Course Form (revised 5/1/12)
(Instructions: http://www.umt.edu/facultysenate/documents/forms/courseform_instructionsX.aspx)
I. Summary of Proposed Changes
Dept / Program
C&I
Prefix and Course # EDU 397
Course Title
Methods: Teaching & Assessing K-4 Early Numeracy
Please check one or more
X New course  Delete course
of the following:
Course Changes
 Course Title  Description  Learning Outcomes
 Prerequisites  Cross-listing  Other
 Credits
from _________ to________
 Number / Level from _________ to________
 Repeatability
from _________ to________
Justification / explanation (required for ALL proposals) For new courses please provide rationale for why
the course is needed, how it fits with exiting curriculum and whether there are curricular adjustments.
This new course addresses a need to prepare students for teaching mathematics in K-4 grades separately from
teaching mathematics in K-8 at the same time. Mathematics is essential for student success and our future
teachers need additional methods in teaching mathematics to address the new rigorous Montana common
core standards in mathematics.
Has the Department gone through common course Review?
X Yes  No  In process
II. Syllabus/Assessment Information Required for new courses, learning outcome changes and
course change from U to UG.
Important: please spell out learning goals and learning outcomes clearly in the syllabus.
Learning Goals are a list of what students should know, understand, or be able to do at the end of
the course, including essential information and knowledge or skills relevant to the subject area.
Learning Outcomes are measures of performance or behavior that indicate, to the teacher and the
students, that students understand the material, and what criteria differentiates among different
levels of understanding. Attach syllabus at the end of the document.
III. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Requestor:
Georgia Cobbs
David Erickson
Phone/ email :
x6052; x5318
Program Chair(s)/Director:
Trent Atkins
Dean(s):
Roberta Evans
Approve
 Yes  No
 Yes  No
 Yes  No
 Yes  No
All other affected programs:
 Yes  No
 Yes  No
Are other departments/programs affected by this
modification because of
(a) required courses incl. prerequisites or corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Signatory Comments (required for disapproval):
Please obtain signature(s) from the
Chair/Director of any such department/ program
(above) before submission
IV: To Add a New Course Syllabus and assessment information is required (paste syllabus into
section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review (Department Chair Must Initial):
YES
NO
Does an equivalent course exist elsewhere in the MUS? Check all relevant disciplines if
course is interdisciplinary. (http://www.mus.edu/Qtools/CCN/ccn_default.asp)
If YES: Do the proposed abbreviation, number, title and credits align with existing course(s)? Please indicate
equivalent course/campus. 
Yes, all 397 courses are methods courses.
If NO: Course may be unique, but is subject to common course review. The course number may be changed
at the system level.
Short Title (max. 26 characters incl. spaces) Mthds: Early Numeracy K-4
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
EDU 397 Methods: Teaching & Assessing K-4 Early Numeracy. (3 credits). Autumn, Spring. Pre-requisites:
M 135 and M 136. Co-requisites: Admission to Professional Elementary Education Program in Curriculum
and Instruction; EDU 222 Ed Psych and Child Development; EDU 338 Academic Interventions; EDU 397
Teaching and Assessing Early Reading; EDU 395 Clinical Exp. L1: Learning & Instruction. Students will
learn mathematics concepts, methods of instruction, and the use of instructional materials appropriate for
grades K-4 including the use of state and national standards for mathematics, appropriate technology, and
manipulatives. Additionally, students will learn techniques for assessing the effectiveness of the counting and
cardinality, operations and algebraic thinking, numbers and operations, measurement and data, and geometry.
Complete for UG courses (UG courses should be assigned a 400 number).
Describe graduate increment - see procedure 301.30
http://www.umt.edu/facultysenate/procedures/default.aspx
Complete for Co-convened courses
Companion course number, title, and description (include syllabus of companion course in section V)
See procedure 301.20 http://www.umt.edu/facultysenate/procedures/default.aspx
New fees and changes to existing fees are only approved once each biennium by the
Board of Regents. The coordination of fee submission is administered by
Administration and Finance. Fees may be requested only for courses meeting specific
conditions according to Policy 940.12.1 http://mus.edu/borpol/bor900/940-12-1.pdf .
Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
V. Change an Existing Course
1. Current course information at it appears in catalog
(http://www.umt.edu/catalog) 
YES
NO
2. Full and exact entry (as proposed) 
3. If cross-listed course: secondary program & course
number
4. Is this a course with MUS Common Course Numbering?
http://www.mus.edu/Qtools/CCN/ccn_default.asp
If yes, please explain below whether the change will eliminate the common course status.
YES NO
5. If co-convened course: companion course number, title, and description
(include syllabus of companion course in section V) See procedure 301.20
http://www.umt.edu/facultysenate/procedures/default.aspx
6. Graduate increment if level of course is changed to UG.
Reference procedure 301.30:
http://www.umt.edu/facultysenate/procedures/default.aspx
(syllabus must be attached)
7. Other programs affected by the change
Have you reviewed the graduate
increment guidelines? Please check (X)
space provided.
