In-Class Assignments ( )

EDEL 433 Teaching Elementary School Mathematics Spring 2013 3 Credits Elko (GTA 128) Thursday 4-6:45

Instructor: Salli McDermott, M.A. Email: Canvas or [email protected] Phone: 775-340-7984 Office hours: Fax: 775-753-7534 By appointment

Canvas/New Webcampus Although this class is delivered through Interactive Video; Canvas (New WebCampus) will be utilized for communication. Canvas will be used for disseminating class materials and turning in assignments. Email will be utilized in Canvas or Gmail. This will provide a format for a quicker response to questions and concerns and allow students to communicate with each other.

Catalog Description Course prepares prospective elementary teachers in the area of mathematics education. Students in this course will explore cognitive theories of development, methods, materials, and content of mathematics in the elementary grades. Curriculum changes that have taken place and current research in the areas of mathematics education will be explored. Prerequisites Admission to the Teacher Education Program Corequiste EDEL 315

Course Description The intent of this course is to assist prospective teachers in developing sound pedagogical strategies and instructional techniques in teaching mathematics in the elementary school. The task of the teacher is to combine knowledge of self, students, subject matter, and materials to form meaningful experiences for children. By focusing attention on each of these elements and their interaction this course will provide a beginning step in your emergence as a teacher of mathematics.

Spring 2013 Page 1 Required Texts Burns, M. (2007). About Teaching Mathematics: a K-8 Resource (3rd ed.). Sausalito, CA: Math Solutions.

Van de Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2013). Elementary and Middle School Mathematics: Teaching Developmentally (8th ed.). Boston: Allyn & Bacon.

Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, Virginia: ASCD. ISBN 978-1-4166-1149-3

Optional Text Diller, Debbie (2011). Math Work Stations: Independent learning you can count on K-2. Portland, Maine: Stenhouse Publishers ISBN 978-1-57110-793-0

Required account with Wiki-Teacher Create a free account to work with the Common Core State Standards http://www.wiki-teacher.com/userCreate.php?returnURL=userInformation.php&returnId=

Additional Readings Teaching Children Mathematics journal (located in database in library) Mathematics Teaching in the Middle School journal (located in database in library)

NCTM Principles and Standards located at http://standards.nctm.org/document/chapter3/index.htm

Common Core State Standards for Mathematics http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

Additional readings will be expected throughout this course. These will be distributed as needed during the semester. Check Canvas before coming to class. Most of the readings will be in the e-books section of the library, which can be accessed from any computer. Some of the E-Books used in this class are as follows:

 Concept-Rich Mathematics Instruction: Building a Strong Foundation for Reasoning and Problem Solving  The Essentials of Mathematics K-6: Effective Curriculum, Instruction, and Assessment  Learning to Love Math: Teaching Strategies that Change Student Attitudes and Get Results

Accessing e-books at the Great Basin College library* 1. Go to www.gbcnv.edu 2. On the right hand side of the screen find and click Library 3. Click on the purple rectangle e-books 4. Click on NetLibrary, ASCD, or Gale as designated in your course schedule

Spring 2013 Page 2 5. Search the title of the text 6. View the text and read! 

You will see that the e-books are a wonderful resource and may find other titles beyond what is required in your coursework that are of interest. Read as many as you wish!

*If you are logging on from an off-campus computer you will have to log-in to the library before completing the above steps. To do that you will need your library card number. If you do not have a library card, please see the green rectangle link on the GBC library page for guidance.

Other Supplies At all locations, manipulatives have been provided. Please ask the front desk for the storage containers containing the manipulatives. Please make sure that the manipulatives are left in an organized manner for future students. Throughout the course additional materials may be needed for class. I will let you know in advance so that you can be prepared for class.

Method of Instruction This class is conducted through IAV with components on Canvas. Lecture, discussion, reading, activities, lesson planning, DVD’s, using manipulatives, brainstorming, cooperative groups will be used as strategies to teach.

Policy of Academic Integrity GBC subscribes to the traditional policy of academic integrity: students are expected to be honest. Students are expected to do their own work. Students who plagiarize or commit academic dishonesty are violating the standards of academic integrity and are subject to consequences ranging from failing the assignment or course to dismissal from the institution.

Plagiarism is presenting someone else’s word, ideas or data as one’s own. When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references; and if verbatim statements are included, through quotation marks as well. In academically honest writing or speaking, the students will acknowledge the source whenever:  Another person’s actual words are quoted  Another person’s idea, opinion or theory is used, even if it is completely paraphrased in the student’s own words  Facts, statistics, or other illustrative materials are borrowed, unless the information is common knowledge.

