• Elementary Math Methods • 02.551 • Course Syllabus Fall 2013 Wednesdays, 9 a.m. - 11:30 a.m. and Web-enhanced O'Leary Library 513 and Murkland School, Lowell

Instructors: Dr. Michelle Scribner-MacLean ([email protected]) and Melinda Willis, M.Ed. ([email protected]) O’Leary Library 531, (978) 934-4672 voice mail Office Hours: Wednesdays 12 - 1 p.m. and by appointment

Required texts and materials (available at the South Campus bookstore) • Van de Walle, J. (2013). Elementary and middle school mathematics: Teaching developmentally. 8th Edition. NY: Longman Publishing. ISBN#0-205-48392-5. • Massachusetts Department Elementary and Secondary Education. Massachusetts curriculum frameworks for mathematics (incorporating the Common Core State Standards). Malden, MA: Massachusetts Dept. of Elementary and Secondary Ed. Download from: http://www.doe.mass.edu/frameworks/current.html • Cuisinaire math manipulative kit (bring to every class). • Math at Hand (2004). Great Source Education Group.

Required Online Subscription • Brainpop.com. Subscriptions will be provided in class (will be used in science methods, too).

Recommended texts • Baratta-Lorton, M. (1976). Mathematics their way. Addison-Wesley • Burns, M. (1987). A collection of math lessons from grades 3 through 6. Sausalito, CA: Marilyn Burns Education Associates. • Goodman, J. (1992). Group solutions: Cooperative logic activities for grades K - 4. Berkeley, CA: The Regents of the University of California. • National Council of Teachers of Mathematics (2000). Curriculum & evaluation standards for school mathematics. Reston, VA: NCTM • Stenmark, J., Thompson, V., and Cossey, R. (1986). Family math. Berkeley, CA: The Regents of the University of California. ISBN#0-912511-06-0.

2 Purpose of the course: The purpose of this course is to help pre-service teachers discover how elementary children think about and learn mathematics. The overall objective of teaching mathematics should be to help each child to understand mathematical concepts, enabling them to become mathematically literate.

The foundations for this course are the Professional Standards for Teaching Mathematics set forth by the National Council of Teachers of Mathematics in 1989. These standards propose significant change in mathematics teaching in the K - 12 classroom, as well as how mathematical learning is assessed and evaluated. They are available online at http://www.nctm.org/standards/.

The NCTM Standards Advocate: • A vision of mathematical power for all in a technological society. • Mathematics as problem solving, communicating, reasoning. • A curriculum for all that includes a broad range of content, a variety of contexts, and deliberate connections. • The learning of mathematics as an active, constructive process. • Instruction based upon real world problems. • Assessment and evaluation as a means of improving instruction and learning.

Throughout this course, students will learn and discuss how to teach children to reason mathematically, solve problems employing a variety of strategies, and to communicate mathematically. Students will be taught in a similar manner in how they are to teach, and are expected to participate actively in class problem solving. Students will experience how concepts and skills are developed from the concrete stage to the symbolic stage. In addition, video taped math teaching modules will be presented to allow students the opportunity to observe mathematics instruction at the elementary level. An extensive list of manipulatives will be emphasized to promote the direct observation of mathematical patterns, procedures, as well as relationships. 3

Outcomes The students will...

