Department of Curriculum and Instruction
College of Education
Pittsburg State University
Preparing Competent, Committed, Caring Professionals
SPRING 2010
CURIN 361/01 & 02: Elementary School Mathematics
Time: Section 01: 8:00 – 8:50 MWF
Section 02: 9:30 – 10:45 TTH
Credit Hours: 3 hours
Location: Hughes Hall 310
Instructor: Ms. Kathy Spillman
PSU Phone: 620.235.4509
Email: kspillma@pittstate.edu
Office: 112 I
Office Hours: Mon. 1-3
Tue. 1-3
Wed. 1-3
Th. 1-3
Fri. 1-2
Prerequisites
Requires admission to the teacher education program. May be taken for honors.
Course Description
Course Description: Elementary School Mathematics is a study of the content and
organization of mathematics in the elementary school and the procedures and reasoning
processes of mathematics. This course is designed to prepare the teacher candidate to
effectively communicate, demonstrate, and teach mathematical concepts in the K-6
classroom. Teacher candidates will explore the teaching of mathematics through
investigating how children learn math in the areas of whole numbers, fractions, decimals,
geometry, measurement, data analysis and probability, and algebra. Assignments in this
course are aligned with Standard 2 with many of the concepts embedded within
coursework.
Purpose of the Course
In this course, we will explore the teaching of mathematics, investigating both
what to teach and how to teach it. The purpose of this course is to begin an inquiry into
mathematics teaching and learning that will guide you in your first teaching position and
give you tools that will enable you to continue to inquire and learn as part of your work as
a teacher. Traditionally, a mathematics methods course is designed to teach preservice
teachers how to teach the mathematics they already know. Instructors and students in
such a course have assumed that what is to be taught is the content covered in the
mathematics lessons preservice teachers experienced as elementary school students.
But current national reforms in mathematics education are calling for elementary
teachers to think in new ways about pedagogy – or how to teach – as well as about the
content of their instruction – or what to teach.
The purpose of this course is to help you learn to think of the mathematics you
teach from the point of view of the child who is learning. You will have the opportunity to
explore the teaching of mathematics through investigating how children learn
mathematics in the areas of whole numbers, fractions, decimals, geometry,
measurement, data analysis, probability, and algebra. You will begin to learn what it
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means to understand mathematics deeply in these areas and begin to learn to see
relationships and connections within and between mathematical ideas. The aim is to
begin to help you develop ways of thinking about mathematics, about students, and
about the teaching and learning of mathematics in each of these areas.
This course will also provide preservice teachers with a knowledge base of the
National Council of Teachers of Mathematics Principles and Standards for teaching
elementary mathematics, the Kansas State Standards for Mathematics, PSU’s
Professional Knowledge Base, as well as the research on developmental and
constructivist theories about how children learn.
Organization of the Course
We will explore what it means to do mathematics and what it means to understand
mathematics through individual, small group, and large mathematical problem solving
activities. We will investigate ways to represent understandings of mathematical
concepts, communicate reasoning about mathematical ideas, and construct
mathematical arguments. We will investigate and read about ways students might
represent mathematical concepts. We will look at ways to help students build
connections and see relationships among mathematical ideas.
Course Objectives
1. Understand the context, methods, and materials necessary to teach
mathematics.
2. Understand connections between mathematical procedures and concepts within
a problem-solving environment.
3. Understand how to assess children’s mathematical thinking and plan instruction
based on this assessment.
4. Understand that the range of abilities, disabilities, and socioeconomic
circumstances in the regular classroom poses significant challenges.
5. Examine beliefs and knowledge about the goals and contents of elementary
school mathematics.
6. Understand what it means to build a learning environment that supports the
teaching and learning of mathematics.
7. Understand the importance of mathematical discourse for students to learn to
communicate their reasoning and make sense of mathematical ideas.
8. Learn how to ask children questions and interpret their answers to gain insight
into their mathematical thinking.
