EDU 306, Teaching Elementary School Mathematics, 3 Credit hours 1: 40 am-4: 20 pm MEP 204 Spring 2018, DF Gonulates

Tags: Mathematics, Students', Practicum Math Assignment, Addition and Subtraction, Practicum Subtraction, Journal for Research in Mathematics Education, Progressions Battista, Northern Kentucky University, Taking Action, Initial Strategies, Teaching Elementary School Mathematics, Student Centered Mathematics, Student-Centered, National Council of Teachers of Mathematics, W. Gary Martin, Deborah Schifter, Tentative Course Schedule, Bibliography Ackles-Hufferd, Number Sense, Mathematical book, assignment guide, assignment guidelines, Commonwealth of Kentucky, understanding Practice, Math Assignment, Instructional Sequence, Kentucky Academic Standards, Practicum Assignment, Teaching Children Mathematics, Canvas, student learning, student strategies
Content: Northern Kentucky University College of Education and Human Services EDU 306, Teaching Elementary School Mathematics, 3 Credit hours 1:40 am ­ 4:20 pm MEP 204 Spring 2018 Learn, Lead, Succeed Mission The College of Education and Human Services plays an important leadership role and collaborates with others in the creation, dissemination, and application of knowledge and research that enhances professional practice and transforms lives, schools, and communities. Vision The College of Education and Human Services aspires to be known throughout the Commonwealth of Kentucky and region at large as the leader in providing opportunities for engaged learning and applied scholarship that fosters individual growth and collective success. Kentucky Academic Standards (KAS) Preparation of Kentucky's students for the demands of the 21st century requires districts and schools to prepare every student for successful transition to be College and Career Ready. The Kentucky Academic Standards help ensure that all students throughout Kentucky are provided with common content and have opportunities to learn at high levels. As education candidates complete and implement projects and assignments throughout their Education Programs at NKU, they will incorporate the components of the Kentucky Academic Standards. Professor: Dr. Funda Gonulates Office: MEP 279 Telephone: 859.572.1509 (TE) and 859.572.7691 (KCM) Office Hours: Tuesday and Thursday 12:15-1:30 and by appointment Email: [email protected] 1
Required Textbook Taking Action: Implementing Effective Mathematics teaching practices Margaret S. Smith (Series Editor), DeAnn Huinker, Victoria Bill. National Council of Teachers of Mathematics
Course Description Materials and methods for teaching problem solving, reasoning, communication, and connections of the concepts, skills, and relationships in Elementary Mathematics including number/computation, geometry/measurement and early algebraic ideas.
course objectives
1. Expand understanding of K5 mathematics content by attending to Effective Teaching strategies, possible student strategies, challenges and misconception. 2. Plan and implements tasks that promote standards for mathematical practices. 3. Plan and facilitate meaningful mathematical discourse. 4. Plan and pose purposeful questions. 5. Elicit ad use evidence of student thinking. 6. Build awareness of research related to children's thinking in mathematics. 7. Plan and implement formative assessments. 8. Reflect on practice in light of research on teaching and learning and become aware of resources for professional growth.
student learning Outcomes, Assessment and Standards Alignment
Student Learning Outcome
Assessment (Assignments)
KAS Alignment
Kentucky Teacher Standards
InTASC Standard and Category
KFfT Domains
SPA Standards (ACEI)
Practice 1,
Practice 2
Practice 3,
Practice 4,
Practice 5.
Practice 6.
1. Expand understanding
Practice 7,
of K5 mathematics
Practice 8
content by attending to effective teaching strategies, possible student strategies,
Readings In-Class discussions
1, 3, 4, 8
1A, 1B, 1D
1.0, 2.3
challenges and
2. Plan and implement tasks that promote standards for mathematical practices. 3. Plan and facilitate meaningful mathematical discourse 4. Plan and pose purposeful questions
Practicum Math Assignment 1 and 2 Practicum Math Assignment 2 Practicum Math Assignment 1 and 2 Clinical Interview
4.NBT 4.NF 5.NBT 5.NF
2, 8 2,3,4,8 5
5. Elicit and use
evidence of student thinking
Clinical Interview
7. Build awareness of research related to children's thinking in mathematics Readings, In-Class discussions 8. Plan and implement Clinical formative assessments Interview
Practice 1,
Practice 2
Practice 3,
Practice 4,
Practice 5.