Standards Objectives: 1. Become confident of their mathematical ability. 2. Learn to value mathematics. VIb 3. Develop their perspective on the nature of mathematics and the role of mathematics in culture and society. VIb 4. Understand both the historical development and current applications of mathematics. Iab, Va 5. Study mathematics content and mathematics pedagogy. Va 6. Understand that what students learn is fundamentally connected to how students learn it. Iab 7. Identify basic skills in mathematics. Iab 8. Understand the scope and sequence of elementary mathematics in knowledge, skills, and attitudes. IIIf, Vab 9. Be familiar with and able to use a variety of materials and manipulatives that are developmentally appropriate. 10. Understand and be able to use various methods and materials appropriate for teaching reluctant learners as well as gifted and talented students. IIIf,Vab 11. Understand that the vision of mathematics teaching is to teach math as VIA problem solving, no longer as skills in isolation. IIIf, Vab 12. Understand that problem solving is not an isolated concept but a process. Vab 13. Create a ready-reference problem-solving notebook. Va 14. Examine elementary textbook series throughout the course to compare and contrast the presentation of concepts and skills. IIa, Vab 15. Develop ways to reason mathematically, solve problems, and communicate mathematics effectively. Vab 16. Learn how to create learning environments that support and encourage mathematical reasoning. IIIg, Vab 17. Understand the teacher’s role in discourse. IIIf, Vab 18. Realize the importance of integrating the skill of estimation into every math lesson. I, IIa, III 19. Develop lessons using a variety of instructional materials, resources, and strategies. IVa, Va 20. Understand that assessment be an integral part of math instruction. IVa, Va 21. Become familiar with techniques for diagnosing and assessing students’ needs. IIIef, Vab 22. Become familiar with the power of calculators, computers and other technology and see the changes in the nature of math and the way we teach, learn, and do math resulting from the availability of technology. IIIe 23. Learn how to integrate reading and language arts into mathematics.

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Education for Transformation The mission of the University of Massachusetts Lowell is to promote and sustain regional economic development. The Graduate School of Education (GSE) contributes to this mission by developing professionals who help transform the region through leadership roles in education. The GSE’s commitment to “Education for Transformation” produces graduates who:

• Demonstrate excellent knowledge, judgment, and skills in their professional fields. In this course you will be building personal math content knowledge, while at the same time learning about best pedagogical practices in the elementary math classroom. • Promote equity of educational opportunity for all learners. • Collaborate with other educators, parents, and community representatives to support educational excellence. In this course you will be developing these perspectives by working with local elementary math teachers to tutor students in mathematics. • Use inquiry and research to address educational challenges. We will use national guiding documents and current research to guide practice. 5

A Walk Through This Course…

This course will contain three components

1. In-class time / field experience

What is expected What you can expect Estimated of you from the instructors Amount of Work Time Per Week

Class time: • Modeling effective teaching of the Wednesdays, • Arrive on time problem solving process 9 a.m. - 11:30 a.m. • Come prepared with materials ready • I'll return your assessments in a timely • Have your reading done for the week manner (2 hrs. and 30 • Hand in assignments (when due) • I'll give you feedback if I feel you're minutes each • Ask questions of the instructor not doing what is expected of you. week). • Interact with your peers in a positive manner • Actively engage in the problem solving process • Do not make appointments during class time. • Do not leave early. • Complete Lowell Public Schools background information Sheet (CORI)

Field experience: • Report any problems or concerns to course instructors ASAP. • Set up communication with your field -based teacher. • Act professionally: arrive on time, keep student information confidential, keep to your agreed schedule, dress in a professional manner. • Treat students with respect and kindness at all times.

6 2. Weekly Assignments and Reading

What is expected What you can expect Estimated of you from the instructor Amount of Work Time Per Week

• Consult the syllabus weekly to • Clear assignment criteria. (If you 2 - 3 hours see what is due and what is don't understand what is per week. expected of you. required of you, please ask) • Read weekly reading • Help with assignments -- just ask assignments. • Prompt, clear, and detailed • Complete course assignments feedback about your and turn in on time. assignments • Ask questions about assignments (if necessary).

3. Online: BlackBoard Discussions

What is expected What you can expect Estimated of you from the instructor Amount of Work Time Per Week

• Get logged on to BlackBoard during • Online components will be up and 30 min. - 1 hour the first week of class. ready at appropriate time for most weeks. • Participate in discussion 2-3 times • I'll post weekly questions to reflect upon each week on online discussions. Your each week. These will be tied directly to posts should be meaningful, well our course topic for that week. thought-out, and articulate. • All course materials will be posted on • Post your first response by Friday of the course site. each week. • I'll add additional resources (when • Post your follow up responses (if possible). appropriate) by Monday • I'll check into the site several times • Read all the postings of your peers during the week to check your progress. • Use the site as a resource. • Share resources with your peers. • Ask questions of the instructor • Interact with your peers in a positive manner

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Emailing Assignments: You will be asked to email certain assignments in this course. If possible, please use MS Word to do your assignments and save in the following format:

YOURLastname Assignment Title, Semester

(For example: GalileoMathLessonPlanFall2012)

Please send by attaching your file to an email. Make sure your name is on all pages of your document (you can add this in the Header/Footer menu). 8 Summary of Assignments Details and grading rubrics will be handed out in class.