8. Is there a fee associated with the course?
VI Department Summary (Required if several forms are submitted) In a separate document list course
number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send
digital copy with form.
EDU 397 Methods: Early Numeracy K-4
Spring 2014
PJWEC 241
Instructor:
Office:
Email:
Georgia Cobbs, Ph.D.
PJWEC 105
georgia.cobbs@umontana.edu
Phone:
243-6502
Office Hours: TBD
David Erickson, Ph.D.
PJWEC 104
david.erickson@umontana.edu
243-5318
Course Description
Students will learn mathematics concepts, methods of instruction, and instructional materials
appropriate for grades K-4 including the use of state and national standards for mathematics,
appropriate technology, and manipulatives. Additionally, students will learn techniques for
assessing the effectiveness of the counting and cardinality, operations and algebraic thinking,
numbers and operations, measurement and data, and geometry. Additionally, students will learn
techniques for assessing the effectiveness of the curriculum and instructional strategies. An early
field experience course is required in conjunction with this course to implement
learning/teaching strategies (minimum of 75 hours).
Learning Goals
The overarching goal for this course is to help you develop as an effective professional decisionmaker, i.e., teacher of mathematics, in the context of teaching standards-based early childhood
mathematics. By the end of the course, you will be able to:
1. understand and demonstrate through teaching sample lessons what students are to learn in
each grade level K-4 and the contextual factors that influence their learning;
2. understand the assessment interview process and apply this understanding with one student
through coding and analyzing the assessment interview; this will be the teacher work sample
for this course including pre- and posttest results together with intermediate teaching
interventions that demonstrates early childhood learning of mathematics as a direct result of
having taught students in the early childhood school field experience.
3. create and critique meaningful learning experiences for early childhood mathematics
students;
4. describe how young children learn mathematics including the stages of early arithmetical
learning, counting and cardinality, operations and algebraic thinking, numbers and
operations, measurement and data, and geometry;
5. use teaching materials and resources including manipulatives, technology, and print
resources to effectively teach students in the co-requisite field experience course.
Learning Outcomes
Students will develop a Teacher Work Sample that contains a) two sample lessons that address
identified Montana Common Core Standards for Mathematical Practice and Content, b) pre- and
posttest results for at least one student from these sample lessons, c) a critique from the
implementation of a sample lesson, d) a reflection on a child’s understanding on the mathematical
concept taught, and e) the use of appropriate teaching materials.
Textbooks
Diller, D. (2011). Math work stations: Independent learning you can count on, K-2. Portland,
ME: Stenhouse.
Montana Office of Public Instruction. (2011). 2011 Montana K-12 content standards for
mathematics. Helena, MT. NCTM. Available http://opi.mt.gov/Curriculum/math/index.html
(free download, click on left column tab for State Content Standards & Assessment from this
web page).
National Council of Teachers of Mathematics. (2000). Principles and standards for school
mathematics. Reston, VA: NCTM. (120 day free access from nctm.org)
Shumway, J.F. (2011). Number sense routines: Building numerical literacy every day in grades
K-3. Portland, ME: Stenhouse.
Wright, R. J. Martland, J, & Stafford, A. K, (2000). Early Numeracy: Assessment for Teaching
and Intervention. Thousand Oaks, CA: Paul Chapman Publishing, Ltd. A SAGE Publication
Company.
Optional Recommended Materials
NCTM Student Membership @ $40
MCTM Student Membership @ $10
Assessment
20% Reading/Essays/Activities/Quizzes/Attendance/Participation
30% Teacher Work Sample
30% Clinical Teaching/Reports/Discussions Online
10% Lesson plan/sample teaching
10% Textbook analysis
Evaluation
A 95-100, A- 92-94, B+ 90-91, B 87-89, B- 84-86, C+81-83, C78-80, C- 76-77, D 68-75, F < 68
Expectations: The University of Montana Student Conduct Code
All students must practice academic honesty. Academic misconduct is subject to an
academic penalty by the course instructor and/or a disciplinary sanction by the
University.
All students need to be familiar wit the Student Conduct Code. The Code is
available for review online at http://life.umt.edu/vpsa/student_conduct.php Please be aware of the expectations for academic student conduct. If you have any
questions related to this code, please ask. Emergency Procedures
In case of a fire or emergency, please exit the building on the west side of the building and
assemble by the west side of the Music Building. 
In anticipation of the need for a lockdown, the classroom door will be kept locked in PJWEC
241. While it will be propped open much of the time, should it close, we are not trying to keep
you out, so please knock. 
Accommodations 
Please let me know at the beginning of the semester if you need accommodations for learning in
my classroom or through Disability Services for Students (DSS). I am happy to help facilitate
these needs.
Dynamic Course Schedule
To Be Developed