|Michele Koomen, Ph.D||Education Department, Mattson Hall 121.|
|Phone:||Office: 507.933.6057; Mobile:612.669.2319|
|Office Hours:||Monday and Tuesday 12:30 to 1:20pm and Friday from 3:30 to 4:30pm; other times by appointment.
I encourage you to come and talk with me at any time during the above hours about the course content and your learning, for assistance preparing assignments or making sense out of any readings. Each and every student is expected to make at least one appointment during the course of the semester.
Note: There may be additional readings provided by the instructor based on our needs as a class on either Moodle or sent to you through e-mail.
This course will abide by the Gustavus Adolphus Honor Code. Ethical behavior is a must for teachers. Plagiarism will not be tolerated. Please review this web site for an overview of plagiarism.
Department of Education Conceptual Framework
The conceptual framework is grounded in a belief that learning is largely constructivist, that is, the learner constructs knowledge based upon background knowledge, cultural frames of reference, experience, instructional influences, and reflective processes. Action, performance, or experience is then central to learning [and teaching]. These beliefs are founded in Dewey (1938) [a cycle of impulse, observation, knowledge, judgment, and purpose] and Kolb (1984) [a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation].
To simplify and focus the work of the education department, the conceptual framework is communicated in a three-part cycle of learning -- knowledge > experience > reflection. This course will model the three part cycle of learning through a development of knowledge of science teaching methods that promote learning of all students, through experience in teaching science to peers and students in the practicum classroom and through reflection of learning in daily classes. Lesson plans, reflections before and after teaching and Developing as a Teacher of Inquiry (Inspiration assignment) all emulate the three part cycle of learning.
The purpose of this course is to create opportunities for you to develop an emerging knowledge base in the teaching and learning of mathematics at the elementary level that encompasses both theoretical and practical pedagogies. Inclusive methods of teaching mathematics will be the foundation that builds our pedagogy together and guides us in fulfilling this purpose.
A second goal of this course aims to enable you to become a confident, intentional and self-directed teacher of mathematics in the elementary school by continuing to build a solid foundation of the concepts that are elementary mathematics. As you achieve this goal you will become familiar with assessment, explore resources and materials of mathematics and apply concepts of cognitive clarity. We would like to know how to teach students to understand how and when to apply their problem solving skills. We would like to learn ways to make mathematics more engaging and appealing to students.The third goal of this course aims to develop a community of scholarship and practice in which each and every member of this class contributes to our learning. Realization of this goal hinges on your thoughtful preparation for each class and requires that each of us contribute thoughtfully and verbally to our class conversations.
The fourth goal is to learn how to teach ALL students in mathematics using differentiated instruction as well as using modifications of lessons to support the diversity of students in our classrooms, including students with exceptionalities.
The fifth goal is that we would like to show students that mathematics is something that applies to their real life, not just in books. We also strive to understand how to move students to accurate conceptions of mathematics.
Attendance is expected and anticipated from each student for every class.
Of course, unavoidable absences sometimes occur. If possible, please notify me ahead of time. If that is not possible, contact me as soon as possible afterward. Due to the participatory nature of this course, it will not be possible to completely "catch up" what you have missed (and what the rest of us have missed because you were not able to contribute), but we will do our best to help.
Assigned readings are a vital aspect of the course. Your readings in the course textbooks, course packet, and research articles and handouts have been carefully selected to provide you with the depth and breadth that you will need as you teach mathematics in the elementary school. It is expected that you will carefully read all assigned readings required for the class session. It is also expected that you will review these readings after class and as you prepare assignments and projects for this class. Some will provide background information for what we do in class, others will elaborate afterwards, and a few provide insights about things we do not have time to adequately explore in class. The readings for this course are the frame for the "knowledge" portion of the Department of Education's Conceptual Framework and represent the theory behind "best" practices. Assigned readings will be important for your participation in our classroom conversations. Reference to readings (properly cited: APA) are expected in each assignment. In addition, it will be expected that you "do" some of the mathematics activities in your main text (Van de Walle) with manipulatives while you are reading.
I will be using electronic mail to send you assignments, feedback, and other important documents. Knowledge and application of sending, receiving, and attaching documents to e-mail is assumed for all students in this course. All students will be required to format e-mail using subject specific criteria that will be defined for each assignment.