Assignment Description Points earned Date Due

Assignment 1 Weekly Online Discussion 100 points 10 total, due Post your thoughts on our reading weeks assignments on our online course site. 2-11

Assignment 2 Weekly Problems 100 points One each A packet will be distributed; week One problem to be completed each week.

Assignment 3 BrainPop Videos and Quizzes 50 points Session 5 Watch 30 math videos, take online quizzes, score at least 8/10, and pass in quizzes

Assignment 4 Math Learning Centers 100 points Session 14 You will develop two math learning centers (primary and intermediate) based upon Family Math or some other outside resource

Assignment 5 Lesson Plan 50 points Session 4 You will design a lesson plan based upon the Massachusetts Frameworks / NCTM standards

Assignment 6 Mini lesson: Problem solving strategy 100 points Various dates In groups of 2-3 people, you will introduce a problem solving strategy and provide a handout.

Assignment 7 Developing a math resource budget 50 points Session 15 In-class assignment.

Assignment 8 Math Tutoring: Murkland School 300 points Session 14

Assignment 9 Math Content Test 100 points

Class participation, attendance, and professionalism - 50 points (see pg. 10)

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Grading Criteria Course Grading System ALL ASSIGNMENTS AND REQUIRED HOMEWORK MUST BE SUBMITTED. If assignments are late or not submitted, the student may be advised to withdraw or run the risk of gaining a “below graduate standard” grade. INCOMPLETES will only be given if the student has documented evidence of illness or exceptional circumstances. Inability to keep-up with course work is not grounds for requesting an incomplete.

Late work: You are expected to complete work on time, unless prior arrangements have been made with the instructor. Five points per day will be subtracted for late work.

Although specific rubrics will be provided for assignments, the overall grading system for the course is based on the system below. Please note that the UMass system now uses the A+ to B system for graduate standard work.

Grade GPA Point Comment structure

A+ 4.0 990-1000 Work of the highest professional standard demonstrating independent and exemplary performance A 4.0 960-980 Excellent work demonstrating independent and high quality performance. A- 3.7 910-950 Very good work, carefully executed, but requiring some areas of improvement. B+ 3.3 860-900 Good work, indicating careful thought and attention to the task, yet requiring several areas of improvement. B 3.0 800-850 Work of graduate standard, but omissions exist or careful analysis is not in evidence.

Below Graduate Standard

B- 2.7 760-790 Effort is evident, but work indicates lack of understanding of the demands of the task C+ 2.3 700-750 Poor quality work with little attention to detail and the demands of the task. C 2.0 650-690 Work of very poor quality, indicating no understanding of the depth of analysis required. F 0.0 Below 650 Serious neglect or evidence of cheating.

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Class Participation (25 points possible) Points Criteria 25 • Works with enthusiasm throughout the class time. • Asks questions of instructor and peers, which demonstrates that s/he is thinking about what s/he is doing. • Cooperates well with peers. • In whole class sessions: adds insights to the class discussion which are based on readings and learning from previous sessions and other courses, not just anecdotal or ‘gut’ reactions. • Listens to others with respect and may comment on their points.

Attendance and Professionalism (25 points possible) Students will receive up to five points for each of the following criteria. • All classes attended – medical and other appointments are not made during class time. • The student: a. takes the responsibility to contact the instructor about work missed before the next session. b. is never late. c. brings materials to class. • The student takes advantage of office hours when help is needed. • Assignments are handed in complete and on-time and/or assigned reading has been done • All assignments are typed, spell-checked, and edited (unless otherwise directed).

