AEDU 633U
MEANINGFUL MATHEMATICS FOR THE EARLY GRADES
(K-5)
Spring 2002: January 15 - April 23, 2002
Instructor: Bridget Coleman, M.Ed. (Mathematics Specialist, CSRA Hub)
Office: Office 206 / Ruth Patrick Science Education
Center / USC Aiken
Email: BridgetC@usca.edu
Telephone: Office: 803-641-2834 (Office Hours Vary)
Home: 803-641-4763
Class Meetings: Tuesdays, 3:30 - 6:30 p.m.
Location: Room 517, Barnwell Elementary School
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:
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:
1. Attendance Policy: Class attendance is mandatory and
punctuality is expected.
2. Late Assignments: Late assignments will be penalized
10% per day.
3. 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)
4. 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.
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
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 PACT-like assessments. Participants will create a learning
center focusing on a mathematics topic for their classroom. Credit
will be awarded according to the degree to which the participants fulfill
the following requirements.
Materials And Supplies (collected by each participant)
Pencil with eraser, Three-ring binder, Loose-leaf
paper, Notebook dividers with tabs,
Videotape