Practice 6.
Practice 7,
Practice 8
3, 4, 5, 7, 8 2, 3, 4, 5, 7, 8 4, 5, 8 6, 9 1, 3, 4, 8 6
1E, 3C 1E, 3B 1A, 3B 3D, 4 1A, 1B, 1D 1F
3.1 3.1 3.1 3.1 1.0, 2.3 4.0
9. Reflect on practice in light of research on teaching and learning and become aware of resources for professional growth
Readings, In-Class Discussions Instructional Sequence Project
4A, 4E 5.1
Course Assignments and Grading
Short Assignments and In-Class Participation
Practicum Math Assignment 1
Practicum Math Assignment 2
Clinical Interview
Instructional Sequence Project
Final Exam
A1. Short Assignments and In-Class Participation Most classes you will be asked to read parts from your book or an article (which can be found on Canvas) and sometimes asked to respond to the ideas in writing. For these reflective writings, you will need to synthesize what we discussed in the class and how ideas are articulated in your readings. In addition to reflective writing, from time to time you will be asked to respond to reading prompts posed during class time. These may also be assigned in case of inclement weather.
A2. Practicum Math Assignment 1 For your first practicum math assignment, you will plan a number talk that will take about 15 minutes and practice it in your practicum classes. You will submit your plan and a report of your reflection on this experience. A detailed assignment guide will be published on Canvas.
A3. Practicum Math Assignment 2 For your second practicum math assignment, you will choose and enact a high demand task in a class. You will submit your lesson plan and your analysis of your lesson at the end. A detailed assignment guide will be published on Canvas. You may work in pairs for the planning and enactment part of this assignment however; each student will prepare and submit their final report separately.
A4. Clinical Interview Project You will conduct an individual interview with a student of your choice during the semester. You will audio record the interview and analyze the student's responses as detailed in the assignment guidelines.
A5. Instructional Sequence Project A primary job as a teacher is to decide what "activities" in what order will contribute to student learning. The "activities and the order" are called an instructional sequence. In this assignment, you will work with a group to create a small instructional sequence that you could use in your first year of teaching. A detailed assignment guide will be published on Canvas.
Example Grading Scenario
A2 A3 A4 A5 Final Exam
Assignment percentage
90 97.56 86.20 70.00 70.00
percentage multiplied by
.20 .20 .20 .8
18 19.51 17.24 5.6 8.4
Student X's Final Grade
Grading Scale
letter grade A AB+ B BC+ C CD+ D F
Percent Grade Point
The College of Education and Human Services requires education majors to earn a grade of C or better in all education (EDU & EDS) courses. A grade of C- or lower is not acceptable for program completion.
Mid-term Grade: Grades will be posted on Canvas on a regular basis so you will be able to see your midterm performance by the deadline established in the Academic Calendar.
final examination Information: There will be an in-class final exam for this course. May 3, 1:00 ­ 3:00 pm
Course Policies and Procedures Attendance: Attendance and your participation are important components of this class. As we come together, we will use our class time for thinking critically about topics with respect to teaching Mathematics. I value your contribution as an instructor and your friends will need you and your perspective in moving their thinking further. Therefore, each one of you have an important role in becoming more knowledgeable about teaching mathematics. I expect you to attend all class sessions of this course. If you know you are going to miss a class, please talk with me prior to that time, just as you do or will do when you are a teacher. Make a plan for getting a record of that session from another student in the class. If a serious illness strikes you more suddenly, e-mail me and/or and call my office and leave a message on voice mail. More than two absences will impact your grade. Three absences will result in a lowering of your final grade by half a letter grade (e.g. B+ to a B), three or three and a half absence will result in a lowering your letter grade by a full letter grade, etc. More than six absences will result in failure of the course. [At that point you have missed more than 20% of the course and you would need to retake it to be able to receive the full benefit of the experience.] Coming late to class and leaving early are forms of being absent. No matter the amount of time missed, being late or leaving early will be counted as a "half absence" from class.
