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Master Syllabus

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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. $40 lab fee.  Prerequisites: EDUC 300, or EDUC 505; and admission to the Teacher Certification Program. Offered Fall.


Prerequisite(s) / Corequisite(s):

EDUC 300, or EDUC 505; and admission to the Teacher Certification Program.

Course Rotation for Day Program:


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

Elementary and Middle School Mathematics: Teaching Developmentally
By Van de Walle, John A. (Pearson Education, Inc.)
Field Experience Guide for Teachers of Elementary and Middle School Mathematics
By Pickreign, Jamar (Pearson Education, Inc.)
Missouri Frameworks for Curriculum Development in Mathematics (K-12)

Missouri Grade Level Expectations for Mathematics (K-12)

Released Items from the MAP Test

Appropriate Common Core State Standards (CCSS)

A Guide to Observation, Participation, & Reflection in the Classroom
By Reed, Arthea & Bergemann, Verna (Brown & Benchmark Publishers)
Course Learning Outcomes
  1. Demonstrates accurate use of content language and facilitates students’ acquisition of academic vocabulary.
  2. Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.
  3. Engages students in the methods of inquiry and research in the discipline.
  4. Creates interdisciplinary lessons that are aligned with content standards.
  5. Designs instruction that is developmentally appropriate.
  6. Applies knowledge of the theory of learning in all aspects instructional design.
  7. Recognizes diversity and its impact on instruction; Designs instruction to meet the diverse needs of students.
  8. Demonstrates an understanding that instruction should be connected to students’ prior experiences and family, culture, and community
  9. Identifies learning goals and national/state standards and uses them to guide instructional planning.
  10. Selects appropriate strategies to facilitate student attainment of learning outcomes; identifies appropriate strategies based on student characteristics.
  11. Knows and understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives.
  12. Demonstrates knowledge of researched-based models of critical thinking and problem- solving, including various types of instructional strategies, to support student engagement in higher level thinking skills.
  13. Demonstrates knowledge of current instructional resources to support complex thinking and technological skills.
  14. Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning.
  15. Knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning.
  16. Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.
  17. Identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning
  18. Clearly articulates in writing his/her plans for instruction (teacher and student directions).
  19. Plans instruction that facilitates students’ expression through speaking, writing, and other media.
  20. Incorporates technology into instructional design.
  21. Develops effective formative and summative assessments.
  22. Applies strategies for collecting information through classroom interactions and higher order questioning.
  23. Reflects on instructional design process in order to improve.
  24. Identifies and understands the use of an array of professional learning opportunities including those offered by educator preparation programs, school districts, professional associations, and/or other opportunities for improving student learning.
  25. Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure.
  26. Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being.
Major Topics/Skills to be Covered:
  • An educational technology application is required.
  • State and national standards:  CCSS, MO Frameworks, GLE’s
  • 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
  • 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
  • The role of field experience in learning to teach elementary mathematics
  • Examining instructional design, implementation, and assessment in the core areas of elementary mathematics curricula
  • Differentiating instruction and assessment to meet the needs of all learners
  • Student teacher and content planning as variables
  • Planning instruction: goals, objectives, content outlines, teaching strategies and evaluation
  • Texts: selecting and evaluating, supplementing
  • Professional devevelopment
  • National, state, and local curriculum guides
  • Learning theories
  • Non-verbal communication
  • Repertoire of teaching techniques
  • Classroom management
  • Multicultural perspectives and integration of culturally diverse resources of family and community
  • Strategies for integrating students with special needs in to regular classroom
  • Valid assessment approaches, both formal and informal
  • Organization of a classroom using approaches supported by research, best practice, expert opinion, and student learning needs
  • Computer technology to meet student and professional needs
  • Use of professional standards for both written and oral assignments
  • 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/self-evaluation
  • MoSPE standards and portfolio construction

Recommended maximum class size for this course: 20

Library Resources:

Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

Prepared by: Kristina Clevenger Date: September 3, 2015
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 learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section. 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.

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