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
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
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
5. To assist teachers in presenting mathematics in a more engaging, real-world manner in
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
1. Apply a variety of problem solving strategies in non-routine as well as real-world
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.
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).
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.” ______________
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.
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,