Syllabus: Maths 391
Teaching and Learning Mathematics in the Elementary School (3 credit hours)
1. Prerequisite: Qualifying score on Gateway Examination; MATHS 202 or 203 with a C- or better grade. Admittance to Teacher Education and permission to enroll in 300/400-level professional education courses.
2. Course Description: Development of pedagogical-content knowledge through national and state mathematics standards, curricular materials, instructional materials and methods, and assessment related to specific topics in elementary school mathematics. Class ideas applied in teaching situations. May be substituted for MATHS 392.
3. Course Objectives: This course is designed to prepare preservice elementary school teachers to learn about and use a variety of resources for effectively planning and teaching mathematics to children. Students will be able to:
• Use national and state standards for mathematics education to make curricular, instructional, and assessment decisions
• Use learning theories, specifically applied to mathematics education, to make curricular, instructional, and assessment decisions
• Determine how to effectively use student curriculum materials and teachers’ editions of textbooks to plan and teach lessons on specific mathematical topics
• Determine the appropriate and effective use of manipulative materials to teach specific mathematical topics
• Determine the appropriate and effective use of technological tools to teach specific mathematical topics
• Determine the appropriate and effective use of children’s literature to teach specific mathematical topics
• Utilize supplemental resource materials in planning for mathematics instruction
• Write mathematics lesson plans for elementary school students for topics selected from the five content areas (number and operation, data analysis and probability, algebra and patterns, geometry, and measurement) that incorporate the five process standards of mathematics (problem-solving, reasoning and proof, communication, connections, and representation)
• Implement mathematics lessons plans by teaching small groups of students
• Write reflections of experiences planning and implementing mathematics lessons with small groups of students
• Identify ways in which lesson plans need to be adapted for students with special needs
• Determine appropriate assessment tasks and activities for specific mathematical topics
4. Course Rationale: This course is the third in a sequence of courses taken by preservice elementary school teachers that prepare them to teach mathematics. In the first two of these three courses, preservice elementary teachers study mathematics content; in this course, they examine various methods and materials used to teach mathematics in the elementary school and develop pedagogical-content knowledge specific to teaching mathematical concepts and procedures. In addition, current issues related to teaching mathematics in the elementary school are discussed. During this methods course, the preservice elementary teachers are given structured opportunities to plan and teach mathematics lessons to children and to reflect individually and collectively on these experiences.
5. Course Content:
• Development of pedagogical-content knowledge related to specific mathematics topics in the five content standards: number and operation, algebra, geometry, measurement, data analysis and probability
• Introduction to national and state mathematics standards
• Introduction to learning theories, specifically applied to mathematics education
• Introduction, analysis, and appropriate uses of various traditional and reform-oriented curriculum materials
• Introduction, analysis, and appropriate uses of various supplemental materials
(e.g., children’s literature, replacement lessons, articles in professional journals, other NCTM publications)
• Introduction, analysis and appropriate uses of various manipulative materials
Introduction, analysis, and appropriate uses of various technological tools
(e.g., calculators, software, and web-based resources)
• Introduction of issues related to assessment in mathematics education (types of assessments used in mathematics education, purposes of different types of assessments)
• Writing and implementing of mathematics lesson plans:
• Mathematics lesson plans will be developed for topics selected from the five content standards (number and operation; algebra; geometry; measurement; and data analysis and probability) and will reflect the five process standards (problem solving; reasoning and proof; communication; connections; and representation).
• Writing reflections on teaching experiences
6. Course Format: Students work individually, in pairs, and in small groups as they work on activities and projects during class and to complete out-of-class assignments. Faculty engage students in interactive lectures and whole-class discussions. A TI-73 calculator is required.
7. Methods of Evaluating Student Performance: In-class and out-of-class written assignments and projects, mathematics lesson plans, reflections on teaching experiences, quizzes and exams.
8. Evaluation of the Course: The instruction of the course is evaluated by departmental student evaluations and peer evaluations. This course is reviewed and revised periodically by the Department’s Teacher Education Advisory Committee and Undergraduate Programs Committee.
9. Addendum: The following are examples of supplemental materials that could be used in teaching this course.
Standards:
• Principles and Standards for School Mathematics (NCTM, 2000)
• Indiana Standards for Mathematics (IDOE, 2000)
• Professional Standards for Teaching Mathematics (NCTM, 1991)
Supplemental Resource Materials:
• Supersource lessons
• 20 Thinking Questions
NCTM journals:
• Teaching Children Mathematics
Video-tapes:
• Teaching Math: A Video Library, K-4, 5-8; Annenberg/CPB Math and Science
Collection
• Marilyn Burns series
Prepared by E. Bremigan & S. Stump – January 2003
Revised by S. Stump — March 2007