Mathematics Content and Skills in the Early Grades: Edu 326

Fall 2006

Meeting Times: M/W/F 8:00 a.m. – 10:50 a.m.    Meeting Place: Kresge-215

Instructor: Dr. Bruce Young

Email: bryoung@covenant.edu

Web Site: https://scots.covenant.edu/faculty/bryoung

 Office: Kresge 209     Office Hours: by appointment

Course Description:

This course focuses on the goals, methods, materials, and assessment procedures of mathematics instruction in the early grades. While students may learn some new mathematics, the focus of the course is on teaching mathematics. Two hours lecture. Two hours laboratory. Directed field-based experience is required. Prerequisite: EDU 222 and TEP approval. $25 fee. Three units.

Texts and Readings:

Required Texts:

Reys, R.E., Lindquist, M.M., Lanbdin, D.V., Smith, N.L., Suydam, (2004).  Marilyn N. Helping children learn mathematics, seventh edition. John Wiley and Sons, Inc.

Ashlock, R.B. (2005). Error patterns in computation, ninth edition. Merrill/Prentice Hall.

Objectives:

Students will

1. know what mathematics preschool through early grades children are typically ready to learn.

2. know how young children typically learn mathematical concepts and procedures.

3. know the emphases of NCTM’s curriculum standards for the early grades, and understand and be able to demonstrate the mathematics involved.

4. be able to plan and administer mathematics assessment activities for young children, and thereby determine what mathematics a particular child is ready to learn.

5. know how to plan mathematics instruction for young children.

6. be able to actually teach mathematics lessons to young children, and guide them as they learn.

7. be able to assess the effectiveness of instruction provided.

8. gain confidence in the ability to teach mathematics to young children and further open their minds to the world of number and shape.

Instructional Methods:

Classroom activities will include lecture, discussion, cooperative group learning, instructional videos, hands-on learning and multi-media instruction/presentations. Students will also complete individual projects, read assignments, conduct research, interview children, plan lessons, and observe in classrooms.

Use of Technology:

All course work should be computer generated, double-spaced and follow APA style guidelines. Students will use PowerPoint for presentations. The internet will be accessed for research as will as used to develop a WebQuest. Students are encouraged to use email in communicating with the instructor and fellow students regarding course activities.

Diverse Learners:

Teachers of mathematics in the early grades use their knowledge of student diversity to affirm and support full participation and continued study of mathematics by all students. This diversity includes gender, ethnicity, socioeconomic background, language special needs, and mathematical learning styles. In order to plan and deliver mathematics instruction to young children, teachers need to understand the developmental needs of all children, to be sensitive to the uniqueness of each child, and pay special attention to the cultures of diverse populations. The position of this course is that all children can learn and use challenging content in mathematics, and that the learning of mathematics must occur in an atmosphere in which individuals and cultures are respected and celebrated.

Assignments and Assessments:

1. Math Lab Response Folder (OBJ: 1, 2, 3, 8)                                              20%

Criteria for the grade to be assigned to your folder are as follows:

·        Each session response is included and complete.

·        Each session response is accurate.

Each session response includes elaboration, and reflection on the use of similar activities with children in the early grades.

2. Diagnostic Interview (OBJ: 1, 4, 7)                                                               15%

After your initial plan is reviewed by the instructor, you will conduct a diagnostic interview and write a report on it. The Diagnostic interview will be explained in class.

3. Lesson Plan: (OBJ: 3, 5, 7)                                                                           10%

You will prepare a lesson plan. The lesson plan format will b e explained in class.

4. WebQuest: (OBJ: 1, 2, 3, 4, 5, 6, 7, 8)                                                        10%

You will design a math lesson with a partner using the WebQuest format. Instructions will be provided in class.

5. Journal Article Review: (OBJ: 1, 2)                                                                5%

 

6. Think Paper: (OBJ: 1, 2)                                                                               5%

   G,    Observation Activities: (OBJ: 1, 2, 5, 6, 7, 8)                                               5%

   H.   Children’s Literature and Math: (OBJ: 2,3,5,8)                                               5%

     I.   Test: (OBJ: 1, 2, 3, 4)                                                                                  15%

There will be a final exam on content and methods covered in the course.

      J. Attendance and Participation:                                                                        10%

You will be evaluated on your preparation for and participation in classroom activities. (OB J: 1, 2, 3, 4, 5, 6, 7, 8)

Attendance: Due to the reduced number of class meetings and the increased amount of time spent in each class in the Fall Block schedule, attendance at every class is essential for success in the course. Absences are occasionally unavoidable, however. For the purposes of this course, excused absences must meet two conditions: (1) they are for official college functions, personal illness, or family emergencies; and (2) written, dated notification from the student is received before the missed class for foreseeable events. Unless otherwise negotiated, absences that do not meet these requirements will be unexcused and result in a 3% drop in the attendance grade per missed class.