WINONA STATE UNIVERSITY

PROPOSAL FOR GENERAL EDUCATION PROGRAM COURSES

Department ______Education Date ______10-23-12______

EDUC 334 Elementary Math Methods 3

Course No. Course Name Credits

Prerequisites___ EDUC 303/304 & 310/311______

GEP Goal Area(s):*

CORE GOAL AREASTHEME GOAL AREAS

(Sorry, I cannot get rid of the spacing!)

_____Goal 1: Communication_____Goal 7:Human Diversity
_____Goal 3:Natural Science_____Goal 8:Global Perspective
_____Goal 4:Mathematics/Logical Reasoning_____Goal 9:Ethical and Civic Responsibility
_____Goal 5:History and the Social and Behavioral _____Goal 10: People and the Environment Sciences
_____Goal 6:The Humanities and Fine Arts

* Courses may be submitted for up to two Goal Areas.

Additional Requirement Categories:

___X__Intensive:

__X___ 1. Writing

_____ 2. Oral Communication

_____ 3. a. Mathematics/Statistics

_____ b. Critical Analysis

_____ Physical Development and Wellness

Provide information as specified in the previous directions.

Attach a General Education Program Approval Form.

Department Contact Person for this Proposal:

___Dr.Ann ____

Name (please print) Phonee-mail address

Course Description:

  1. Catalog description.

Teaching competencies such as guiding student inquiry, demonstrating mathematical principles and procedures, and using a variety of instructional aids are developed in relation to scope and sequence of K-8 curricula.

  1. Course outline of the major topics and subtopics.

I. Importance of learning modalities in mathematics teaching

A. Visual

B. Auditory

C. Tactile/kinesthetic

II. Current Issues and Trends in Elementary Mathematics Curriculums

A. Minnesota Mathematics Standards

B. National Council of Teachers of Mathematics Standards

III. Learning theorists and their research findings

A. Developmental and age appropriate learning

B. Autonomous learner

C. Cooperative learning

D. Proximal development

  1. Scaffolding
  2. Hands-on/inquiry based learning
  3. Constructivist learning
  4. Learning Cycle

IV. Instructional Design

A. Appropriate Daily Planning: Lesson Plans

B. Appropriate Unit Planning: Unit Plans

V. Teaching Scope and Sequence of Elementary Math Curriculum

A. Patterns

B. Problem solving

C. Data Investigation

D. Geometry

E. Discrete Math

F. Numerical Literacy: Including

1. Addition and subtraction of whole numbers

2. Multiplication and division of whole numbers

3. Numeration of common and decimal fractions

4. Measurement, time, temperature, and money

G. Randomness and Uncertainty

VI. Selection and Use of Manipulatives

VII. Math Processes

A. Integrating Mathematics in Other Fields

B. Using children's literature to teach mathematics

C. Journaling

VIII. Mathematics Perspectives

  1. Multicultural Mathematics
  2. Technology in elementary math

IX. Mathematics Assessment

A. Formative

B. Summative

X. Field Experience of Teaching Lessons to Children in Public Schools

A. Lesson Plans

B. Minimum 5 hours teaching time

C. Required Assessment Component in Plans

I.Overview and Basic Principles

Upon completion of the course, the student will be able to:

1.Describe the scope and sequence of typical math curriculums for each of the elementary grades K6 in accordance with the Minnesota Mathematics Standards; concepts of mathematical patterns, relations and functions, including number and geometric patterns, discrete math, numerical literacy, concepts of space and shape, data investigations, concepts of randomness and certainty, graphing, mathematical processes and perspectives.

2.Develop and execute mathematical lessons appropriate for children's specific academic needs, age, and achievement levels, and learning mode preferences;

3.Select and effectively use manipulatives appropriate for the maintenance of children's mathematical skills and application of children's mathematical knowledge to significant problems;

4.Design and construct learning centers and/or lessons appropriate for the maintenance of children's mathematical skills and application of children's mathematical knowledge to significant problems.

