Section menuClose menu Columbia College

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. $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:

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
Appropriate Common Core State Standards (CCSS)

Recommended
 
Course Objectives
  • To understand the central concepts, structures and tools of inquiry of the discipline(s) and create learning experiences that make these aspects of subject matter meaningful and engaging for all students. MoSPE 1
  • To understand how students learn, develop and differ in their approaches to learning, and provide learning opportunities that are adapted to diverse learners and support the intellectual, social and personal development of all students. MoSPE 2
  • To recognize the importance of long-range planning and curriculum development, and develop, implement and evaluate curriculum based upon standards and student needs. MoSPE 3
  • To use a variety of instructional strategies to encourage students' critical thinking, problem solving and performance skills, including instructional resources. MoSPE 4
  • To use an undertanding of individual and group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation. MoSPE 5
  • To model effective verbal, nonverbal and media communication techniques with students and parents to foster active inquiry, collaboration and supportive interaction in the classroom. MoSPE 6
  • To understand and use formative and summative assessment strategies to assess the learner's progress, use assessment data to plan ongoing instruction, monitor the performance of each student, and devise instruction to enable students to grow and develop. MoSPE 7
  • To be a reflective practitioner who continually assesses the effects of choices and actions on others, to actively seek out opportunities to grow professionally in order to improve learning for all students. MoSPE 8
  • To have effective working relationships with students, parents, school colleagues and community members. MoSPE 9
 
Measurable Learning
Outcomes:
  • Demonstrates knowledge of the academic language of the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri.
  • Demonstrates content knowledge and ability to use multiple subject-specific methodologies for specific instructional purposes to engage students.
  • Demonstrates understanding of how to engage students in the methods of inquiry and research in his or her respective discipline.
  • Create and implement interdisciplinary lessons that are aligned with standards.
  • Demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, recognizing the potential for bias.
  • Identify child/adolescent development stages and use this knowledge to adapt instruction.
  • Demonstrates knowledge on how to assist students in setting short- and long-term learning goals and self-reflect on their overall growth.
  • Apply knowledge of learning theory in all aspects of instructional design.
  • Recognize diversity and the impact it has on education.
  • Plan learning activities to address students' prior experiences, learning styles, multiple intelligences, strengths, and needs in order to positively impact learning.
  • Demonstrates an understanding that instruction should be connected to students' family, culture, and community.
  • Demonstrates an understanding of the components and organization of an effective curriculum, is able to create aligned learning experiences, can locate national and state standards, and is able to align them to learning outcomes.
  • Demonstrates understanding of how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
  • Demonstrates understanding og the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives.
  • Demonstrates knowledge of reseach-based models of critical thinking and problem solving, including various types of instructional strategies, to support student engagement in higher level thinking skills.
  • Demonstrates knowledge of current instructional resources to support complex thinking and technological skills.
  • Demonstrates knowledge of strategies for facilitating multiple configurations for student learning, including cooperative, small group, and independent learning.
  • Demonstrates knowledge of 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.
  • Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.
  • Recognizes and identifies the impact of classroom, school and community culture on student relationships, classroom environment and learning.
  • Demonstrates competence in the use of basic classroom management techniques that reduce the likelihood of student misbehavior and address any misbehavior that does occur with the least disruption of instruction.
  • Demonstrates understanding of the importance of and develops the ability to use effective verbal and nonverbal communication techniques.
  • Develops sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in communication with families.
  • Develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy.
  • Develops skills in using a variety of technology media communication tools.
  • Demonstrates knowledge of the development, use, and analysis of formal and informal assessments.
  • Demonstrates has knowledge of how data can be accessed, analyzed, and appropriately used to design instruction and improve learning activities.
  • Describes, explains, and analyzes a variety of self and peer assessment strategies, understands the need to prepare students for the demands of particular assessment formats, can set their own learning goals, and is able to teach students to set learning goals.
  • Develops a knowledge base of assessment strategies and tools, including how to collect information by observing classroom interactions and using higher order questioning. The candidate uses analysis of the data to determine the effect of class instruction on individual and whole class learning.
  • Can explain ethical and legal implications of confidentiality of student records and can describe and analyze strategies to communicate student progress to student, families, colleagues, and administrators.
  • Demonstrates a capacity to engage in a collaborative classroom/department/school data analysis process.
  • Demonstrates understanding of strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students.
  • Identifies and demonstrates understanding of 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.
  • Demonstrates knowledge of and applies professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure.
 
Topical Outline:
  • An education technology application is required.
  • 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
  • Curriculum and standards
  • 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 or art 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
  • Integration of math with other academic departments
  • 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: 15

 
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: Karen Weston Date: October 15, 2013
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