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EDUCATION DEPARTMENT Builders of Community

ED 314 Mathematics Methods and Assessment

1:00-1:50 Monday, Wednesday, and Friday Spring 2013

Piper Wentz FAC 210 913-360-7371 pwentz@benedictine.edu Office Hours: 1:00-3:00 Tuesday/Thursday 9:00-10:00 Monday/Wednesday or by appointment

Required Text: Van de Walle, John. Elementary and Middle School Mathematics: Teaching Developmentally. Seventh edition. Field Experience Guide for Elementary and Middle School Mathematics: Teaching Developmentally, 7/E.

Course Description: This course is designed to provide pre-service teachers the knowledge and experience needed to teach mathematics to elementary and middle school students.

Conceptual Framework: The conceptual framework of Benedictine College’s education program, both undergraduate and graduate, is built upon the theme, “Educators as Builders of Community.” It calls for pre-service teachers and pre-service educational administrators to perceive their roles in education as developers of community. The community is within the place called school as well as outside of its walls. Within this structure, goals for all education programs include: 1. Builds community within schools and classrooms so that students and teachers make personally meaningful choices, communicates and collaborates with others, thinks critically and conceptually, and acts justly; 2. Actively involves the community as part of the educational process; 3. Pursues outcome that enable students, in the 1300 year tradition of Benedictine monasticism, to become builders of community Specific Outcomes and Objectives: This course is designed to model the process standards of mathematics education. As a result of this course, students will extend their development and skills towards mastery of the program outcomes for Educators as Builders of Community. Specific objectives are identified for each outcome that will focus on teacher candidates’ development in the instruction and assessment of elementary and middles school

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mathematics education. Specifically the students will: Course Outcomes Assessment BC Conceptual

Framework and TEP Outcomes

KSDE/NCATE Standards

1. The candidate demonstrates an understanding of how individuals learn major concepts, procedures and reasoning processes of mathematics.

Daily reading, class discussions, quizzes, reflections, mid-term, and final exam.

1,2,3,4,5 Standard #1 K 1,2,3 P 1,2,3 Standard #7 K 1,2 P 3,7

2. The candidate uses a variety of appropriate instructional strategies to help all students learn and use their mathematical skills to solve real life problems.

Daily Reading/Quizzes/Discussion/Assignments Lesson plans 20 hour Field Experience reflection/teacher evaluation

1,2,3,4,5 Standard #1 K 1,2,3 P 1,2,3 Standard # 7 K 1,2,4 P 1,2,3,7

3. The candidate plan effective instruction based upon the knowledge of all students, community, subject matter, curriculum outcomes, and current methods of teaching reading

Lesson Plans 20 hour Field Experience reflection/teacher evaluation

1,2,3,4,5 Standard #1 K 1,2,3 P 1,2,3 Standard #7 K 2,3,4,5,6 P 2,3,4,5,6,7,8

4. The candidates know a variety of developmentally appropriate assessment tools that align with curriculum and instruction.

RubiStar Lesson Plans 20 hour Field Experience reflection/teacher evaluation

1,2,3,5 Standard #1 K 4 P 4 Standard #7 K 1,2,4 P 8

Special Accommodations Clause: Benedictine College complies with the Americans with Disabilities Act (ADA) that requires reasonable accommodations for individuals with documented disabilities and/or special needs that may affect their performance in the class. Students should contact the instructor to discuss specific requirements and contact Camille Osborn in the Academic Assistance Center, Library 209, at 913-360-7517. Academic Honesty: Any academic dishonesty is contradictory to the purposes and welfare of both the student and Benedictine College. Verified instances of academic dishonesty will result in an ‘F’ or a zero for cheating on exams or plagiarized papers.

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Instructional Methods: Instructional methods in this course, evaluation of student work, and intended course outcomes have been aligned to serve our Teacher Education program goals. In keeping with the conceptual framework of “Educators of Building Community” it is imperative that members of this class become a community of learners and peer reviewers. A variety of teaching methods will be utilized in this course. Research-based best practices in the elementary and middle school classroom will be demonstrated throughout this course. Lecture, cooperative learning activities, individual and group presentations, and reflection are some of the methods that will be utilized. Course Expectations and Requirements:

1. Participation and Attendance: All students are expected to attend class every session, be on time, stay for the whole class, and actively participate. Each assignment is an opportunity to learn; which is crucial for your success as a future educator. Attendance will be taken at the beginning of each class. If a student is unable to attend a class, it is the student’s responsibility to notify the professor prior to class via phone or email. Part of the participation grade will include preparing lesson plans, gathering strategies, reflections, and textbook activities or researching subjects connected to the teaching of mathematics.

2. Quizzes: Quizzes will be given regularly over assigned reading/lecture. There will be no make-up quizzes.

3. Technology and School Mathematics Activities: (See handout) this will also include designing a Promethean

flipchart.

4. Field Experience: 17 hours minimum (See handout)

5. Mathematics Portfolio/Resource File: Students will compile a mathematics portfolio/resource file to use in their future classroom. The resources will be organized into 6 categories: environment, lessons, games/activities, resources, technology, and assessment. Students will find a minimum of three supporting documents for each section. Materials collected in class from instructor/peers should also be included in the portfolio as a seventh section.

6. Family Math Night Activity: This activity counts as 3 hours of the field experience. Students will create a

mathematics learning activity with a lesson plan. The activity should follow Kansas/Common Core Math guidelines and provide a hands-on experience for students. The Family Math Night TBA at Atchison Catholic Elementary School.

