University of Colorado Colorado Springs
Math & Numeracy Syllabus
DRAFT VERSION
Professor:
COE Vision
The College of Education is a premier learning
community of teachers, leaders, and counselors
who contribute positively to a global society.
COE Mission
The College of Education prepares skilled
professionals who inspire excellence and create
transformative change in the schools and
communities in which they serve.
To this end we:
♦ Enhance scholarship, achievement, and
service through collaborative partnerships,
♦ Promote and model innovative, ethical, and
research-based practices, and
♦ Embrace inclusion and social justice.
COE Goals
♦ Ensure high quality preparation of education
and counseling professionals
♦ Engage in research-based inquiry and
practice
♦ Embrace diversity through action
♦ Proactively collaborate with the community
♦ Provide continual professional growth
opportunities
E-mail:
Required Textbooks:
The Young Child and Mathematics
Juniata V. Copley
ISBN: 9781928896685
Edition/Copyright: Second
Published Date: 2010
Supplementary (non-text) Readings:
This course may include articles that are not contained in the
required texts. The instructor will provide students with access
to any supplementary materials.
Additional Resources (or Recommended Textbooks):
How the Brain Learns Mathematics
David A. Sousa
ISBN: 9781412953061
Edition/Copyright: 07
Published Date: 2007
♦ Infuse and enhance the use of technology
COE Motto
Creativity
Opportunity
Excellence
Office Hours
8:00am-5:00pm M-F
Contact
Phone: 719-255-4996
Fax:
719-255-4110
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/index.html
Course Format:
This course consists of lectures, visual media, readings from
required text and supplementary resources, classroom
discussions, technology-mediated interactions, student
presentations, and in-class small group activities.
Course Overview:
This course builds specifically targets the development of
pedagogical content knowledge (PCK) in early childhood
mathematics. We will focus on both best practice in instruction
and cognitive science research that supports children’s
mathematical thinking. The content coverage for this semester
closely parallels the Common Core State Standards for
Mathematics (CCSS-M).
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Introduction:
Doing and Learning Mathematics
The process of teaching mathematics to elementary school students is very complex. The
differences in the students’ experiences and learning styles make the selection of teaching
methods challenging. Before examining the details of effective teaching, we must first consider
what it means for students to “do,” and “learn” mathematics. In this course, we will explore
mathematics anchored in the context of the 8 Common Core Practice Standards.
The Mathematics Curriculum
In this course, we examine the role of national and state curricula models. We will explore the
Content Standards outlined in the CCSS-M. Therefore, the content coverage throughout the
course will closely reflect these major focal points.
Teaching Mathematics
In this course, we will examine the process of teaching. We will investigate how elementary
teachers attempt to address the goals and objectives of the content through the planning process
(i.e., designing and implementing lesson plans). This may include reviewing common early
childhood mathematics curricula and/or websites. In addition, we will examine the use of
manipulatives and technology in elementary mathematics.
Assessment in Mathematics
In this course, we will examine the link between instruction and assessment. We will explore a
variety of informal and formal assessment strategies. In addition, we will explore common error
patterns made by students, diagnose the errors, and discuss best practice to modify
developmental challenges and misconceptions.
Topics of Study:
Our topics of study will include, but are not limited to:
1. The current status of early childhood mathematics curriculum and the aligned
expectations at various levels.
2. Mathematics as problem solving, communication, and reasoning.
3. Assessing students’ understanding of mathematics.
4. Knowing mathematical pedagogy.
5. Using technology and information literacy in the mathematics classroom.
6. Creating appropriate learning environments.
7. Providing quality mathematics education for all students.
Course Objectives:
You will be able to:
1. Develop a rationale for teaching mathematics in the early childhood environments.
2. State and defend general objectives for teaching and learning mathematics.
3. Select appropriate motivational techniques designed to encourage questions, conjectures,
and investigations, which facilitate students to construct meaning.
4. Identify problem-solving strategies.
5. Devise strategies and activities that make effective use of calculators, computers, and
other available technologies to help students achieve mathematical objectives.
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6. Select appropriate activities, applications, games, physical materials, and equipment,
which enable students to explore mathematical concepts.
7. Devise strategies and activities that provide for students with special needs.
8. Diagnose, remediate, and evaluate the performance of students including the use of
performance assessments, portfolios, and other methods of nontraditional assessments.
9. Understand ways to improve performance and interest for students who have traditionally
been under-represented in mathematics classes.
10. Develop ways to incorporate reading and writing activities into the math classroom.
Attendance Requirements: You are in the Early Childhood Education Program at UCCS in order
to become a professional teacher. Therefore, consistent attendance and class participation are vital
for acquiring the knowledge necessary to meet the course objectives. Like the instructor,
students are expected to attend class regularly and when necessary, be thoroughly prepared,
meaning assigned reading has been completed and questions on the reading have been brought to
the discussion area or e-mailed to the instructor; concepts, definitions, examples, and procedures
presented in the text and from previous classes are understood well enough to be discussed;
individual or group assignments have been prepared; and the student is ready to engage in the
classroom activities.
Excessive and unexcused absences will result in a lowering of your grade. More than two
unexcused absences will be considered excessive and will reflect upon your grade accordingly. For
every absence after 2, your final grade will be reduced 7% unless excused. Please contact me
(email is preferred) if you know that you are going to be absent.
Ethical Conduct and Academic Honesty: The responsibility for ethical conduct, academic
honesty and integrity rests with each individual member of the UCCS community. The Student
Codes and Academic Policies (which may be found at
http://www.uccs.edu/~dos/studentconduct/index.html) are followed in this class. In general,
academic dishonesty includes, but is not limited to, cheating on assignments or examinations,
plagiarism (which means misrepresenting as your own any work done by another), misuse of
academic materials, or interfering with another student’s work. Violations of the honor code
may result in dismissal from the program. Please do not use any projects from previous courses.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural,
religious, gender, economic, physical, and intellectual – while striving to provide fair and
equitable treatment and consideration for all. Any student who believes that he/she has not been
treated fairly or equitably for any reason should bring it to the attention of the instructor.
Special Assistance: Reasonable accommodations will be made for students who have a
documented disability, which interferes with completion of this course. It is your responsibility
to request any accommodations before assignments are due. Please contact Disability Services
(255-3354) or the instructor if you have questions.
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any
course, but no later than the end of the first week of classes. At this time, the student should
provide the instructor with a schedule of planned absences, preferably signed by the student’s
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commander, in order to allow the instructor to evaluate and advise the student on the possible
impact of the absences.
o In this course, the instructor will consider absences due to participation in verified
military activities to be excused absences, on par with those due to other unavoidable
circumstances such as illness. If, however, it appears that military obligations will
prevent adequate attendance or performance in the course, the instructor may advise the
student to register for the course at another time, when she/he is more likely to be
successful.
Appeals: In any academic issue, including attendance decisions, students may exercise their
right to appeal. Should the faculty member and student be unable to agree on appropriate
accommodation under this policy, either party shall have the right to request mediation as
outlined in the grievance policies of the College of Education and the UCCS Student Standards.
Technology Competencies. It is expected that candidates begin our program with basic
computing skills that include using Microsoft Word to write papers, accessing online research
databases, and corresponding by email. Knowledge of the use of technology-supported
multimedia, such as PowerPoint and other audio/video resources, is a plus; those who do not
already have a working knowledge of their use will develop it over the course of their program.
Communications outside of class will take place primarily via email. All students must obtain a
UCCS email address and check it regularly (at least every other day) so as not to miss
announcements. An idea: if your UCCS address is not your primary one, have emails from it
rerouted to the one you check daily.
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Weekly Overview and Assignments (graded activities):
*NOTES*
 The specific course details and assignments listed here are subject to change at the
instructor’s discretion
 Course readings and related information for all assignments will be updated on a weekly
basis and described in detail via Blackboard, email, or an in-class handout/PPT
Week
1
2
3
4
5
6
7
8
In-Class Topics
Intro to…
 Each other
 Course syllabus
 Blackboard
 What does it mean to do mathematics and
develop an understanding of mathematics?
o CCSS-M
o Learning Theories
 What is Pedagogical Content Knowledge?
o Teaching through problem solving
o Understanding and diagnosing students’
thinking (error analysis)
o Learning Theories (continued)
 Building assessment (formative and
summative) into instruction
o Daily “warm ups”
o Questioning techniques
o Technology and school mathematics
 High quality mathematics instruction situated
in the context of CLASS
o Language Modeling
o Quality of Feedback
o Concept Development
 Developing geometric concepts and early
number sense
o Manipulatives
o Multiple representations
o Subitizing
o Early number recognition
 Developing meaning for operations of
addition, subtraction, multiplication and
division
o Cognitively guided instruction models
 Place value development
o Place value representations
o Ten frames
o Base 10 blocks
 Strategies for whole number computation
o Computational estimation
Assignment Due
 None