Timeliness of Work: All work is expected to be submitted by the due date. Late work will be accepted with penalty and only in extenuating circumstances at the discretion of the instructor. No work will be accepted more than one week after the due date.
Professionalism, Preparation, & Participation: Professionalism, preparation, and participation are key components of this course due to their importance in establishing professional teaching communities. Professionalism and participation in this course include attending and engaging in all class meetings and working with your instructors and other students in a professional manner that contributes to the development of a community based on respect, trust, and high expectations. Lack of professionalism includes but is not limited to: not being prepared for weekly reading discussions, being late for class, reading email or other material not related to the course in class, using objects, e.g. watches, cell phones, that beep or ring in class, having private conversations or text messaging during class time, leaving class early (if for some reason you must leave class early, please inform your instructor before the start of class, and please leave class quietly), contacting other faculty or students with concerns about the class without consulting the professor, being disrespectful to peers, or any other behavior that would be considered unprofessional in a school setting. If I feel that you are being unprofessional in class I will contact you individually so that we can arrange a time to talk about your behavior. In the College of Education and Human Services we believe that our individual differences can deepen our understanding of one another and the world around us rather than divide us. I, as the instructor of this class, value people of all races and ethnicities, genders and gender identities, religions and spiritual beliefs, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions, and nationalities. As the instructor, I strongly encourage everyone to share their rich array of perspectives and experiences, but to do so in a way that is respectful of others. Our discussions are opportunities for each of us to challenge underlying assumptions about our beliefs as we advance our knowledge, skills, and dispositions as professionals in our chosen discipline. I reserve the right to intervene in discussions/communication between and among students if the atmosphere begins to appear hostile or aggressive in any manner. My role as instructor is to ensure a classroom environment that is optimal for the learning of all students. If you feel your differences may in some way isolate you from our class community or if you have a need for any specific accommodations, please speak with me early in the semester about your concerns and what we can do together to help you become an active and engaged member of our class and community. In the event that you have an issue with any professor, professional norms require that you discuss that issue with the professor face-to-face. If you are unable to go to the professor's office hours, contact the professor by e-mail or telephone and request an appointment. If, after discussing the issue face-to-face with the professor, you are unsatisfied and wish to take the issue to a higher authority, you may contact the department chair, Dr. Roland Carlos Coloma. If, after discussing the issue face-to-face with the department chair, you are unsatisfied and wish to take the issue to a higher authority, you may contact the dean, Dr. Cindy Reed. Following the chain-of-command is a commonly accepted professional practice to which you are expected to adhere. E-Mail: Students are expected to read their NKU e-mail daily. Important announcements are sent via the e-mail function on Canvas. Students e-mailing the instructor can expect a response to e-mail messages within 24 hours, on weekdays. Student HONOR CODE: The Student Honor Code [the "Honor Code"] is a commitment by students of Northern Kentucky University, through their matriculation or continued enrollment at the University, to adhere to the highest degree of ethical integrity in academic conduct. It is a commitment individually and collectively that the students of Northern Kentucky University will not lie, cheat, or plagiarize to gain an academic advantage over fellow students or avoid academic requirements. The purpose of the Honor Code is to establish standards of academic conduct for students at Northern Kentucky University and to provide a procedure that offers basic assurances of fundamental fairness to any person accused of violations of these rules. Each Northern Kentucky University student is bound by the provisions of the Honor Code and is presumed to be familiar with all of its provisions. Students also should aspire to conduct themselves in a manner that is consistent with the highest degree of ethical integrity in all matters, whether covered in the Honor Code or not. The success of this commitment begins in the diligence with which students uphold the letter and the spirit of the Honor Code. 6
In addition, students in the education programs must also adhere to the College of Education and Human Services Code of Ethics and the Professional Code of Ethics for Kentucky School Certified Personnel.
