ANGEL account.
Candidates needing special consideration
regarding the math lesson should consult with the instructor.
2. ANGEL Chat and TaskStream Threaded Discussion Boards
The purpose of this
assignment is to assist candidates in developing and refining their pedagogical
skills as related to their extended field experiences. Further, this assignment gives
candidates the opportunity to acquire a wide variety of experiences in the
elementary classroom setting with a flexible format while allowing them to
create a meaningful compilation of artifacts that represent their professional
growth during their two field placements in an urban setting with a diverse
student population. Details regarding
the two components will be posted on the EDMTH 302 ANGEL account.
A. Candidates are required to participate in
thoughtful exchange of ideas and thoughts once a week during each of the
half-day rotations.
B. Candidates are required
to participate in thoughtful exchange of ideas and thoughts daily throughout
their full-day field experience days. Format for the first full week of this
process is EDMTH 302 ANGEL account.
C. TaskStream
Activity
This course
will also utilize Taskstream software, an Internet based program that students can use to create, organize, and share
reflective electronic portfolios that demonstrate learned competencies. Candidates
will submit work for review and evaluation, collaborate with peers, and receive
feedback from the instructor. Penn State Harrisburg is paying all candidate
expenses for this service. Additional information will be presented throughout
the semester as details become available. Students are urged to “bookmark” the
following URL and visit it as often as necessary. Candidates must utilize
Taskstream to develop the lesson plan for the required lesson for EDMTH 302.
D. Elementary Mathematics Textbook Analysis and Review
The purpose of this activity is to assist candidates
in becoming familiar with elementary mathematics textbooks as related to their
development by publishers, selection by school districts, and usage in the
elementary classroom. Candidates will review the teacher’s edition of a
selected elementary mathematics textbook series in class on the date designated
and complete the required digital component that accompanies this assignment
and is posted on EDMTH 302 ANGEL account.
E. Professional Self-Assessment
The purpose of this assignment is to
assist candidates in assessing their professional performance and growth
throughout the semester and program. It reflects various factors including
attendance, the degree of preparation candidates exhibit, disposition toward
teaching and learning, and level of participation in discussions and
activities. This assignment is designed to be a professional self-evaluation with
the intent of assisting candidates in developing the kind of professionalism
that will make them a credit to their chosen profession. It is expected that candidates
will demonstrate responsibility, cooperation, respect for others, always doing their
best, and doing all of this with integrity and professionalism.
This
self-assessment should focus on overall growth over the previous three
semesters and look forward toward the student teaching experience next fall as
well as to the future as an outstanding elementary classroom teacher. NOTE: This is not a “stand-alone” assignment.
It is part of the take-home final examination.
F. Unit (Integrated with EDUC 321
and/or EDUC 353)
The purpose of this assignment is to provide candidates with experience in developing, designing and planning a sequential, coherent set of lessons for meaningful mathematics instruction by articulating goals, objectives, procedures, and outcomes to others related to a particular topic while also providing a sample unit that may be of use in the future. Candidates are strongly urged to integrate math into the unit they complete for EDUC 321 or EDUC 353 for this assignment instead of developing a “stand alone” math unit. Candidates should assure that their unit includes coherent and appropriate mathematical content and/or context. Candidates who have questions regarding the unit are urged to consult with your instructor at any time during the development of this unit. Due dates and all other requirements for the unit will coincide with those established for EDUC 321 and EDUC 353.
G. Fractions
Paper (Draft & Final Version)
The purpose of this activity is to assist candidates
in developing a sound philosophical and pedagogical foundation which they will
use to facilitate the instruction of fractions in their classrooms. The paper
is to be completed in two parts with the initial draft submitted for review
prior to completion and submission of the final draft.
Complete details and requirements regarding this assignment will be posted on
the EDMTH 302 ANGEL account.
H. Course
Grading and Due Dates
|
Activity |
Tentative Week
due and/or Class
Period |
Point
Value |
My Points |
|
Draft Paper: “How I Will Teach Fractions” |
9/10 &
9/12 |
10 |
|
|
Revised Paper: “How I will Teach Fractions” |
9/17 &
9/19 |
15 |
|
|
Class Participation and Pop Quiz: Total Points |
Ongoing |
10 |
|
|
Field: Lesson Reflection Package |
10/22
& 10/24 |
100 |
|
|
ANGEL Posting: Weekly postings |
Ongoing |
20 |
|
|
Elementary Math Textbook: Process & Product |
11/5 &
11/7 |
10 |
|
|
TaskStream Activity |
Ongoing |
50 |
|
|
Math in EDUC 321 and/or EDUC 343 Unit |
TBA |
20 |
|
|
ANGEL Talk #1 (Daily:
Week of 10/15 – 10/18) |
Daily all
week |
20 |
|
|
ANGEL Talk #1 (Daily:
Week of 12/03 – 12/06) |
Daily all
week |
20 |
|
|
Major Exam |
11/12
& 11/14 |
150 |
|
|
Final Exam (Take Home Format: Includes PSA) |
12/17
& 12/19 |
75 |
|
|
TOTAL Points |
|
500 |
|
TBA: The due date for the Unit will be developed in
consultation with students and appropriate faculty members.
I. Course
Grades:
|
Grade |
Percent |
Points out of 500 |
|
A |
95 and above |
475.0 – 500.0 |
|
A- |
90 - 94.9 |
450.0 – 474.9 |
|
B+ |
87.7 – 89.9 |
438.5 – 449.9 |
|
B |
83.33 – 87.6 |
416.7 – 438.4 |
|
B- |
80 – 83.32 |
400.0 – 416.6 |
|
C+ |
75 – 79.9 |
375.0 – 399.9 |
|
C |
70 – 74.9 |
350.0 – 374.9 |