Instructor
| Michele Koomen | Education Department, Mattson Hall 121. |
| Phone: | Office: 507.933.6057; Cell: 507.420.4590 |
| E-mail: | mkoomen@gac.edu |
| Web Site: | http://www.gac.edu/~mkoomen/ |
| Office Hours: | Monday and Tuesday 12:30 to 1:30pm and Friday from 4:00 to 5:00pm; other times by appointment (sign up sheet posted outside of my office). 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. |
Required texts/materials
There are other readings provided by the instructor on either her class schedule or the Internet.
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. As you achieve this goal you will become familiar with the concepts and procedures that are mathematics, explore resources and materials of mathematics and apply concepts of cognitive clarity.
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. In mathematics this means and requires that each of you are building and processing your own conceptual and procedural knowledge in mathematics including active exploration of mathematics models (i.e. manipulatives).Course Requirements
Attendance
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
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.
Email:
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.
Honesty Policy
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
Philosophy
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].
Knowledge Base
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.
Selected evidence that illustrates how the Conceptual Framework is embedded in EDU 371: Science Methods and Materials and EDU 373: Mathematics Methods and Materials.
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 Wednesday, May 21, 2008 (30 points)
Final (20%): Friday, May 23 (1:00 pm or 2:45 pm)
The final exam for the Science and Mathematics Methods courses is comprehensive. You will meet on the final exam day with a small group (5 or 6 peers) for a 90 minute (possibly video taped) discussion and conversation around the theoretical and practical pedagogies of science and math. More information 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
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 (2003) (pdf) (PDF document)
National Council of Teachers of Mathematics (NCTM)
Principles and Standards for Mathematics (2000).
updated: February 9, 2008