9. Learn to make instructional decisions about the use of curricular materials, such
as textbooks and other print resources, manipulative materials, and technology in
the teaching of elementary school mathematics.
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Instructional Resources
NCTM Standards
Kansas State Math Standards
Videotapes/DVDs
Internet
Journals and magazines
Books and files in classroom
Calculators and manipulatives
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Teaching Strategies
Discussion
Lectures and demonstrations
Facilitative approach
Cooperative learning
Small group activities
Hands-on math activities
Peer teaching
Course Requirements
1. Required Text: Elementary and Middle School Mathematics: Teaching
Developmentally. John Van De Wall. Pearson/Allyn & Bacon. 7th edition 2010
ISBN #: 978—0-205-57352-3
2. Three-ring binder to hold resources, handouts, journal entries, etc. Should be at
least 2 to 21/2 inch
Attendance, participation, and mathematical disposition
Attendance is an important part of your grade. This course is not a read-and-lecture
class. Your active participation in each class session is vital to your learning as well as
to the learning of the other students in this course. You are expected to be on time for
class. Tardiness is considered as a lack of attendance. (3 tardies equals 1 absence).
You are expected to exhibit a positive, open-minded attitude during class discussions
and activities. You are expected to attend all class meetings prepared and to be
engaged as an active and collaborative participant during each class session. Being
prepared means doing the readings for each session. If you are unable to attend class,
please let your instructor know beforehand by email. You are responsible for contacting
someone in the class to get handouts and to find out what transpired during class.
Please be aware that on your sixth absence in this class, you will be dropped from the
course or your grade will reflect the absences.
The following listing is how you will be assessed on your mathematical disposition. This
list is from the NCTM’s Curriculum and Evaluation Standards for School Mathematics, p.
233. The assessment of students’ mathematical disposition should seek information
about their –
 confidence in using mathematics to solve problems, to communicate ideas, and
to reason;
 flexibility in exploring mathematical ideas and trying alternative methods in
solving problems;
 willingness to persevere in mathematical tasks;
 interest, curiosity, and inventiveness in doing mathematics;
 inclination to monitor and reflect on their own thinking and performance;
 valuing of the application of mathematics to situations arising in other disciplines
and everyday experiences;
 appreciation of the role of mathematics in our culture and its value as a tool and
as a language.
Professionalism
Students are expected to maintain a professional attitude at all times. Professionalism
includes participating in class activities, being punctual, putting time and effort into class
presentations, and maintaining an open-minded positive attitude. Please be considerate
of others and your instructor and turn off cell phones during class. Please be respectful
and do not talk while your instructor is talking and do not work on other class
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assignments in this class. You do not need to check messages, phone calls, etc. during
class. The only exception to this rule is: if a family member is ill and needs your
attention. Please let me know if this is the case.
Academic Honesty
Teacher candidates are expected to follow the PSU Academic Honesty Policy which
speaks to unethical acts associated with coursework or grades. This policy can be found
in the PSU catalog.
Grading
Students may check Angel for scores. NO LATE ASSIGNMENTS WILL BE ACCEPTED.
Assignments should be typed and double-spaced. Incorrect grammar, spelling, etc. will
result in a loss of 1 point/ 5 errors. Please use the following format (single space) for the
heading of assignments, placing it in the upper left corner of the paper:
Name
Date
Assignment
361 Section 01 or 02
Ms. Spillman
Grading
90-100
80-89
70-79
60-69
Below 60
A
B
C
D
F
Content of Course
1. Teaching Mathematics: Foundations and Perspectives
2. Culturally relevant and equity issues
3. Assessment of mathematics
4. Number readiness
5. Operations and number sense
6. Numeration and number sense
7. Operations with whole numbers
8. Fractions and decimals
9. Percent, ratio, proportion, and rate
10. Geometry and spatial reasoning
11. Measurement
12. Algebraic thinking
13. Data analysis, statistics, and probability
14. Problem-solving
The Five Process Standards:
1. Problem-solving
2. Reasoning and proof
3. Communication
4. Connection
5. Representation
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Assignments
All assignments are listed on the Calendar in Angel.
