AEDU 633U

MEANINGFUL MATHEMATICS FOR THE EARLY GRADES (K-5)

Spring 2003: January 13 &endash; May 5, 2003

 

Instructor:

Gloria W. Allen, M.Ed. (Director, CSRA Hub)

Office:

Office 204 / Ruth Patrick Science Education Center / USC Aiken

Email:

GloriaA@usca.edu

Telephone:

Office: 803-641-3594 (Office Hours Vary), Home: 803-648-2640

Class Meetings:

Mondays, 4:30 &endash; 7:30 p.m. January 13 - May 5, 2003

Location:

Room 209 RPSEC USCAiken

Course Fee:

$150

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:

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.

 

Note: The demonstration lesson is one of five lessons that are prepared as a one-week instructional unit for a specific grade level and science/mathematics skill. The unit should include a group activity or project citing the Curriculum Standards that incorporates the lesson or lessons from the student's unit. The course textbook, manipulatives, kits, websites, and other references are to be used as resources.


Rpsec@rpsec.edu

Ruth Patrick Science Education Center  
Copyright © 2003 by the Board of Trustees of the University of South Carolina.
URL: http://rpsec.usca.edu/Courses/aedu633Usyl03.html(January, 2003)