Bloomsburg University
College of Professional Studies
Early Childhood and Elementary Education Department
Teaching Mathematics in the Elementary School (Grades 1-4)
Course #ELEMED340
Section 01 Fall 2016
3 Credit Hours
Room 2223
Frank D’Angelo, Ed.D.
Office: McCormick 2219
Phone: 570-389-4812
E-mail: fdangelo@bloomu.edu
Fall2016OfficeHours
Tuesdays and Thursday 7:00am to 8:00am and 1045am to 11am
Sign-up sheet is to the LEFT of my office door.
Prerequisites: Completion of 45 semester hours & Principles of Teaching
Course Description: This course outlines methods, materials, understandings,
and attitudes essential in the teaching of contemporary mathematics programs
in the elementary school.
Course Objectives and/or Goals:
Knowledge:
The student will be cognizant of the following aspects of mathematics teaching:
• The scope and sequence of the mathematics curricula
• National and state principles and standards for teaching mathematics
• Research about teaching and learning math
• Materials and applications for effective teaching of mathematics
• Current education initiatives and approaches
Skills:
The student will be able to demonstrate the following skills:
• Implement state and national mathematics standards and benchmarks for
grades K-6.
• Develop, administer, and interpret forms of assessment.
• Plan instruction appropriate to stages of cognitive development.
• Use diagnostic, remediation, and enrichment techniques.
• Demonstrate strategies for teaching mathematics (e.g. questioning skills,
problem-solving techniques, cooperative learning, discovery approaches).
• Adapt instruction and classroom procedures to meet the diverse needs of
students.
Dispositions:
The student will exhibit the following attitudes and values:
• Positive attitude about teaching mathematics and respect for all learners
• Confidence in being able to help students succeed in mathematics
• Commitment to continuing professional development
Methods and Expectations:
• The objectives of this course will be achieved through readings,
demonstrations, discussions, class workshops, and preparation for
assessments. Course assessments and point distributions are listed at the
end of the syllabus.
• Assessment of the lesson plan assignments is performance-based. A late
assignment will have its earned grade decreased by one letter grade per
calendar date in which it is late.
• Since class sessions are interactive, attendance and participation are
important and will contribute to the final course grade. Please refer to
Participation Rubric at end of syllabus and University Policy #3506
regarding excused absences.
Required Materials:
Elementary and Middle School Mathematics (7th edition) Van de Walle, Allyn &
Bacon, 2011 – Custom Version
ISBN-13: 978-0-205-57352-3
Mathematics Glossary (provided by instructor in BOLT)
A laptop with ability to connect wirelessly in McCormick to take quizzes
and final is REQUIRED as well as a functional web camera.
Course Outline:
Week 1, August 29th – September 2nd, 2016
Topic: Overview of the principles and standards for teaching mathematics
NCTM Content & Process Standards
Pennsylvania Academic Standards for Mathematics (www.pde.state.pa .us)
Review of Pennsylvania’s Standards Aligned System (SAS)
Week 2, September 6th – September 9th, 2016
Topics: Problem Solving and Experiences
Common Core Standards & PA Core Standards
September 6th Class – Survey for research project.
Week 3, September 12th – September 16th, 2016
Topics: Planning for instruction: Involving Students in the conceptual process
Homework, drill, and practice
The role of the textbook
Teaching Demonstrations this week
Week 4, September 19th – September 23rd, 2016
Topics: Planning for assessment
Teaching Demonstrations this week
Week 5, September 26th – September 30th, 2016
Topics: Teaching algebra through problem solving
Planning for assessment
Planning for diversity
Teaching Demonstrations this week
Week 6, October 3rd – October 7th, 2016
Topics: Developing number concepts and understanding number systems
Teaching Demonstrations this week
Week 7, October 10th – October 14th, 2016
Topics: Understanding addition and subtraction and whole numbers
Teaching Demonstrations this week
Week 8, October 17th – October 21st, 2016
Topics: Understanding multiplication and division with whole numbers
Teaching Demonstrations this week– Quiz on 10/20/16
Week 9, October 24th – October 28th, 2016
Topic: Developing geometric concepts and systems
Teaching Demonstrations this week
Week 10, October 31st – November 4th, 2016
Topic: Geometry
Teaching Demonstrations this week – Quiz on 11/3/16
Week 11, November 7th – November 11th, 2016
Topic: Teaching concepts of common and decimal fractions
Teaching Demonstrations this week
Week 12, November 14th – November 18th, 2016
Topics: Expanding the concepts of fractions
Teaching Demonstrations this week – Quiz on 11/17/16
November 21st – November 25th, 2016 — Thanksgiving Break
Week 13, November 28th – December 2nd, 2016
Topic: Developing measurement concepts
Teaching Demonstrations this week – Quiz on 12/1/16
Week 14, December 5th – December 9th, 2016
Topic: Geometry and Teaching problem-solving strategies & investigating
probability & Developing concepts and understandings of data.