Credit Hour Policy Statement: In accordance with federal policy, NKU defines a credit hour as the amount of work represented in the achievement of student learning outcomes (verified by evidence of student achievement) that reasonably approximates one hour (50 minutes) of classroom instruction and a minimum of two hours of out-of-class student work. For every course credit hour, a typical student should expect to spend at least three hours per week of concentrated attention on course-related work including, but not limited to, class meeting time, reading, reviewing, organizing notes, studying and completing assignments. At least an equivalent amount of time is expected for other academic activities such as online courses, laboratory work, internships, practica, studio work and other academic work leading to the award of credit hours.
Estimates of the time required for a typical student to complete course expectations are as follows:
In-Class: 12 class meetings @ 2.5 hours each Readings: 11 Readings average 2 hours per reading Short Assignments: 12 weeks @ average of 1 hour per week Practicum Assignment 1 Practicum Assignment 2 Clinical Interview Online Class and Instructional Sequence Project Final exam and Preparation Total
= 30.00 hours = 22.00 hours = 11.00 hours = 15.00 hours = 15.00 hours = 15.00 hours = 12.00 hours = 12.00 hours = 132 hours
Student Evaluation of Instructor and Course: Northern Kentucky University takes Instructor and Course Evaluations very seriously as an important means of gathering information for the enhancement of learning opportunities for its students. It is an important responsibility of NKU students as citizens of the University to participate in the instructor and course evaluation process. During the two weeks* prior to the end of each semester classes, you will be asked to reflect upon what you have learned in this course, the extent to which you have invested the necessary effort to maximize your learning, and the role your instructor has played in the learning process. It is very important that you complete the online evaluations with thoughtfully written comments. Student evaluations of courses and instructors are regarded as strictly confidential. They are not available to the instructor until after final grades are submitted, and extensive precautions are taken to prevent your comments from being identified as coming from you. Students who complete an evaluation for a particular course (or opt out of doing so in the evaluation) will be rewarded for their participation by having access to their course grade as soon as that grade is submitted by the instructor. On the other hand, any student who does not complete the course evaluation (or opt out of doing so in the evaluation) should expect to incur a two week delay in access to his or her course grade beyond the university's official date for grade availability. To complete online evaluations go to Click on "student login" and use the same USERNAME and PASSWORD as used on campus. In addition, you should be aware of: · Evaluations can affect changes in courses. Evaluations without comments are less valuable and less credible than those filled out thoughtfully. Comments that are expressed well are more effective than those that are not. · positive feedback is just as important as criticism. Moreover, negative evaluations without any explanation and specifics are not especially useful. · Once grades are submitted, all evaluations are read not only by the instructor, but also by the instructor's department chairperson.