All hard copy assignments are due at the beginning of class on the due date. That is 8:00
for Section 01 and 9:30 for Section 02 Assignments that are to be uploaded to Angel will
be due by the beginning of class of the due date. No points will be given for late
assignments. All assignments that are to be uploaded disappear from Angel on the due
date and hour and you will not be able to access these assignments.
1. Upload Photo to Angel: (5 points) See attached Angel Information
(If you have uploaded a picture in another Angel class it should transfer)
2. TIMSS and NAEPS Reflection: (20 points) Go the TIMSS & NAEP websites on
External Links. The information for this assignment is under Assignments and
Rubrics on Angel.
Upload to Angel
3. Math as a Metaphor: (20 points) The information for this assignment is under
Assignments and Rubrics in Angel.
This is an individual presentation in front of the class.
4. NCTM Website Review: (20 points) Go the National Council of Teachers of
Mathematics website in External Links. The information for this assignment is
under Assignments and Rubrics on Angel.
Upload to Angel
5.
Illuminations: Electronic Resource Report: (20 Points)
You will prepare an evaluative discussion of a mathematics lesson from the
Illuminations Website (on External Links.) This website is a part of the National
Council of Teachers of Mathematics. The information for this assignment is under
Assignments and Rubrics on Angel.
Turn in paper copy
6. Journal Review Reflection: (20 points)
You will read a recent issue of the journal, Teaching Children Mathematics,
published by NCTM. The information for this assignment is under Assignments
and Rubrics on Angel.
Upload to Angel
7. Lesson Plan (115 points)
Each student will write and teach a math lesson plan in an elementary classroom.
There will be more details on this assignment in class.
Turn in paper copy (includes lesson plan, reflection, and cooperating teacher’s
evaluation.)
8. Problem-Solving Presentation Using Children’s Literature: (20 points)
You are to select a piece of children’s literature that can be developed into a
problem-solving lesson or that can be used to provide the context for a series of
lessons. The piece of literature that you select may be a story that deals directly
with a mathematical concept or a story that can be used as a theme for
generating problems. You will present your book and problem situations in a
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short five minute presentation to the class. The information for this assignment is
under Assignments and Rubrics on Angel.
Turn in hard copy. You will print enough copies for classmates.
9. Family Math Night and Reflection: (20 points) You will create a math game
and present it at a local elementary and write a reflection of the event. Dates for
the math nights are pending.
10. Chapter Quizzes: You will answer questions related to the chapters in our
text.
I will give you a handout on how to access the questions and upload to Angel.
Upload to Angel Keep a hard copy for your notebook.
All chapter quizzes are due by the beginning of class of the due date.
Due dates for Chapter Questions are posted on the Calendar in Angel.
Testing
8. Midterm: Section 01 8:00 – March 5
9. Final: Section 01: 8:00 Fri. May 14th
Section 02: 9:30Thurs. May 13
Section 02 – March 4
****A note about the final schedule. The final in this class will be on the date specified
and will not be scheduled for any other day. In other words, do not book a flight, get
married, go on vacation, or plan for anything else but your final.
If your final grade on Angel is 97% and you have zero or one absence, you are excused
from the final. (Remember that three tardies equals one absence0>
Inclement Weather: Check GUS Homepage to see if the University is closed due to
inclement weather. If the university does not close, then I will have class. However, I
drive from Miami and many of you drive from various parts of the three state area, and we
all know that the weather can be different in each state. If I cannot make it to PSU, you
will be notified through an Angel announcement and also an email. If I am able to make it
to Pittsburg and you can’t then notify me by email.
Angel Information for Math 361
1. The first item that you need to take care of is to follow the directions for logging on to
Angel if you have not used Angel in a previous course.