Relation to Conceptual Framework: We exist to prepare professionals to continuously improve student learning in twenty-first century schools. Through a continuum of clinical experiences and relevant and appropriate instructional methods, WSU graduates are preparedin a community of learners with developmentally appropriate content and pedagogical expertise, and professional dispositions toimprove students’ learningby: (1) actively engaging in a culture of reflective practice and continuous improvement (2) demonstrating awareness of – and an ability to respond to – broader psychosocial andglobal contexts; and (3 advocating for students and their learning through leadership, collaboration, innovation, flexibility, and critical thinking.[Highlights reflect significant emphasis during this course.]

Student Competencies:

Students will be able to

Writing Intensive Criteria / EDUC 334 Assignment(s) / Assessment Feedback
Practice the processes and procedures for creating and completing successful writing in their fields; / #1*Best Practice Synthesis Paper: 5-8 pages in length; (Assignment Category 23%) ( Understanding theory underlying today’s best practice teaching in mathematics)
#2*Multiple Lesson Plans: Using appropriate format as chosen by the instructor, students will complete full teacher talk lesson plans complete with all hand-outs; (Lesson Plan/Unit Category 62%) (minimum eight lesson plans/presentations) / #1*Mechanical Writing (punctuation, grammar, etc.)
*Synthesis of best practices with students ideas
*Writing based on research of multiple sources
#2: Feedback based on lesson plan structure, content, format, mechanics;
Understand the main features and uses of writing in their fields; / #1*Best Practice Synthesis Paper: 5-8 pages in length; (Assignment Category 23%) ( Understanding theory underlying today’s best practice teaching in mathematics)
#2*Multiple Lesson Plans: Using appropriate format as chosen by the instructor, students will complete full teacher talk lesson plans complete with all hand-outs; (Lesson Plan/Unit Category 62%) (minimum eight lesson plans/presentations)
#3: Journal Reflections (Assignment Category 23%) (After every lesson in schools) (minimum eight reflection journal assignments)
#7: Final Exam: Provide written commentary regarding the effectiveness of a classroom teacher’s lesson and suggestions for improvement (scenario) / #1*Mechanical Writing (punctuation, grammar, etc.)
*Synthesis of best practices with students ideas
*Writing based on research of multiple sources
*Use of scholarly writing to inform practice in today’s classrooms
#2: Feedback based on lesson plan structure, content, format, mechanics;
*Uses current standards for appropriate grade level lessons
#3Journal Reflections: Assessed on depth of thought; reflection on what could be done better/differently or why kept the same; mechanics;
#7: Mechanics; understanding of content of courses based on response; context of teaching based on response; understanding of standards; (no opportunity for revision of final exam)
Adapt their writing to the general expectations of readers in their fields; / #2*Multiple Lesson Plans: Using appropriate format as chosen by the instructor, students will complete full teacher talk lesson plans complete with all hand-outs; (Lesson Plan/Unit Category 62%) (minimum eight lesson plans/presentations)
#3: Journal Reflections (Assignment Category 23%) (After every lesson in schools) (minimum eight reflection journal assignments)
#4: Children’s Literature Integration into Mathematics Lesson(s) (Assignment Category 23%) (1) (this assignment could fit any category below; this is the student’s choice; regardless of grade level, student will choose a children’s literature book; identify appropriate grade level; in essay form, describe how the book will be used to help children gain an understanding of the concept(s) depicted in the children’s literature book)
#5: Traffic Assignment: Using graphs and or charts record traffic flow three times during the day and provide written analysis of results; (Assignment Category 23%) (1)
#6: Racial Profiling: Based on data, present a written argument as to whether or not racial profiling existed in the Chicago area for Discretionary Traffic Stops (Assignment Category 23%) (1) / #2: Lessons will be available to classroom teachers as well as the professor (who collects them each time for assessment);
*Appropriate for a substitute to use;
#3:Journal Reflections: Deep thinking regarding implementation of lesson plan, including what could be done differently, what went well, what else could be added; professional responsibility to reflect and one of our tenets; mechanics;
#4: Mechanics; expectation to incorporate literature into mathematics lessons as per National expectations (NCTM);
#5: Assess ability to create graphs/charts will written commentary explaining findings; mechanics
#6: Assess ability to create charts based on probability data; use data to explain and hypothesize racial profiling; mechanics;
Make use of the technologies commonly used for research and writing in their fields; and / #1*Best Practice Synthesis Paper: 5-8 pages in length; (Assignment Category 23%) ( Understanding theory underlying today’s best practice teaching in mathematics)
#2*Multiple Lesson Plans: Using appropriate format as chosen by the instructor, students will complete full teacher talk lesson plans complete with all hand-outs; (Lesson Plan/Unit Category 62%) (minimum eight lesson plans/presentations) / #1: Use of technology, video, and print resources to determine current best practices in teaching mathematics;
#2*Incorporate technology into lesson plans: Smartboards; Internet Learning Sites; Computer Simulations; If appropriate: Geometer’s Sketchpad for geometry lessons;
Learn the conventions of evidence, format, usage, and documentation in their fields. / #1*Best Practice Synthesis Paper: 5-8 pages in length; (Assignment Category 23%) ( Understanding theory underlying today’s best practice teaching in mathematics)
#2*Multiple Lesson Plans: Using appropriate format as chosen by the instructor, students will complete full teacher talk lesson plans complete with all hand-outs; (Lesson Plan/Unit Category 62%) (minimum eight lesson plans/presentations) / #1: All conventions followed; appropriate documentation, particularly of anything retrieved from the Internet
#2: Students use accepted formats for lesson presentation; appropriate documentation of any sources used for planning purposes; appropriate citations;