· Evaluations not only provide feedback to your instructor, but also provide information to the department chair for use in performance evaluations. This information affects reappointments, promotions, salaries, and teaching assignments. Accommodations Due to Disability: Northern Kentucky University is committed to providing reasonable accommodations for all persons with disabilities. The syllabus is available in alternate formats upon request. students with disabilities: If you are seeking classroom accommodations under the Americans with Disabilities Act, you are required to register with the Disability Programs and Services Office in SU 303. To receive academic accommodations for this class, please obtain the proper DPS forms and meet with me at the beginning of the semester. More information on Disability Services can be found at 8
Tentative Course Schedule
Week Date
Content Focus
1 Number Sense and Computational Fluency
Pedagogy and MTP Focus Growth Mind Set and Student Centered Mathematics
Weekly Readings
Assignments Due and Notes
02-15-18 02-08-18 02-01-18 01-25-18 01-18-18
Addition and Subtraction Setting the Stage:
Chapter 1 from the
Contextual Problems and Ambitious
book "Taking Action"
Students' Initial Strategies Mathematics Teaching (p. 1-16)
Effective Teaching
Standards for (MTP)
Mathematics (SMP)
MTP 1: Establish
Chapter 2 from the
Students' Invented
Goals to focus
book "Taking Action"
Strategies in Addition and Learning
Subtraction and Algorithms
MTP 2: Implement
Chapter 3 from the
Practicing Number
Students' Invented
Tasks that Promote book "Taking Action" Talks for
Strategies in Addition and Reasoning and
Subtraction and Algorithms Problem Solving
Assignment 1
Immersion Week 1
Complete Math Practicum Assignment 1 (Plan and Practice Number Talk)
Conceptual Place Value MTP3: Build
Chapter 4 from the
Procedural Fluency book "Taking Action" Assignment 1 Due
from Conceptual
Additive and Multiplicative MTP4: Pose
Chapter 5 from the
Purposeful Questions book "Taking Action"
Students' Invented
Strategies in Multiplication
and Division and
Fraction Sense
MTP5: Use and
Chapter 6 from the
Developing Meaning for Connect Mathematical book "Taking Action"
Fractions, Comparing and Representation
Ordering Fractions
9 Spring Break
03-08-18 03-01-18 02-22-18
Fraction Sense
MTP 6: Facilitate
Chapter 7 from the
Addition and Subtraction Meaningful
book "Taking Action"
Fraction Sense
MTP 7: Elicit and Use Chapter 8 from the
Practice Clinical
Multiplication and Division Evidence of Student book "Taking Action" Interview in the
Immersion Week 2
Complete Math Practicum Assignment 2 (Choose and Implement a High Demand Task)
Fraction Sense
MTP 8: Support
Chapter 9 from the
Multiplication and Division Productive Struggle in book "Taking Action" Assignment 2 Due
Learning Mathematics (p.213-241)
Linear Measurement and Pulling it All Together Chapter 10 from the
book "Taking Action"
04-26- 04-19-18 18
Linear Measurement and Learning Progressions Battista (2006)
Clinical Interview
and Curriculum
Online Class
Instructional Sequence Project
17 Final Exam
Bibliography Ackles-Hufferd, K., Fuson, K.C., & Sherin, M.G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81-116. Understanding the Development of Students' Thinking about Length Battista, M.T. (2006). Understanding the development of students' thinking about length. Teaching Children Mathematics, 13(3), 140-146. Blanton, M.L. (2008). Algebra and the elementary classroom: transforming thinking, transforming practice. Portsmouth, NH: Heinemann. Carter, S. (2008). Disequilibrium and questioning in the primary classroom: establishing routines that help students learn. Teaching Children Mathematics, 134-137. De Walle, J., Karp, K. S., & Loving, L. H., Bay-Williams, J.M. (2014). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3 ­ 5 (Second Edition). 10
Johanning, D.I. (2013). Developing algorithms for adding and subtracting fractions. Mathematics Teaching in the Middle School, 18(9), 527-531. Kilpatrick, Jeremy, W. Gary Martin, and Deborah Schifter, eds. A research companion to principles and standards for school mathematics. National Council of Teachers of English, 2003. National Council of Teachers of Mathematics. (2014). Principles to actions: ensuring mathematical success for all. Reston, VA :NCTM. Schifter, D. Bastable, V., Russel, S. J. (2015). Making Meaning for Operations: In the Domain of Whole Numbers and Fractions. Schifter, D. Bastable, V., Russel, S. J., & Woleck, K.R. (2002). Measuring space in one, two, and three dimensions. Education Development Center, Inc. Smith, M.S., Stein, M.K. (2011). Five practices for orchestrating productive mathematics discussions. VA: NCTM. Wright, R.J., Collins, D.E., & Tabor, P.D. (2012). Developing number knowledge: assessment, teaching and intervention with 7-11 year olds. London: SAGE. Wyberg, T., Whitney, S. R., Cramer, D.S.M., & Leavitt, S. (2011). Unfolding fraction multiplication. Mathematics Teaching in the Middle School, 17(5), 288-294. 11

DF Gonulates

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