<p> Course Syllabus Division of Education</p><p>Course Prefix and Number: MCEA 323 Course Title: Teaching Middle Level Mathematics Credits: Three Semester Hours Classroom: To be assigned Class Time: To be assigned Instructor: To be assigned Office Location: To be assigned Office Hours: Office hours are posted on office door and by appointments. Telephone Number: E-Mail: Textbook: Van de Walle, J.A. (6th ed.). Elementary and middle school mathematics: Teaching developmentally.</p><p>Program Guidelines: Conceptual Framework (CF): The theme of the conceptual framework for the program is “The Teacher as the FORCE in the Teaching/ Learning Process.” The framework’s four underlying principles are: Facilitator, Organizer, Reflector, Collaborator, and Energizer. Each principle is aligned with the Pathwise four domains, Arkansas Standards, and NMSA Standards. Pathwise Domain Domain A: Organizing Content Knowledge for Student Learning Domain B: Creating an Environment for Student Learning Domain C: Teaching for Student Learning Domain D: Teacher Professionalism. NMSA Standards: Standard 1.0 Young Adolescent Development Standard 2.0 Middle Level Philosophy and School Organization Standard 3.0 Middle Level Curriculum and Assessment Standard 4.0 Middle Level Teaching Fields Standard 5.0 Middle Level Instruction and Assessment Standard 6.0 Family and Community Involvement Standard 7.0 Middle Level Professional Roles Arkansas Licensure Standards 1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches. 2. The teacher plans curriculum appropriate to the students, to the content, and to course objectives. 3. The teacher plans instruction based on human growth and development, learning theory, and the needs of students. 4. The teacher exhibits human relations skills, which support the development of human potential. 5. The teacher works collaboratively with school colleagues, parents/guardians, and the community to support students’ learning.</p><p>Course Description: Students are exposed to mathematics learning strategies and the methods and strategies for teaching mathematics. Students have the opportunity to analyze programs and learning materials as they set up environments and situations that stimulate interest in learning mathematics. A special emphasis is on how math can be integrated with 9 other major content areas of teaching and learning process. Modeling strategies, the appropriate use of manipulatives, the integral use of calculators and computers, learning in cooperative groups, reading and writing to learn, and the other NCTM standards are the core of this course. A virtual clinical experience from schools using “best practices” is required.</p><p>Course Objectives: Upon completion of this course, candidates will:</p><p>1. Create learning experiences that make content meaningful to students and reflect an understanding of the core concepts and structure of education. (CF: 2.2.2, 2.2.4, 2.2.7, 4.4.1, 5.5.1; Pathwise: A1, A2, A4, C1; NMSA Standards 1, 3 and 4; Arkansas Standards: 1, 2, 3) Assessed in reflective essay and examination.</p><p>2. Provide learning opportunities that support the intellectual, social, emotional, and physical development of students based on an understanding of childhood and adolescent development and learning. (CF: 2.2.2, 2.2.3, 4.4.1, 5.5.1, 5.5.3; Pathwise: A1, A2, B1, C1; NMSA Standard 1 and 2; Arkansas Standards: 2, 3, 4) Assessed in teaching unit plan that incorporates math and one other discipline, lesson plan that integrates problem solving strategies with classroom activities, and quizzes.</p><p>3. Adapt instruction for diverse learners based on an understanding of how students differ. (CF: 1.1.1, 2.2.1, 2.2.2, 2.2.3, 4.4.3, 4.4.7, 5.5.2; Pathwise: A1, B1, C2, C4, D2; NMSA Standard 1; Arkansas Standards: 3, 4) Assessed in multicultural instructional lesson plan, quiz, and examination.</p><p>4. Create a learning environment that fosters active engagement, self- motivation, and positive social interaction by understanding individual and group diversity. (CF: 1.1.1, 1.1.2, 2.2.1, 4.4.1, 5.5.3; Pathwise: A1, B1, B2, C1; NMSA Standard 5; Arkansas Standards: 1, 2, 3) Assessed in lesson plans connecting mathematics ideas with real world situations and gender and ethnicity issues, published textbook critiques, and cooperative learning lesson plan.</p><p>5. Apply a variety of instructional approaches that promote student thinking, understanding, and application of knowledge. (CF: 2.2.2, 2.2.4, 2.2.7, 2.2.8, 4.4.1, 5.5.5; A1, A2, A4, C1, C2; NMSA Standard 5; Arkansas Standards: 2, 3) Assessed in classroom demonstrations using appropriate manipulatives, lesson plans for teaching geometry/spatial reasoning, and measurement, and examination.