December 6th - Research project final assessment.
Lesson Plan Assignment is due on December 9th, 2016 by 8pm if this
assignment option is selected.
Note: This schedule is subject to change upon the discretion of the instructor.
THE INSTRUCTOR RESERVES THE RIGHT TO ALTER THE SYLLABUS BASED ON HIS
DISCRETION.
Course Assessments
Assessment
Due Date
Points
Class Participation
Ongoing
100
Lesson Plan Unit
(Grades 1 to 4)/ Or
December 9th, 2016
Alternate Tutoring
(Submitted via BOLT by
Assignment as
8pm.)
st
Discussed in 1 Class
Teaching
Demonstrations
Vocabulary Quizzes
Final Examination
As scheduled
(Extending as needed)
Quiz 1 – 10/20/16
Quiz 2 – 11/3/16
Quiz 3 – 11/17/16
Quiz 4 – 12/1/16
12/14/16 at 1:00pm
125
125
150
150
650 Total Points
Final Grade Distribution
A = 605 – 650 points
A- = 585- 604 points
B+ = 560 – 584 points
B = 541 to 559 points
B- = 520 – 540 points
C+ = 505 to 519 points
C = 455 – 504 points
D = 390 – 454 points
E = 0 – 389 points
Class Participation Scoring Rubric
25 points
*Class
Attendance
Punctuality
Student has
perfect
attendance.
Student is never
late to class.
20 points
10 points
Student has no Student has two
more than one absences during
absence.
the semester.
5 points
Student has
missed more
than three
classes.
Student is late
Student is
Student is almost
no more than
frequently late
always late to
once a semester. (at least twice in class. (Three or
a semester).
more times.)
Student always Student usually Student rarely Student does not
has materials
has required
brings required have required
Preparedness and assignments materials and course materials. course materials.
required for
assignments. Assignments are Assignments are
class.
sometimes late. poorly done or
late.
Participation
& Interest
Student always
voluntarily
makes
comments and
answers
questions in
class.
Student shows
little interest in
Student
class topic
Student usually
sometimes
and/or rarely has
volunteers in
makes
anything to
class.
comments and
contribute to
answers
class
questions in
discussions.
class. Student is
Student is
at times offfrequently off
task.
task.
*Anyone who is caught using a cell phone in class (texting, checking email, playing games, reviewing personal planner, etc.) will be immediately
asked to leave the class. A 30-point reduction from their participation
grade per instance will result.
Remember – This is a grade for attendance and PARTICIPATION. Merely
being at class is insufficient as it applies to participation. Also, note that
documentation from the Health Center is NOT acceptable. Doctor’s notes
must me from the date of the class actually missed.
Late Assignment Component: Late assignments will not be accepted.
Scoring of Lesson Plan Assignments
During the first week of the semester, information about the requirements and
scoring procedures for the lesson plan unit assignments will be explained. See
BOLT.
Scoring of Vocabulary Tests
Vocabulary tests will be based on the Mathematics Glossary distributed by the
instructor at the beginning of the semester. A total of 150 points will be divided
over several tests, and the testing schedule will be announced during the first
weeks of the semester.
Bloomsburg University – College of Education
Conceptual Framework and Professional Dispositions
The mission of Bloomsburg University’s College of Education is to
prepare ethical educational professionals who are empowered to assess the
development and facilitate the growth of all learners to succeed and lead in our
diverse and technologically complex world; and to serve as a resource to the
region. The College of Education believes that effective educational
professionals apply their knowledge, skills and dispositions to: 1) plan coherent
practice and pedagogy, 2) create inclusive environments conducive to optimal
learning, 3) ensure effective instruction and assessment and 4) exhibit
professionalism.
A key component of the College of Education’s Conceptual Framework is
that of Professional Dispositions. Professional Dispositions are comprised of
professional attitudes, values and beliefs demonstrated through both verbal
and non-verbal behaviors as educators interact with students, families,
colleagues and communities. These positive behaviors support student learning
and development. Candidates within the College of Education will develop and
demonstrate the following professional dispositions on a consistent basis: 1)
uphold professional and ethical standards, 2) embrace diversity, 3) engage in
collaborative endeavors, 4) reflect and problem-solve and 5) value life-long
learning. Additional information may be obtained regarding the College of
Education’s Conceptual Framework through faculty and/or the Dean’s office
within the College of Education.