Acceptable Use of Lesson Plans Students may not use lesson plans (or other assignments) that were developed in other courses. Students may not use the lesson plans created in this class for other courses. If a lesson plan is located on the Internet, it may not be used as-is. The GBC Teacher Education Program requires students to follow a certain format with components that may not match other lesson plans. If a lesson plan idea is found on the Internet, the idea may be utilized;

Spring 2013 Page 3 however, it must be written in the required format and cited appropriately following APA guidelines. Any student who violates the acceptable use of lesson plans will receive a zero on the assignment with no opportunity to redo the assignment.

Accommodations Great Basin College is committed to providing equal educational opportunities to qualified students with disabilities in accordance with state and federal laws and regulations, including the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. A qualified student must furnish current verification of disability. The Director of Services for Students with Disabilities (Julie G. Byrnes) will assist qualified students with disabilities in securing the appropriate and reasonable accommodations, auxiliary aids and services. For more information or further assistance, please call 775.753.2271.

Computer/ Cell Phone Policy Because we have a limited time in class, we need to maximize instructional learning time; therefore, computers and cell phones need to be turned off. Texting is not permitted. If your phone rings, you must leave and not come back for the remainder of the class period.

Attendance Policy It is expected that you attend class and arrive on time. You must participate in classes regularly if you intend to obtain the full benefits of instruction. Unexcused hours of absence in excess of the number of course credit hours is excessive. This translates to three hours of absence for a three-credit class. If students miss more than three hours, the student will be withdrawn from the class.

Testing Requirements All tests in this course will be taken at the student’s nearest GBC Testing Center during the scheduled times in the syllabus. There are no exceptions to this rule. The tests are closed book and no other resources are allowed. The tests will be proctored and you must show photo ID.

Elko Testing Center Hours Winnemucca Testing Center Hours Monday: Closed Monday: 1am - 8pm Tuesday: 9am - 8pm Tuesday: 1pm - 8pm Wednesday: 9am - 8pm Wednesday: 1pm - 8pm Thursday: 9am - 8pm Thursday: 8am - 12:30pm Friday: 9am - 4pm Friday: 9am - 1pm Sat. & Sun.: Closed Sat. & Sun.: Closed Hours at Other Campuses Call your branch campus to learn the hours that testing is offered. Battle Mountain: 635-2318 Ely: 289-3589 Pahrump Valley: 727-2000

Course Expectations

Spring 2013 Page 4  All reading will be completed prior to class.  Content and mechanics will be considered as part of your grade for written assignments. I have very high standards for people who are becoming teachers. Your mechanics are “built-in” to that grade. However, I expect that your other work comes to me free of error as well.  Everyone will participate in class discussions.  If the assignment is submitted as an attachment, the file should begin with your name. For example, I would save my assignment and submit it as an attachment with the file name Salli McDermott Lesson Plan #3.  If the assignment is submitted as an attachment, send only ONE attachment. For example, your project may contain several components. ALL of this should come to me as one attachment. Even if you have several documents on your end, combine them for me.  All assignments are to be handed in by the date they are due. Late assignments will not be accepted except by special prior arrangements.

InTASC Standards taught in this course.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

K4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.

K4(k) The teacher understands common misconceptions in learning the discipline and how to guide learners to accurate conceptual understanding.

K4(l) The teacher knows and uses the academic language of the discipline and knows how to make it accessible to learners.

K4(m) The teacher knows how to integrate culturally relevant content to build on learners’ background knowledge.

K4(n) The teacher has a deep knowledge of student content standards and learning progressions in the discipline(s) s/he teaches.

Standard #5: Application of Content

Spring 2013 Page 5 The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

K5(i) The teacher understands the ways of knowing in his/her discipline, how it relates to other disciplinary approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and concerns.

K5(j) The teacher understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and knows how to weave those themes into meaningful learning experiences.

K5(k) The teacher understands the demands of accessing and managing information as well as how to evaluate issues of ethics and quality related to information and its use.

K5(l) The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.

K5(n) The teacher understands communication modes and skills as vehicles for learning (e.g., information gathering and processing) across disciplines as well as vehicles for expressing learning. Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

K7(g) The teacher understands content and content standards and how these are organized in the curriculum.

K7(h) The teacher understands how integrating cross-disciplinary skills in instruction engages learners purposefully in applying content knowledge.