</p><p>6. Use multiple assessment strategies for the continuous development of students. (CF: 2.2.9, 3.3.7, 4.4.6; Pathwise: A5, C4, D4; NMSA Standards 3 and 5; Arkansas Standards: 2, 3) Assessed in creation of assessment tools for a unit plan that emphasizes accommodations for diverse learning abilities and gender equity.</p><p>Dispositions: Upon completion of this course, candidates will: 7. understand how to demonstrate a sense of caring, a sense of efficacy, positive attitude, establish a rapport and respect for all children. (CF: 2.2.1, 2.2.2, 3.3.3, NMSA: Pathwise: A1, D2; Arkansas Standards: 4, 5) Assessed in examinations and lesson plan)</p><p>Technology: Upon completion of this course, candidates will: 8. develop and teach lessons utilizing SmartCart technology( CF: 2.2.8; NMSA 3 and 4; Pathwise: A4; Arkansas Standards: 2, 3) Assessed in written analysis of grade appropriate lesson plan; microteaching. </p><p>9. create lesson plans that incorporate a variety of software for teaching mathematics to middle level students. (CF: 2.2.8, 3.3.6; NMSA 3 and 4; Pathwise 4A; Arkansas Standards: 2, 3) Assessed in written analysis of grade appropriate computer programs, examinations, and lesson plans. </p><p>Assignments, Evaluation Procedures, Professional Expectations, and Grading Policy:</p><p>Three (3) Written Exams 300 points Lesson Plans 50 points Instructional Unit Plan 50 points Teach a Lesson 50 points Textbook critique 20 points Pop Quizzes/in-class exercises 30 points In-class demonstration 30 points</p><p>Course content knowledge and understanding will be evaluated by a maximum of three examinations. A final grade will reflect total accrued points for all assignments, projects, and examinations. The grading scale will be as follows: A = 90-100%; B = 80-89%; C = 70-79%; D = 60-69%, F = Below 60%. Attendance Policy: Regular and prompt class attendance is an essential part of the educational experience. Philander Smith College expects students to exercise good judgment regarding attendance. Students accept full responsibility for ensuring that work does not suffer from absences. All students are expected to attend every scheduled meeting of each class on time. Exceptions may be made for Philander Smith College sponsored or work related activities, illness, or valid emergencies. In the Division of Education, faculty must approve all requests for exceptions to the College’s policy. Vacations are not considered to be legitimate reasons for missing classes. Faculty must be contacted prior to class in all cases except for valid emergencies. Failure to attend class may result in lowering the final grade or assigning an F (failure due to absence). Early departures and late arrivals will be cumulative and will result in missing a whole class period. It is the student’s responsibility to obtain and complete assignments on the due dates.</p><p>Students with Disabilities Policy: This course adheres to the students with disabilities policy outlined in the 2011-2012 Philander Smith College Catalog.</p><p>Tentative Schedule: (Instructor will provide weekly schedule)</p><p>Structured External Assignment : Using the Pathwise Lesson Plan Format and the Arkansas Student Content Standards, the teacher candidate will complete and submit a unit of lesson plans. The teacher candidate will write a description, analysis, and reflection (relative to these lesson plans and addressing the “Scoring Elements” criteria on the rubric for this assignment) to demonstrate knowledge of each of the elements of this competency/standard.</p><p>References:</p><p>Ferrini-Mundy, J. (2000). The standards movement in mathematics education: Reflections and hopes. In M.J. Burke (Ed.), Learning mathematics for a new century (pp. 37-50). Reston: VA: National Council of Teachers of Mathematics.</p><p>Fosnot, C. T., & Dolk, M. (2001). Young mathematicians at work: Constructing number sense, addition, and subtraction. Portsmouth, NH: Heinemann.</p><p>Gavin, M. K., Sinelli, A. M., & St. Marie, J. (2001). Navigating through geometry in grades 3-5. Reston, VA: National Council for Teachers of Mathematics.</p><p>Irwin, K. C. (2001). Using everyday knowledge of decimals to enhance understanding. Journal for Research in Mathematics Education, 4, 399-420.</p><p>K-8 Arkansas Mathematics Curriculum Framework http://arkansased.org/teachers/pdf/k8_math_may05.pdf </p><p>Mokros, J., Russell, S. J., & Economopoulos, K. (1995). Beyond arithmetic: Changing mathematics in the elementary classroom. Palo Alto, CA: Dale Seymour Publications.</p><p>Reeves, C. A., & Reeves, R. (2003). Encouraging students to think about How to think! Mathematics Teaching in the Middle School, 8, 374-377.</p><p>Reys, R.E., & Reys, B. J. (1983). Guide to using estimation skills and Strategies (GUESS) Boxes I & II. Palo Alto, CA: Dale Seymour.</p><p>Stenmark, J. K., & Bush, W. S. (Eds.). (2001). Mathematics assessment: A practical handbook for grades 3-5. Reston, VA: National Council of Teachers of Mathematics.</p>