Skip to Main Content

MASTER SYLLABUS

Master Syllabus

Print this Syllabus « Return to Previous Page

Administrative Unit: Education Department
Course Prefix and Number: EDUC 358
Course Title: Teaching Mathematics in the Elementary School
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

This course has as its focus the methods and materials for teaching elementary school mathematics. The purpose of the course is to help preservice teachers become confident in their ability to do mathematics so that they can do the same for their future students. Specific emphasis is given to trends and issues in mathematics education, including state and national recommendations. In addition, issues pertaining to lesson planning and implementation, assessment, integration of appropriate models, mathematics connections, and the use of technology are explored. Includes field experience of 15 hours. Students must complete the Field Experience Application at least one term prior to taking this course. $30 lab fee.  Prerequisites: EDUC 102 and EDUC 300, or EDUC 505; EDUC 200; EDUC/PSYC 230; and admission to the Teacher Certification Program.


 

 
Prerequisite(s) / Corequisite(s):

EDUC 102 and 300, or EDUC 505; EDUC 200;  EDUC/PSYC 230; and admission to the Teacher Certification Program.

 
Course Rotation for Day Program:

Offered Fall (2nd 8 weeks).

 
Text(s): Most current editions of the following:

A Guide to Observation, Participation, & Reflection in the Classroom
By Reed, Arthea & Bergemann, Verna (Brown & Benchmark Publishers)
Recommended
Elementary and Middle School Mathematics: Teaching Developmentally
By Van de Walle, John A. (Pearson Education, Inc.)
Recommended
Field Experience Guide for Teachers of Elementary and Middle School Mathematics
By Pickreign, Jamar (Pearson Education, Inc.)
Recommended
Missouri Frameworks for Curriculum Development in Mathematics (K-12)

Recommended
Missouri Grade Level Expectations for Mathematics (K-12)

Recommended
Released Items from the MAP Test

Recommended
 
Course Objectives

MoSTEP Quality Indicators: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 5.1, 5.2, 6.1, 6.2, 6.3, 7.1, 7.3, 7.4, 9.1, 9.2, 9.3, 10.1, 10.2, 10.3, 10.4, 11.1, 11.2, 11.3, 11.4, 11.5, 11.6.

  • To increase confidence and ability as teachers of mathematics by developing a deeper understanding of the mathematics they will teach.
  • To study and explore a variety of teaching strategies and materials for developing mathematical thinking, including: - The role of mathematical tasks in learning concepts; - The role and value of multiple representations (numerical, graphical, symbolic, and situational) to support the development of mathematical thinking; - The role and value of appropriate tools (graphing calculators, spreadsheets, manipulatives, applets, the internet, etc.) for developing and connecting mathematical concepts; - Curriculum materials for supporting learning (e.g. NSF-funded mathematics curriculum and other Standards-based Curriculum); - Methods to provide learning opportunities for all students to learn mathematics, regardless of individual learning styles or cultural differences.
  • To engage as learners, in mathematical tasks that require critical thinking skills.
  • To read and reflect on a number of well-known and recently published works in mathematics education in order to support an understanding of research-based knowledge regarding the learning and teaching of mathematics.
  • To examine personal beliefs about the learning and teaching of mathematics.
  • To examine issues of assessment pertaining to the understanding of mathematics concepts.
  • To become aware of and participate in professional organizations for mathematics teachers.
  • To demonstrate competence in documentating persoanl development and competencies within the teaching priofession. 
  • To observe the place of content mastery in competent instruction.
  • To observe elements of an effective lesson plan and the effects of planning instruction.
  • To observe various methods, strategies, and techniques employed in meeting the needs of the content and the students.
  • To observe the use of theory of learning and child development to the evaluation of instruction planning.
  • To construct and deliver lesson plans that demonstrate subject matter competence, multiple strategies to meet student needs, the effective use of media and other technologies, and opportunities adapted to diverse learners. Q.I. 1, 2, 3, 5, 7, and 8
  • To observe the theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions, and activities.
  • To record and reflect upon the philosophies of classroom teachers and special teachers as they relate to children with special needs.
  • To demonstrate effective verbal and non-verbal communication in working with students, colleagues, and supervisors.
  • To reflect upon the standards of pre-service teachers and the level of mastery achieved on them.
  • To demonstrate competence in documenting personal development and competencies within the teaching profession.
 
Measurable Learning Outcomes:
  • Describe the significant changes in mathematics that are occurring at both the state and national levels.
  • Compare and contrast their own views about what it means to do mathematics to both the traditional and reform views.
  • Explain the constructivist view of learning mathematics and demonstrate effective teaching models aligned with this view.
  • Explain the difference between relational understanding and instrumental understanding and between conceptual and procedural knowledge.
  • Describe the role of models (manipulatives, technology, etc.) in helping develop mathematical understanding and create lesson plans that use models to help children develop a deep understanding of mathematical concepts.
  • Define problem-solving and recognize its importance in developing mathematical understanding by constructing lesson plans that reflect a problem-solving method of teaching.
  • Define assessment, describe its purpose, and demonstrate both formal and informal methods to integrate ongoing assessment into instruction.
  • Describe the teacher’s role and the students’ roles in the mathematics classroom with regard to diversity of the student population and the various individual learning styles.
  • Identify, describe and implement strategies for teaching problem-solving, number sense, spatial sense and geometry, probability, statistics, operations, computations, measurement, and algebra.
  • Analyze and reflect upon the place of content mastery in competent instruction.
  • Analyze and reflect upon the element of an effective lesson plan and the effects of planning instruction.
  • Analyze and reflect upon the various methods, strategies, and techniques that are employed in meeting the needs of the content and the students.
  • Apply theories of learning and child development to the evaluation of instruction planning.
  • Evaluate and analyze the construction of lesson plans that demonstrate subject matter competence, multiple strategies to meet student needs, the effective use of media and other technologies, and opportunities adapted to diverse learners.
  • Apply theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions, and activities.
  • Record and reflect upon the philosophies of classroom teachers and special teachers as they relate to children with special needs.
  • Analyze effective verbal and non-verbal communication in working with students, colleagues, and supervisors.
  • Evaluate, analyze, and reflect upon the standards of pre-service teachers and the level of mastery achieved on them.
  • Critically reflect on the personal development and competencies within the teaching profession.

 

 
Topical Outline:
  • Teaching mathematics: foundations and perspectives
  • Teaching mathematics in the context of the reform movement
  • Exploring what it means to do mathematics
  • Developing understanding in mathematics
  • Teaching through problem solving
  • Building assessment into the classroom
  • Planning in the problem-based classroom
  • Teaching all children mathematics
  • Technology and school mathematics
  • Development of mathematical concepts and procedures
  • Teaching developing early number concepts and number sense
  • Developing meanings for the operations
  • Helping children master the basic facts
  • Whole-number place-value development
  • Strategies for whole-number computation
  • Computational estimation with whole numbers
  • Developing fraction concepts
  • Computation with fractions
  • Decimal and percent concepts and decimal computation
  • Developing measurement concepts
  • Geometric thinking and geometric concepts
  • Exploring concepts of data analysis and probability
  • Algebraic reasoning
  • Overview of field experience
  • Observation participation
  • Performance-based teacher evaluation
  • Lesson content and resources
  • Observation/reflection
  • Teacher observation review
  • Management theories and practice
  • Critical reflection
  • MoSTEP standards and portfolio construction
 

Recommended maximum class size for this course: 20

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them from off-campus using your CougarTrack login and password when prompted.

 
Prepared by: Paul Hanna Date: December 15, 2010
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

Office of Academic Affairs
12/04