K7(k) The teacher knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs.

Spring 2013 Page 6 Assignments Critique of an Article The purpose of this assignment is to familiarize you with resources which support a contemporary curriculum as well as to judge your ability to glean important information from professional literature and to communicate this information to another professional through writing. Each student will submit two critiques of articles chosen from either the journal entitled Teaching Children Mathematics or Mathematics Teaching in the Middle School. This is to be a critical analysis, not just a summary of the author’s points. Strengths and weakness must be noted. Adaptions, variations, and extension of the author’s ideas must be present.

Diagnostic Student Interview Each preservice teacher will interview a student on mathematics. This will be based upon your f ield experience placement or an agreed upon student. The selected student cannot be related to the preservice teacher. The goal is to understand what the student knows and how they und erstand math ideas or concepts. You will develop questions and tasks for the in depth interview, provide evidence of student approaches to the tasks (student work) and reflect on the intervie wing process.

Field Experience Assignments There will be a variety of classroom observations and a teacher interviews for the preservice teacher to conduct. These assignments will provide opportunities for reflection of the classroom culture, content, pedagogical knowledge, and teaching strategies presented in this course.

Quizzes and Final Exam Weekly quizzes (discussion questions) will include information from the course readings, vocabulary, math problems and K-12 student misconceptions about the concept being addressed. Quiz questions need to be posted to the discussion board the Sunday before class each week. You will also need to respond to two of your classmates’ posts by the Wednesday before class. The final will address the above for the entire course.

Tasks Each student will develop three mathematics tasks/lessons. Each task will be created a different CCSS domain. At least one task will be appropriate for Elementary students (K-5) and one for Middle School (6-8). A template will be provided. Each task must show that you can design lessons that incorporate The Standards for Mathematical Practices from the Common Core Standards and plan a problem-based lesson. You may use ideas and strategies from other sources but you must teach the concept as a unit and use the provided template. You are encouraged to use a variety of sources but remember to cite your sources.

Two Interdisciplinary Math Units Each student will develop two interdisciplinary mathematical units: Elementary (Grades 1-5) and Middle School (Grades 6-8). The units will follow the Understanding by Design template for units with a minimum of 5 lessons/unit. You must create a preassessment and a summative

Spring 2013 Page 7 assessment and daily formative assessments. The unit must include literacy, technology, manipulatives, misconceptions, vocabulary, metacognition, higher level activities and questioning, problem solving, one day of math centers. A template will be provided. The unit must show that you possess both fundamental computation skills and comprehensive, in-depth understanding of k-8 mathematics. It must demonstrate not only that you know how to do elementary mathematics, but that you understand and can explain to students, in multiple ways, why it makes sense. You may use ideas and strategies from other sources but you must teach the concept as a unit and use the provided template. You are encouraged to use a variety of sources but remember to cite your sources.

Assessment and Grading Rubrics will be provided for every assignment. I will do my best to turn back assignments in a timely manner. My belief is that one week is a timely turnaround time. In addition to the rubric, I will also provide descriptive feedback for each assignment. If you have any concerns about grading, please pose the question immediately, so that the issue can be resolved BEFORE the semester is over.

Assignments % of total grade Critiquing an article (2) 10% Diagnostic student interview (1) 10% Field Experience Assignments- Observations, 10% Interviews Final 10% Quizzes- Discussion Questions 20% Tasks (3) 20% Unit Plans (2) 20% TOTAL 100% Grades will be assigned as follows: A = 93-100% A- = 90-92% D- = 60-62% B+ = 88-89% B = 83-87% B- = 80-82% C+ = 78-79% An Incomplete (I) grade or a Withdrawal C = 73-77% C- = 70-72% (W) will be used only as outlined in the D+ = 68-69% D = 63-67% course catalog.

Spring 2013 Page 8 Alignment of course outcomes to measurements Outcomes (InTASC Standards) Measurements K4(j) The teacher understands major concepts, assumptions, Quiz, Tasks, Interdisciplinary units, Final debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches K4(k) The teacher understands common misconceptions in learning Quiz, Tasks, Interdisciplinary units, Student the discipline and how to guide learners to accurate interview, Final conceptual understanding. K4(l) The teacher knows and uses the academic language of the Quiz, Tasks, Interdisciplinary units discipline and knows how to make it accessible to learners. K4(m) The teacher knows how to integrate culturally Quiz, Interdisciplinary units, Student relevant content to build on learners’ background interview knowledge. K4(n) The teacher has a deep knowledge of student content Quiz, Tasks, Interdisciplinary units, Student standards and learning progressions in the discipline(s) s/he interview, Final teaches.

