ࡱ> AC@@ 0jbjb <*lDDDDD P$D :Y [ [ [ [ [ [ , F  ~~~~RY ~"""Y ~R~  E t DD r E   ,"~"E ~MAT 3030.417 Investigating Mathematics and Learning Spring Semester 2005 Meeting Times: MW 12:30 1:45 PM in 308 Walker Hall Instructor: Robert G. Wenta, Ed. D. Office Hours: MW 9-11, 3-4 Office: 241 Walker Hall TR 9-11, 3-4 Office Phone: 828-262-2908 and by appointment Home Phone: 828-262-1282 (pre-9:00 p.m.) E-mail:  HYPERLINK "mailto:wentarg@appstate.edu" wentarg@appstate.edu Required Text: Van de Walle, J. A. (2004). Elementary and middle school mathematics: Teaching developmentally (Fifth Edition). Boston: Pearson. - rental In addition to readings to be assigned from the required text, additional readings will be required. These reading materials will be placed on reserve, handed out in class, or researched and chosen by you from a collection of recent math education journals. Materials: TI-15 Calculator (available in the bookstore) North Carolina Overhead Manipulative Kit (available in the bookstore) (This Kit is the same one used in MAT 2030.) Attendance: Due to the nature of this course, attendance is required at ALL class meetings and ALL scheduled field experience sessions! Group participation will be a consistent requirement and many activities will be designed to be turned in at the end of class. Absences obviously reduce the quality of participation. Perfect attendance will result in an attendance grade of 108. Each unexcused absence (UA) will affect the attendance grade there after. One UA will result in an attendance grade of 5% over your course average, with a maximum of 100. Your attendance grade for two UAs will be your course average, and for three UAs will be 5% off your course average. Each unexcused absence after three will lower your course grade one letter grade. No make-up exams will be permitted, except for extreme circumstances, and prior approval. Late work will not be accepted. Also, we will begin each class on time. Late arrivals disrupt the flow of class. Two late arrivals will equal one absence. We will discuss this policy further in class. Assessment: Attendance 100 Grading Scale: Percent Grade Projects/Assignments 150 90 100 A (Resource Files, Sketch, etc.) 80 89 B Reflections and Participation 120 74 79 C 2 Exams (80 & 120) 200 69 73 D Practicum Assignments 100 < 69 F Professional Development 80 2 Article Critiques 50 800 Pluses and minuses will be awarded for scores within two percent of the high and low for As and Bs and within one percent of the high and low for Cs and Ds. Integrity: No student shall present anyone elses work as their own. Each student shall be responsible for acquiring any course information missed due to absence or tardiness. The Appalachian State University Integrity Code will be followed in all cases of academic misconduct. The Code may be viewed at:  HYPERLINK http://www.academicaffairs.appstate.edu/academic_integrity_index.htm http://www.academicaffairs.appstate.edu/academic_integrity_index.htm Violations of this code by teacher education candidates are regarded as particularly serious and may result in removal from the program. Course Goals This course will help you think about teaching and learning mathematics in grades K-6. The course readings, assignments, class and field activities, and discussions will provide opportunities for you to think about the learning and teaching of mathematics in ways that enable you to make good instructional decisions. It is necessary to give careful consideration to the content and methods of mathematics instruction that will help your students be successful in todays world. The discipline of mathematics is growing and changing. Over half of all mathematics has been invented since World War II. Mathematical success in the 21st century will be available to those (including teachers and students) who possess more than a large number of facts and computational skills. It is important for people (including teachers and students) to be able to make sense of mathematical situations. Teaching in North Carolina requires that you use the Standard Course of Study to guide your curriculum decisions. There are five math strands with problem solving permeating the entire curriculum: number and operations; measurement; geometry; algebra; data analysis and probability. At the end of each school year in grades 3-6, students take an end-of-grade (EOG) test. In a single two-credit hour course, it is impossible to work adequately with everything that you need to know to be an elementary math teacher and everything you will be responsible for regarding EOG tests and other K-2 assessments. The strand focus for this course is number and operations, namely early number sense, whole numbers and fractions. You explored three strands in Math 2030 and will cover geometry, the final strand in CI 4030. Thus by the end of your program, you will have experienced some work with all four of the strands in the Standard Course of Study. Goals for the course span across several interrelated areas. You will probably notice that they are stated as areas you are beginning to learn about. This is a result of the fact that these are areas that you will continue to work on during your elementary education program