Reading #1

Reading #2

Submit assignment #1Error analysis set #1

Reading #3

Reading #4

None

Submit assignment #2Error analysis set #2
6
9

10

11

12

13

14

15

16

o Invented strategies and algorithms
Math games presentations
Algebraic concepts and thinking
o Generalizations
o Patterns
o Functions
Developing fraction concepts
o Recognition
o Equivalence
o Computation
Decimal and percentage concepts
o Computation
o Conversion
Developing measurement concepts
o Non standardized measurement
o Standardized
o Area, volume, and length
Meeting needs of all students
o Differentiating instruction
o Students with special needs
Flex week
o Topic TBD based on student feedback or at
instructor discretion
o Lab time to work on final unit plans
Final unit plan presentations


Submit assignment # 3 Math game
None


Reading #5
Math Unit Plan Outline
Submit assignment #4 –
Error analysis set #3

Submit assignment #5 –
Technology-based Lesson

Submit Assignment #6 –
Problem-Based Lesson

Reading #6

Submit Assignment #7 –
Final unit plan
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Grade Breakdown:
Item
Assignment #1 – Error analysis set #1
Assignment #2 – Error analysis set #2
Assignment #3 – Math game
Assignment #4 – Error analysis set #3
Assignment #5 – Problem-based Lesson Plan
Assignment #6 – Tech-based Lesson Plan
Assignment #7 – Final Unit Plan
Class participation
A+ = 97-100
A = 94-96
A- = 90-93
B+ = 87-89
B = 84-86
B- = 80-83
(> 484 points)
(468-483 points)
(448-467 points)
(433-447 points)
(418-432 points)
(398-417 points)
Description &
Points
% of
Expectations
Possible Grade
Online 25
5
ASSISTments
Online 25
5
ASSISTments
See rubric
50
10
Online 25
5
ASSISTments
See rubric
50
10
See rubric
50
10
See rubric
125
25
Attend class,
150
30
complete course
readings, participate
in online discussions
and related in-class
activities (~10
pts/class)
500
100
Total
C = 77-79
C+ = 74-76
C- = 70-73
D+ = 67-69
D = 64-66
D- = 60-63
(383-397 points)
(368-382 points)
(348-367 points)
(333-347 points)
(318-332 points)
(298-317 points)