K5(i) The teacher understands the ways of knowing in his/her Observations, Interviews, Interdisciplinary discipline, how it relates to other disciplinary approaches to units inquiry, and the strengths and limitations of each approach in addressing problems, issues, and concerns. K5(j) The teacher understands how current Observations, Interviews, Interdisciplinary interdisciplinary themes (e.g., civic literacy, health literacy, global units awareness) connect to the core subjects and knows how to weave those themes into meaningful learning experiences. K5(k) The teacher understands the demands of accessing Critique of an article and managing information as well as how to evaluate issues of ethics and quality related to information and its use. K5(l) The teacher understands how to use digital and interactive Interdisciplinary units technologies for efficiently and effectively achieving specific learning goals. K5(n) The teacher understands communication modes and skills as Quiz, Interdisciplinary units, Teaching a vehicles for learning (e.g., information gathering and processing) lesson, Final across disciplines as well as vehicles for expressing learning.

Spring 2013 Page 9 K7(g) The teacher understands content and content standards and Quiz, Tasks, Interdisciplinary units, Final how these are organized in the curriculum. K7(h) The teacher understands how integrating cross- Observations, Interviews, Interdisciplinary disciplinary skills in instruction engages learners purposefully in units applying content knowledge. K7(k) The teacher knows a range of evidence-based instructional Observations, Interviews, Quiz, Tasks, strategies, resources, and technological tools and how to use them Interdisciplinary units, Student effectively to plan instruction that meets diverse learning needs. interview, Final

Spring 2013 Page 10 Class Schedule The schedule is tentative. The instructor reserves the right to change it depending on students’ interests and needs.

DATE TOPIC ASSIGNMENTS DUE BEFORE CLASS Jan. 24 Syllabus Math teaching framework NCTM Standards Common Core Standards The Standards for Mathematical Practices Jan 31 Teaching Mathematics Discussion Questions Read Burns p 1-50 Read Van De Walle Ch. 1 & 2

Feb. 7 Problem-Based Classrooms Critiquing an Article 1 Discussion Questions Read Burns p 51 - 66 Read Van De Walle Ch. 3 & 4 Feb. 14 Assessment Discussion Questions Equity Read Burns p. 47 -50 Technology Read Van De Walle 5, 6, & 7

Feb. 21 Counting and Cardinality Critiquing an Article 2 K Discussion Questions Read Van De Walle Ch. 8

Feb. 28 Number and Operations in Base Ten Field Experience Part 1 K-5 Discussion Questions Read Burns p. 157-168, 197 – 232, 348 -362, Read Van De Walle Ch. 9, 10, 11, 12

Spring 2013 Page 11 Mar. 7 Operations and Algebraic Thinking Task 1 K-5 Discussion Questions Read Burns p. 144 – 149, 233 - 253 Read Van De Walle Ch. 13. 14 Mar. 14 Measurement and Data Protocol for Student Diagnostic Interview K-5 Discussion Questions Read Burns p 70-77, p 85 - 106 Read Van De Walle Ch 19 Mar. 21 Statistics and Probability Task 2 6-8 Discussion Questions Read Van De Walle Ch 21 & Ch. 22

Mar. 28 NO CLASS- Spring Recess April 4 Geometry Student Diagnostic Interview K-5 Discussion Questions Read Burns p 107-129 Read Van De Walle Ch. 19 & 20 April 11 Geometry Task 3 6-8 Discussion Questions Read Burns p 107-129 Read Van De Walle Ch. 19 & 20 April 18 Number and Operations-Fractions Field Experience Part 2 3-5 Discussion Questions Read Burns p 267 - 283 Read Van De Walle Ch. 15 16

April 25 The Number System Elementary Grades Unit Plan 6-8 Discussion Questions Read Burns p 284-300 Read Van De Walle Ch. 16, 17 & 23 May 2 Expressions and Equations Field Experience Part 3 6-8 Discussion Questions Read Van De Walle Ch 14 & 23 May 9 Ratios and Proportional Relationships Middle School Unit Plan 6-7 Discussion Questions Read Burns p 144-149

Spring 2013 Page 12 Functions- Read Van De Walle Ch.14 &18 8

May 16 Course Final Final

Spring 2013 Page 13