Course:ED S654 Algebra and Functions: Content and Pedagogy for K-8 Teachers

UAS SOE graduates will be informed, reflective, and responsive teachers within diverse classroom, school, and community contexts

Course:ED S654 Algebra and Functions: Content and Pedagogy for K-8 Teachers

Instructor:Dr. Virgil G. Fredenberg

Mode of Instruction:Distance via Elluminate Live!

Class Hours:Monday, 4:15 – 7:30 PM

Office Hours:Tuesday, Thursday 10:00 – 11:00 AM

Monday, Tuesday, Wednesday 1:30 – 3:30 PM

1. Catalog Course Description and Credit Hours of Course:

Provides K-8 teachers with the underlying principles and concepts of algebra and functions.Emphasizes building algebraic thinking through an examination of patterns, relationships, and functions with practice developing multiple representations of functions using tables, graphs and verbal rules. Examines current instructional and assessment practices in mathematics that are research and standards based and that lead to algebraic reasoning for K-8 students.

1. Prerequisite(s):

Prerequisite: ED 614.

1. Textbook and/or Required Readings:

Stump, S., Roebuck, K., Bishop, J. Algebra for Elementary and Middle School Teachers. Pearson/Prentice Hall. Upper Saddle River, NJ. ISBN: 978-0-558-38777-8.

1. Technology Needed

You will need headphones with a microphone for your computer. It will make working with Elluminate Live! much easier.

V.Alignment Matrix

V.Relationship of the Conceptual Framework to Standards

An increasing emphasis on professional standards for educators reinforces the relevance of the School of Education’svision of an informed, reflective and responsive professional educator as the grounding tenants of ourConceptual Framework. As the lists of expected achievement indicators, competencies, and dispositions issued by government and professional groups become more extensive, only aninformed professional who actively reflects on his/her teaching and is responsive to student, family and community needs will be capable of meeting the intent of those standards. The general theme of our vision is that each of these areas strives to nurture and prepare professional educators so that they can meet the needs of diverse learners. Efforts include continuous endeavors to creatively incorporate technology throughout individual subject area fields, promoting understanding and appreciation for diversity, and support of the development of literacy skills needed in an increasingly complex society.

1. Basis for Student Evaluation:

Community problems

1. Explanation of Assignments

1. Attendance and Participation – attend and participate in all class sessions. Your peers will be learning from your contributions and discussion just as you will be learning from them.
2. Assigned exercises –will be assigned for each session.
3. Community problems – Share six problemscreated employing geometry topics or concepts that connect geometry to the local community. These may be referred to as place-based problems.
4. Algebra concept descriptions and reflections – you will read and report on sixalgebra topics or concepts. A brief written description of what you found and your reflection on it. You may choose from the following topics or propose your own.

Teaching variables in K-8 mathPatterns for teaching algebraHistory of algebra

Teaching functions in K-8 mathFostering algebraic thinkingLinear relationships

Manipulatives for teaching algebraExponential functions in K-8Algebra and culture

Linear functions in K-8 mathAlgebra applicationsAlgebraic proof

Technology and teaching algebraQuadratic relationshipsQuadratic functions

1. Web site description and reflection – description of web site that has useful strategies for teaching two of the topics found in item 4 above. Along with your comments, describe what you found there and how you might use it. Be sure to include the host of the web site or the copyright, when it was last updated, and its web address. These will be shared with the rest of the class.
2. Lesson plan – turn in plan of the lesson created for your class that utilizes one of the shared community problems or an adaptation of one of the shared problems you created.
3. Clear understandable title and objectives
4. Clear and understandable procedures and activities
5. Clear and understandable connections to community/culture/real-world.
6. Quality of lesson plan – remember to edit your work for spelling, grammar and presentation. The overall look is important.

1. Schedule

Bottom of Form

Bottom of Form

1. Grading Scale

XI.Academic Policy Statement:

Honesty in academic endeavors is a central tenet of the UAS philosophy. One may feel proud of accomplishments and success attained honorably through hard work. Knowledge gained in this way often leads to later success in professional pursuits and in personal life. Unfortunately, academic stress and anxiety sometimes impact the individual in ways that produce dishonest behavior, or taking an “easier” route to fulfilling academic responsibilities. Infractions of academic dishonesty can lead to serious consequences. Refer to the UAS Student Handbook for more details. Programs offered through the Learning Center and the Student Resource Center address topics such as study skills and time management to reduce stress and thus help to prevent dishonest behavior.