**All writing assignments receive written feedback; In-Class Lesson Plans/Presentations require revision based on professor/peer feedback; when student has difficulty with assignments: opportunity for revision based on feedback;Final exam does not allow for revision; % Shown = % of final grade by category;

Minnesota Standards of Effective Practice: Content Area: Elementary Teachers of Mathematics

Bold = standards addressed in this course
Standard language taken from statute. The teacher must… / Standard Placement / Opp. To learn in syllabus / Assess point in syllabus & the Assessment
1 / concepts of mathematical patterns, relations, and functions, including the importance of number and geometric patterns in mathematics and the importance of the educational link between primary school activities with patterns and the later conceptual development of important ideas related to functions and be able to / Final Exam
1a / identify and justify observed patterns / EDUC 334 / 3. V. A. / Lesson Plan(s)
1b / generate patterns to demonstrate a variety of relationships; and / EDUC 334 / 3. V. A. / Lesson Plan(s)
1c / relate patterns in one strand of mathematics to patterns across the discipline / EDUC 334 / 3. V. A / In-Class Lesson Presentation based on first Lesson Plan: Intensive Feedback with required Revision
2 / concepts and techniques of discrete mathematics and how to use them to solve problems from areas including graph theory, combinatorics, and recursion and know how to:
2a / help students investigate situations that involve counting finite sets, calculating probabilities, tracing paths in network graphs, and analyzing iterative procedures; and / EDUC 334 / 3. V. E.
3. V. F.:
1-4 / Sorting: Written Response; Tree Diagram
2b / apply these ideas and methods in settings as diverse as the mathematics of finance, population dynamics, and optimal planning / MATH 100
3 / concepts of numerical literacy:
3a / possess number sense and be able to use numbers to quantify concepts in the students' world; / EDUC 334 / 3. V. E.
3. V. F.:
1 - 4 / Lesson Plans
3b / understand a variety of computational procedures and how to use them in examining the reasonableness of the students' answers; / EDUC 334 / 3. V. B.
3. V. E.
3. V. F. / Breza Fraction Assessment
3c / understand the concepts of number theory including divisibility, factors, multiples, and prime numbers, and know how to provide a basis for exploring number relationships; and / EDUC 334 / 3. V. E.
3. V. F.:
1-4 / In Class Assignment
3d / understand the relationships of integers and their properties that can be explored and generalized to other mathematical domains; / MTED 125
4 / concepts of space and shape:
4a / understand the properties and relationships of geometric figures; / EDUC 334 / 3. V. D. / In-Class Lesson Presentation based on first Lesson Plan: Intensive Feedback with required Revision;School Lesson Plans
4b / understand geometry and measurement from both abstract and concrete perspectives and identify real world applications; and / EDUC 334 / 3. V. D. / In-Class Lesson Presentation based on first Lesson Plan: Intensive Feedback with required Revision; School Lesson Plans
4c / know how to use geometric learning tools such as geoboards, compass and straight edge, ruler and protractor, patty paper, reflection tools, spheres, and platonic solids; / EDUC 334 / 3. V .D. / Jigsaw Presentations; Lesson Presentation