and ones that teachers work on improving throughout their careers. Understanding Mathematics to Teach: You will begin to expand your understanding of mathematics as it relates to number sense, numeration, and numerical operations, and expand your perspective about what mathematics is and what it means to learn mathematics to teach. Understanding Yourself as a Learner of Mathematics: You will examine yourself as a learner of mathematics. This will enable you to compare and contrast the kinds of instruction you experienced throughout your schooling and the approach and the approach to teaching you want to develop across your career. Learning to pay attention to your prior learning experiences as a learner of mathematics will help you articulate, challenge, and revise assumptions about teaching and learning mathematics. Understanding Children as Learners: You will begin to learn how childrens mathematical knowledge, skills, and disposition develop over time. You will learn to think about ways to adapt planning and instructional strategies to the learning needs of diverse individuals and groups. Establishing and Managing an Equitable Community of Mathematics Learners: You will explore what it means to create a mathematical learning community that fosters mathematical learning for all students, taking into account their gender, race, ethnicity, socioeconomic status, language use, special needs and personal qualities. You will examine ways in which particular classroom discourse patterns and particular tasks influence diverse learners as they learn mathematics. Understanding Yourself as a Colleague: You will have many opportunities to work with peers throughout this course. Collaborating in a variety of professional activities and reflecting on your participation will initiate you in collaboration with colleagues across your career. Professional Opportunities The North Carolina Council of Teachers of Mathematics ( HYPERLINK "http://www.ncctm.org" http://www.ncctm.org) is the state chapter of the National Council of Teachers of Mathematics (NCTM). A Western Region (of the NCCTM) Mathematics Conference for Preservice K-8 Teachers on Saturday, February 26 at the Hickory Metro Center for Higher Education on the east campus of Catawba Valley Community College. This conference will be very similar to the ones which we have had for the past two years. Sessions will be in the form of seminars and workshops for pre-service teachers in Grades K-8. Experienced classroom teachers will share their strategies for success and some mathematics activities that have worked well for them. Check-in will be at 8:30-9:00 p.m., and the sessions will run from 9:00 a.m. to 1:00 p.m. There is no registration fee for NCCTM members. We will charge non-members $5 so that we can buy them a membership in NCCTM. This conference is highly recommended, but is not a requirement for this course. ASU has an active Prospective Teachers of Mathematics Association (PTMA). This organization has monthly meetings with helpful programs. Elementary education majors are encouraged to attend these meetings (information regarding dates, etc., will be provided in our class). Attending PTMA meetings provides another opportunity to contribute toward the professional development component for this course. To receive credit, you must verify your attendance at the meeting, and you must write and submit to me a reflection concerning the meeting. (i.e. What happened? What did you learn? How does it apply to your becoming a teacher? What questions arose for you as a result of the meetings activities and discussions?) A first meeting has been scheduled for Wednesday, 1/19, evening at 7:00. Other information will be given out as it is realized. There will be at least two Math Fairs taking place this Spring 2005 Semester, either on the ASU campus or at a not too distant location. A variety of supportive roles for you to play at these Fairs (e.g., judging math contests, monitoring activities, etc.) will be available for volunteers. Attending and helping out at one of these Math Fairs provides another opportunity to contribute toward the professional development component for this course. To receive credit, you must verify your attendance at the meeting, and you must write and submit to me a reflection concerning the event. (i.e. What did you do? What happened? What did you learn? How does it apply to your becoming a teacher? What questions arose for you as a result of the Math Fair activities and interactions?) Final Note It is my goal to help you become the best elementary mathematics teacher that you can be. Let me assure you that my door is open should you wish to discuss matters related to MAT 3030, or to teaching in general. I am happy to discuss the readings of course assignments, your grades on assignments, and to provide samples of the types of questions you might see on a test. Note that I am willing to react to drafts of papers and assignments, as long as I get those drafts far enough in advance to make comments that you can incorporate into your final draft. If you have a concern, lets talk about it! I look forward to working with you this semester. 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