11 Course Outline Session / Topics To Read / To Do Date Session 1 September 4 v Course Overview v Read: Ch. 1 - 3 in Van de v NCTM Standards Walle v MA Math Frameworks v Read: pg. 1-24 in MA Math v Introduction to Problem Solving Frameworks. v Begin Math Content Test v Do: Weekly problem 1. Bring it in next week. v Do: Log on to course website and introduce yourself

Session 2 v Finish Math Content Test v Read: Ch. 4 and 5 in Van de September 11 v Problem Solving Walle v Assessment in Elementary v Read: pg. 25-53 in MA Math Mathematics Frameworks. v Introduction to Assignment 6: v Do: Weekly problem 2. Bring it

Problem Solving Presentations in next week. v Do: Assignment 1: Weekly Online Discussion #1

Session 3 v Developing Number Sense v Read: Ch. 9 - 11 in Van de September 18 v Frog Math Unit Walle v Read: pg. 54-85 in MA Math Frameworks. v Do: Weekly problem 3. Bring it in next week. v Do: Assignment 1: Weekly Online Discussion #2

Session 4 v Read: Ch. 12-14 in Van de September 25 v Developing Meaning for Walle Operations v Read: pg. 86-100 in MA Math v Helping Children Master Basic Frameworks. Facts v Do: Weekly problem 4. Bring it v Lesson planning for Elementary in next week. Mathematics v Do: Assignment 1: Weekly v Introduction to Assignment 5: Online Discussion #3 Math Lesson Plan v DUE: Assignment 5: Lesson Plan

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Session 5 v Multiplication and Division v Read: Ch. 15 and 19 in October 2 v Introduction to Assignment 4: Van de Walle Math Learning Centers v Due: Assignment 3 v Problem Solving Presentations v Do: Weekly problem 5. begin Bring it in next week. v Do: Assignment 1: Weekly Online Discussion #4

Session 6 Murkland School Visit for Math Tutoring v Read: Ch. 6 and 8 in Van October 9 (1 hr) de Walle v Do: Weekly problem 6. ONLINE Bring it in next week. v Using Technology to Teach v Do: Assignment 1: Weekly Elementary Math Online Discussion #5

Session 7 v Whole Number and Place Value v Read: Ch. 12 in Van de October 16 Development Walle v Do: Weekly problem 7. Bring it in next week. v Do: Assignment 1: Weekly Online Discussion #6

Session 8 v Paper / pencil computation with v Read: Ch. 14 in Van de October 23 whole numbers Walle v Mental computation and v Do: Weekly problem 8. Estimation Bring it in next week. v Problem Solving Presentations v Do: Assignment 1: Weekly continued Online Discussion #7

Session 9 v Development Measurement v Read: Ch. 19 in Van de October 30 Concepts Walle v Assignment 4 due. v Do: Weekly problem 9. v Problem Solving Presentations Bring it in next week. continued v Do: Assignment 1: Weekly Online Discussion #8

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Session 10 v Development of Fraction v Read: Ch. 16 in Van de November 6 Concepts Walle v Computation with Fractions v Do: Weekly problem 10. v Problem Solving Presentations Bring it in next week. continued v Do: Assignment 1: Weekly Online Discussion #9

Session 11 v Developing Geometric Thinking v Read: Ch. 20 in Van de November 13 v Problem Solving Presentations Walle continued v Do: Assignment 1: Weekly Online Discussion #10 v Due: Assignment 8

Session 12 v Exploring Data Analysis and v Read: Ch. 21 in Van de November 20 Probability Walle v Problem Solving Presentations continued v Mathematics and Children With Special Needs

Session 13 v Fieldwork at Murkland November 27

Session 14 v Bring Learning Centers into Class v Read: Ch. 7 in Van de December 4 to Share Walle v Assignment 7: Developing an v Due: Assignment 4 elementary math budget v Course wrap up

v Van de Walle Website: The website which accompanies this book is very helpful, providing overviews of the chapters, additional websites, children's literature connections, and even PDF versions of math blackline masters.