There is extensive reading and writing for this class. Plan to spend at least 1-2 hours outside of class for every hour of class. Some weeks will require more time (especially during practicum).
Evaluation and Assignments
The emphasis in this course is on learning, understanding, and application of pedagogical knowledge in relation to the teaching and learning of mathematics at the elementary school level. Expectations are high for all students in terms of the quality, integrity and consistency in completion of all assignments. It is also assumed that learning in this course occurs from a continuing process of discourse (whether it be written or verbal). Expectations are equally high for all students in terms of active, purposeful, and thoughtful participation in both whole and small group context with continued efforts to support the cooperative learning of all.
Note about electronic grading:
The majority of your assignments will be turned in electronically through e-mail. It is your responsibility to keep complete copies of all electronic assignments until your final grade is posted at the end of the semester.
Developing a community of scholarship and practice (10%)
What might this look like?
Developing as a principled, inclusive, cooperative, and environmentally sustainable practitioner of math: Expectations are high that completion of each and every one of the pieces below will be completed with high integrity (Pass/Fail: 40 points).
Research of teaching due on Tuesday, December 14, 2010, 2010 (30 points)
Each one of us is building an understanding of teaching as a journey of learning and process. The purpose of this assignment is develop “mindful educational practice to gain depth and purpose” toward our teaching. This assignment will use phenomenological inquiry, a research method and study that are designed to “awaken teachers to see beyond their habituated perceptions, and in so doing become more mindful of individual children, classroom dynamics and their teaching practices.” (Kesson, K., Traugh, C. & Perez, F. 2006). The intent of your study of your teaching is to become more mindful of what is happening in the classroom on “cognitive emotional and social levels” as you work toward improving your own practice.
Final: Bringing Together a Semester of Science and Math with Final Science/Math Autobiography Friday, December 17, 2010 at 10:30am (20 points). More information on this assignment to come.
Evaluation and Grading:
The emphasis of this course is on the learning of pedagogy and practices for the teaching of mathematics in the elementary classroom.
Learning is demonstrated by various means including your affect and disposition in class, your participation in the cooperative and collaborative learning with others, and assignments completed with integrity.
Total points for class: 100 points.
A = 94 -100 total points
A- = 90-93.99 points
B+ = 87.5-89.99 points
B = 84-87.49 points
B- = 80-83.90 points
C = work less than 79.9 total points
Words of Advice, Tips and Wisdom from former students
Bria Aamot: During Practicum, always give it your all and get into your teaching. Be on top of it! Stay organized! Forget all your outside distractions when teaching and remember why you are doing this. Keep in mind why you are working so hard. Take care of yourself! Exercise, eat healthy, sleep, and relax! Balance life and take breaks!
Jamie Mitchell: Keep looking ahead, always, and know what’s coming up. If you have down time, try working ahead. I promise you’ll never get to a point where you have nothing left to do! (You will feel better, though, if you’re not scrambling to complete everything the night before it’s due.) This also gives you a chance to ask questions if you have them and talk about the assignments and ideas before you turn them in.
Amanda Unruh: Make sure you take care of yourself and get enough sleep. It sucks being a senior and having no time for friends when you see all of your friends out having a good time, but just remember that this is your most important semester, they all have to go to grad school still, this is your time to buckle down, and then you can have fun!
Johanna Olmstead: Don't forget to take sometime for yourself during Methods. You will be busy. You will have a lot of work. You won't think you have time for yourself, but for your sake (and your partners, and everyone else in your class) take some time for you. Watch a movie in the computer lab, take a half-hour break for dinner in the caf, go to lund for a quick energy-boost. Even the little things will make the work load seem more bearable.
Board of Teaching Standards of Effective Practice
Link here to find out how specifically the Minnesota Board of Teaching (BOT) Standards of Effective Practice are embedded in EDU 373: Math Methods and Materials. For a list of all BOTs and Indicators, click here.
Link here to find Evidence of Learning And Assessment Opportunities for Teachers of Elementary Education with a Speciality (PEPER II: Form I-D) in EDU 373: Elementary Math Methods and Materials.
Minnesota Academic Standards in Math (MAS)
Minnesota Academic Standards in Mathematics (2007, Word Document)
National Council of Teachers of Mathematics (NCTM)
updated: September 2, 2010