5 / data investigations:
5a / use a variety of conceptual and procedural tools for collecting, organizing, and reasoning about data; / EDUC 334 / 3. V. C. / Traffic Assessment: Written
5b / apply numerical and graphical techniques for representing and summarizing data; / EDUC 334 / 3. V. C. / Traffic Written Assessment;
In-Class Lesson Presentation based on first Lesson Plan: Intensive Feedback with required Revision; School Lesson Plans
5c / interpret and draw inferences from data and make decisions in a wide range of applied problem situations; and / EDUC 334 / 3. V. C. / Racial Profiling Written Analysis
5d / help students understand quantitative and qualitative approaches to answering questions and develop students' abilities to communicate mathematically; / EDUC 334 / 3. V. C.
6 / concepts of randomness and uncertainty:
6a / probability as a way of describing chance in simple and compound events; and / EDUC 334 / 3. V. G. / Written Analysis of Activities
6b / the role of randomness and sampling in experimental studies; / EDUC 334 / 3. V. G. / Charting Experimental and Theoretical Probabilities
7 / mathematical processes:
7a / know how to reason mathematically, solve problems, and communicate mathematics effectively at different levels of formality; / EDUC 334 / 3. V. A-G
3. VII. / School Lesson Presentations; Final exam
7b / understand the connections among mathematical concepts and procedures, as well as their application to the real world; / EDUC 334 / 3. V. A-G
3. VII. A. / Synthesis Paper
7c / understand the relationship between mathematics and other fields; and / EDUC 334 / 3. VIII. / Synthesis Paper
7d / understand and apply problem solving, reasoning, communication, and connections; and / EDUC 334 / 3. III.
3. V. A-G / Lesson Presentation; Final Exam
8 / mathematical perspectives:
8a / understand the history of mathematics and the interaction between different cultures and mathematics; and / EDUC 334 / 3. VIII. A. / Written Reflection; Synthesis Paper
8b / know how to integrate technological and nontechnological tools with mathematics. / EDUC 334 / 3. VIII. B. / Synthesis Paper

Attach a General Education Program Approval Form.

WINONA STATE UNIVERSITY

GENERAL EDUCATION PROGRAM APPROVAL FORM

Routing form for General Education Program Course approval.Course__EDUC 334______

Department Approval
______
Department Chair Datee-mail address
Dean’s Recommendation_____ Yes _____ No*
______
Dean of College Date
*If the dean does not approve the proposal, a written rationale shall be provided to the General Education Program Subcommittee.
GEPS Recommendation_____ Approved_____ Disapproved
______
General Education Program Director Date
A2C2 Recommendation_____ Approved_____ Disapproved
______
Chair of A2C2 Date
Faculty Senate Recommendation_____ Approved_____ Disapproved
______
President of Faculty Senate Date
Academic Vice President Recommendation_____ Approved_____ Disapproved
______
Academic Vice President Date
Decision of President_____ Approved_____ Disapproved
______
President Date
Please forward to Registrar.
Registrar ______Please notify department chair via e-mail that curricular change has been recorded.
Date entered