Instructor: Bridget Coleman, M.Ed.
(Mathematics Specialist, CSRA Hub)

Office:
Office 206 / Ruth Patrick Science Education Center / USC Aiken

Email:
BridgetC@aiken.sc.edu

Telephone: Office: 641-2834 (Office Hours
Vary) Home: 641-4763

Class Meetings: Mondays, 4:00 - 7:00 p.m., and one Thursday TBA

Location: Room 209 RPSEC

**I. Descriptive Information: (3 graduate hours)**

This course is designed to provide opportunities for professional educators
of grades K-5 to develop as leaders in mathematics education by expanding
their understanding of certain mathematical concepts and teaching strategies.
The course will prepare teachers for teaching the S.C. Mathematics Curriculum
Standards to all students in grades K-5 with the depth and understanding
required for later success in mathematics. The course will focus
on engaging learning activities that promote conceptual development as
well as the facility to think symbolically. Through these experiences,
participants will learn to develop and select thoughtful learning activities
for engaging students in meaningful mathematics in the elementary grades.
Alignment of classroom instruction and routine assessment with state and
national curricula will be a major thread of the course. The S.C.
Mathematics Curriculum Standards and the NCTM Principles and Standards
for School Mathematics will serve as guides for content emphases.

**II. Course Goals and Objectives:**

A. General Goals: The goals of the course are…

1. To improve the attitudes and confidence of teachers with regard
to teaching and

learning the S.C. mathematics curriculum standards
in the elementary school grades.

2. To provide concrete experiences which strengthen understanding
of elementary

mathematics concepts.

3. To involve teachers in applying math process skills and critical
thinking.

4. To offer an investigative, inquiry approach that capitalizes
on the student's natural

curiosity.

5. To assist teachers in presenting mathematics in a more engaging,
real-world manner in

the classroom.

6. To train teachers to function as facilitators of mathematics
learning who actively

engage students in critical thinking, questioning,
hypothesizing, planning, analyzing,

synthesizing, and working cooperatively as
well as independently.

B. Objectives: By the end of this course, participants will be able
to…

1. Apply a variety of problem solving strategies in non-routine
as well as real-world

situations.

2. Use manipulatives to discover, demonstrate or verify mathematical
phenomena.

3. Use manipulatives to solve problems.

4. Apply basic math process skills to gather and analyze data.

5. Use data to explain, justify or illustrate mathematics concepts
or events.

6. Apply mathematics and language skills in the context of an
investigation.

7. Work cooperatively with a team to gather data and/or
solve a problem.

8. Demonstrate knowledge of each strand of the SC Curriculum
Standards.

9. Identify appropriate activities for teaching math concepts
for a given grade level.

10. Develop and teach a unit addressing the S.C. Mathematics Curriculum
Standards

11. Describe and demonstrate how hands-on mathematics teaching facilitates
the learning

of children with varied learning styles.

12. Express a positive disposition toward the learning of mathematics.

13. Analyze teaching practices by critiquing tapes of their presentation
of math lessons.

**III.Course Readings:**

Required Texts:

Hatfield, M.M., Edwards, N.T., Bitter, G. G., and Morrow, J. (2001).
Mathematics Methods for Elementary and Middle School Teachers, Fourth Edition
update. New York: Wiley Publishing Company.

National Council of Teachers of Mathematics. Principles and Standards for School Mathematics. Reston, BA: NCTM (2000).

Supplemental Reading:

South Carolina Mathematics Curriculum Standards, [On-Line] South Carolina
Department of Education, 1998 and 2000.

**IV. Instructional Strategies:**

A variety of instructional strategies will be implored including hands-on
activities, lecture, discussion, cooperative learning, projects, questioning,
readings, peer teaching, self-critique, and reflection.

**V. Course Requirements:**

A. Administrative Requirements:

Attendance Policy: Class attendance is mandatory and punctuality
is expected.

Late Assignments: Late assignments will be penalized 10% per
day.

The following statement should appear on all graded assignments: “On
my honor as a University of South Carolina ? Aiken student, I have neither
given nor received an unauthorized aid on this assignment / examination.
To the best of my knowledge I am not in violation of academic honesty.”
______________

(signature)

If you have a physical, psychological, and/or learning disability which
might affect your performance in this class, please contact the Office
of Disability Services, 126A B&E, (803) 641-3609, as soon as possible.
The Disability Services Office will determine appropriate accommodations
based on medical documentation.

B. Required Activities:

Participants will be formally and informally assessed. Participants
will engage in professional discussions of mathematics education, explore
standards-based lessons, reflect on their own teaching through videography,
and prepare an instructional unit with a culminating assessment.
A final exam will also be required. Credit will be awarded according
to the degree to which the participants fulfill the following requirements.

1. Active Participation and Class Notebook (25%)

Students are expected to attend a minimum of 45
hours of instruction. Absences, tardies, and marginal participation
result in lost points on this

criterion. Students are expected to engage
in cooperative class work with peers, to conduct mathematical investigations,
solve problems assigned as class

work or homework, to ask questions and to share
experiences throughout the course. A daily written response to class
activities will be kept in a journal

(3-ring notebook) along with class notes, class/homework
problems, article summaries, supplementary classroom materials, correlations
and resource

lists.

2. Peer Lesson and Evaluation (25%):

Each individual student will videotape 15-20 minutes
of a math lesson as he/she teaches it to his/her peers. A brief overview
of the lesson, a written

lesson plan, and assessments will be presented in
class. There will be reflections and a class discussion following
each lesson. Each

teacher-participant will submit a written reflection
on their own lesson following the class presentation and examination of
the video. The

self-reflections should discuss the strengths of
the lesson as a vehicle for teaching the intended curriculum standards,
a discussion of possible

extensions, a description of an appropriate formal
assessment of student learning, and specific suggestions for improving
the effectiveness of the lesson.

3. Assessment Tasks (20%)

Students will create a minimum of three assessment
tasks to measure student achievement of the SC Standards. The assessments
will be used with

students and the results analyzed during class.

4. Readings and Discussions (15%)

Students must read and reflect on the text material
and additional articles. In addition to class discussions, students
will participate in on-line forum

discussions.

September 17: Chapters 1 and 2; Forum Discussion
Topic 1

September 24: Chapter 3; Submit a Forum Discussion
Topic

October 1: Chapter 4

October 29: Chapter 5

November 12: Chapter 8

5. Final Examination (15%)

Students will complete a written and performance-based
test demonstrating their ability to apply the concepts and skills gained
from the class

discussions, readings and investigations.

Materials And Supplies (collected by each participant)

Pencil with eraser, Three-ring binder, Loose-leaf paper, Notebook dividers
with tabs,

Video cassette tape

Grading Scale:

100% - 93% = A 92% - 90% = B+ 89% - 85% = B 84% - 82% = C+

81% - 78% = C 77% - 74% = D+ 73% - 70% = D Below 70% = F