Course Evaluation Attendance/Participitation 15 % Quizzes 5 % Technology and School Math Activity 10 % Field Experience 15 % Mathematics Portfolio/Resource File 15 % Family Math Night Activity 10 % Midterm Exam 10 % Final Exam 20 % All late work will be docked 5 points for each day. Unique situations will be handled on an individual basis.

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Grading 100% - 95% = A 94% - 92% = A- 91% - 89% = B+ 88% - 85% = B 84% - 82% = B- 81% - 79% = C+ 78% - 75% = C 74% - 72% = C- 71% - 69% = D Below 68% = F

Spring 2013 Course Schedule

This calendar is a tentative schedule any changes will be announced in class.

Date Topic Assignment Jan. 9 Wed.

Introduction to the course-Syllabus-Expectations

Read. Ch. 1 Reflect on how these standards paint a vision of mathematics that might be different from what you experienced.

Jan. 11 Fri.

Ch. 1-Teaching Mathematics in the ERA of NCTM Standards-Common Core Standards

Explore the NCTM/Common Core Standards website-be ready to discuss what you find. Read Ch. 2

Jan. 14 Mon.

Chapter 2-Exploring What it Means to Know and Do Mathematics Overview of Field Experience-placements

Assignment: Pg. 30 Choose 3 of the 5 questions from the Writing to Learn section. Due Jan. 16 Read Ch. 3

Jan. 16 Wed.

Ch. 3-Teaching Through Problem Solving Lesson Plan Format

Read Ch. 4

Jan. 18 Fri.

Ch. 4-Planning in the Problem Based Classroom

Read Ch. 5 Read NCTM’s statement about High Stakes Testing-Write a 1 page reaction due Jan. 21

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Jan. 21 Mon.

Ch. 5-Building Assessment into Instruction

Using lesson template design a lesson to teach to your peers Jan. 23

Jan. 23 Wed.

1st set of lesson presentations RubiStar assignment explained

Jan. 25 Fri.

Presentations continued Using RubiStar design a rubric for assessing math Read Ch. 6

Jan. 28 Mon.

Ch. 6-Teaching Mathematics Equitable to all Children

Respond to this question: What general principles would you bring to a discussion of modification of the instruction/curriculum in mathematics for a student with learning disabilities? Due Jan. 30th

Jan. 30 Wed.

Differentiating-Tiered-Flexible Grouping Math Instruction

Read the brief titled What are the Characteristics of Students with Learning Difficulties in Mathematics? Write a 1-page response to the reading. Read Ch. 7

Feb. 1 Fri.

Ch. 7 Using Technology to Teach Mathematics Handout on Technology and School Math Activity

Start work on technology project due Feb. 8

Feb. 4 Mon.

IPad Apps Guest Speaker

Explore Apps for future lesson Read Ch. 8 Each student will be assigned an activity from the chapter to present Feb. 6

Feb. 6 Wed.

Ch. 8-Developing Early Number Concepts and Number Sense

Read Ch. 9

Feb. 8 Fri.

Ch. 9-Developing Meanings for the Operations

Explore the recommended math websites handout…share next class something you found interesting. Read Ch. 10

Feb. 11 Mon.

Ch. 10-Helping Children Master the Basic Facts

Choose any 5 questions from the Writing to Learn section and respond to the questions according to the chapter content due Feb. 13

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Feb. 13 Wed.

Family Math Night Planning-Assign Committee Work

Read Ch. 11- Research and gather two possible ideas for activities (Family Math) and bring Feb. 15th

Feb. 15 Fri.

Ch. 11 Developing Whole-Number-Place Value Concepts

Read Ch. 12

Feb. 18 Mon.

Ch. 12 Exploring Algorithms

Lesson #2 due next class-must include IPad app

Feb. 20 Wed.

2nd set of mini-lessons will be presented in class

Midterm Review

Feb. 22 Fri.

Midterm

Feb. 25 Mon.

Lesson presentations Continue Read Ch. 13

Feb. 27 Wed.

Estimation Answer #6 with examples in Writing to Learn section pg. 252-due Mar. 1 Read Ch. 14

Mar. 1 Fri.

Algebraic Thinking Continue work on Family Math Night/Math Resource File

Mar. 11 Mon.

Family Math Night Workshop Read Ch. 15

Mar. 13 Wed.

Developing Fraction Concepts Read Ch. 19

Mar. 15 Fri.

Measurement Concepts

Mar. 18 Mon.

Family Math Night Workshop

Mar. 20 Wed.

Family Math Night Set Up at ACES 1:00

Mar. 22 Fri.

Reflection/Discussion on Family Math Night

Read Ch. 20

Mar. 25 Mon.

Geometric Thinking

Mar. 27 Wed.

Instructional Strategies

Apr. 3 Wed.

Basic Fact Acquisition Addition/Subtraction

Apr. 5 Fri.

Basic Fact Acquisition Multiplication/Division

Apr. 8 Mon.

Final Lesson Presentation

Apr. 10 Wed.

Presentations Continued

Apr. 12 Fri.

Cross Curricular Children’s Literature

Bring a book an idea for instruction

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Apr. 15 Mon.

Creating a workshop Each student will bring activity for workshop Apr. 19th

Apr. 17 Wed.

No Class-Discovery Day

Apr. 19 Fri.

Mock Workshop

Apr. 22 Mon.

Resource Files Due Presentations

Apr. 24 Wed.

Continued presentations Final Reflection on how your thinking of the teaching and learning of Mathematics due May 7th

Apr. 26 Fri.

Course Evaluations

Apr. 29 Mon.

Review for Final Exam

May 7 Tues

Final Reflection 10:00-11:50