1. Student with Disabilities:

To aid college students who experience a documented physical, cognitive, and/or psychiatric disability. Disability Support Services are available on all UAS campuses. The University of Alaska Southeast is committed to equal opportunity and programmatic access for students with disabilities (See University of Alaska Regents Policy: For further information on disability support services and guidelines about documentation please visit our website at or:

In Juneau:

(907)796-6000

In Ketchikan:

(907) 228-4505

In Sitka:

(907) 747-7716

Early contact with this program promotes a positive educational experience

1. Civility and Harassment

Intellectual honesty, mutual respect and freedom from discrimination, intimidation, harassment and violence against persons or property are central to the UAS mission. Acts of intolerance and abusive behaviors which violate these basic values will not go unchallenged without our academic community. UAS is committed to standards promoting speech and expression that fosters the maximum exchange of ideas and opinions. Ideally, discourse is open, candid and characterized by mutual respect and dignity. It is the goal of the university to foster a campus climate which promotes the ideals of civility and appreciation for the uniqueness of each member of our academic community.

1. Dispositions of Professional Educators

1.Abide by a philosophy of education and remain flexible to revising it based on new research and teaching experience.

2.Appreciate unique thinking processes of learners at different stages of development.

3.Appreciate multiple perspectives and value individual differences.

4.Commit to professional discourse about content knowledge and student learning of content.

5.Value assessment and instruction as integrated processes.

6.Commit to ensuring student well-being and development of self-regulation and group interaction skills.

7.Recognize the school as an integral part of the community and value parents and guardians as partners in promoting student learning.

8.Value professional ethics, democratic principles and collaborative learning communities.

9.Value technology as a tool for student and teacher lifelong learning.

1. References

Alaska Content and Performance Standards Booklet.

Alaska Native Knowledge Network.Alaska Standards for Culturally Responsive Schools.

Battista, M. T. (1994). Calculators and computers: Tools for mathematical exploration and empowerment. Arithmetic Teacher, 41, 412-417.

Bluman, A. G. (2004). Math Word Problems Demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

Bluman, A. G. (2004). Pre-Algebra Demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

Gibilisco, S. (2005). Math Proofs Demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

Great Source Education Group. (2002). Algebra to Go. Houghton Mifflin, Inc. Wilmington, MA. ISBN: 0-669-47151-8

Great Source Education Group. (2002). Algebra to Go, Teacher’s Resource Book. Houghton Mifflin, Inc. Wilmington, MA. ISBN: 0-669-48076-2

Hope, J. A., Leutzinger, L. P., Reys, B. J., & Reyes, R.E. (1998).Mental math in the primary grades. White Plains, NY: Cuisenaire-Dale Seymour.

Huettenmueller, R. (2002). Algebra Demystified. Burr Ridge, IL. McGraw-Hill Professional Publishing.

National Council of Teachers of Mathematics. Algebraic Thinking, Grades K–12: Readings from NCTM's School-Based Journals and Other Publications. Reston, VA: Author.

National Council of Teachers of Mathematics. Navigating through Algebra series. Reston, VA: Author.

National Council of Teachers of Mathematics. Patterns and Functions: Addenda Series, Grades 5–8. Reston, VA: Author.

National Council of Teachers of Mathematics. The Teaching and Learning of Algorithms in School Mathematics (1998 Yearbook). Reston, VA: Author.

National Council of Teachers of Mathematics. (1997). Multicultural and gender equity in the mathematics classroom: The gift of diversity (1997 Yearbook). Reston, VA: Author.

National Council of Teachers of Mathematics.(2000). Principles and Standards for School Mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (1994). Windows of opportunity: Mathematics for students with special needs. Reston,VA: Author.

Sutherland, R. (2000). Perspectives on School Algebra. Kluwer Academic Publishers.