2. Next, go to the silhouette (preferences) on the left side. Click on system settings.
Scroll down to mail settings. Verify your e-mail. Click on Forwarding Mode. Make sure
that you select “forward my course mail and keep as new in course”.
3. Go to the silhouette (preferences) on the left side. Click on Personal Information.
Scroll down to Contact Settings. Add your picture to the Photo URL if needed.
4. Toolbar at the top of the home page.
Calendar: All assignments are listed on the calendar. Check it frequently to see
what is due.
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Lessons: All lessons are listed here. Clicking on a lesson will tell you about the
assignment and if it is an Angel Upload or a hard copy.
Resources: I do not use this category unless External Resources are placed in
this file.
Communication: You may check or send email from here, but I also have this
linked on your home page.
Report: You may check grades and attendance on this page.
5. Upload to Angel: When you have completed an assignment and saved it, you are
ready to upload to Angel. Click on the lesson that you want to upload. For example when
you are ready to upload your NCTM Review, go to Lessons>NCTM Review>Give a
title>Click on Attachments>Browse to find your file>Click finished> Click Submit.
6. Chapter Quizzes:
Math: Click on Lessons> Click on Chapter 1 Quiz and take the test. It will automatically
be graded and sent to the Gradebook. Your score will be the average of 2 attempts.
Guidelines for Dressing Professionally in the Classroom
(Clinical Experiences, Methods Courses Field Activities, Practicum,
Student Teaching, Observing/Visiting Classrooms)
Department of Curriculum & Instruction
As a teacher candidate in the Department of Curriculum and Instruction you
will be visiting, interacting, and teaching in several different school
classrooms. Dressing professionally is important because you are making
your first impression at a school and do not know who will notice and
remember your appearance. Jobs have been obtained and jobs have been
lost due to appearance. You will be representing PSU, the department, and
yourself as a teacher. Dressing professionally can make a positive
difference.
The definition of professionalism is described as being ‘distinguished from
an amateur’. As a teacher candidate, you are more than a student, you are
representing the teaching profession. As such, your manner of dress will
need to reflect professionalism. You are being provided with guidelines that
will assist your success in the classroom.
Lanyards or ID Tags will be required in all school visits
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Professional clothing generally includes:
Men
Sport coats
Dress slacks
Casual dress slacks
Dress shirts, ties, collared polo shirts
Sweaters, vests, jackets
Dress and casual shoes
Socks
Women
Dress slacks
Casual dress slacks
Dresses, skirts
Blouses
Sweaters, vests, jackets
pant suits
socks or hosiery
Dress and casual shoes
Professional clothing does not include:
 Any footwear that may interfere with performing your job, such as
flip-flops
 Denim jeans (jeans of any color or style) unless the school has a
special occasion or celebration that calls for wearing jeans
 T-shirts
 Clothing with potentially offensive phrases, political statements,
religious statements, or advertising
 Low-cut tops, short tops that reveal skin, underwear, or tattoos
 Athletic clothes (sweatshirts, hoodies, jogging suits)
 Faded, unclean or wrinkled clothing
Grooming and Hygiene
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Regular bathing and use of deodorants to eliminate body odor
Clean hair
Hair, beards and mustaches should be neatly trimmed and clean
Cologne or perfume, if used at all, should be subtle
Body piercing, other than earrings, should be unnoticeable
Fingernails should be trimmed and clean
Make sure bodily functions (inappropriate display of indigestion-type
noises) are not happening during your teaching. Even in teachers
meetings or one-on-one with your cooperating teacher can be very
offensive to others.
 Smoking odors
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Harry Wong suggests that each morning before going to work to stand in
front of a mirror and ask, ‘Would I want to look at this all day?’
68 Indicators for Knowledge Base
PROFESSIONAL CHARACTERISTICS:
_____1. Is dependable and punctual.
_____2. Maintains a consistently pleasant, positive, and professional demeanor.
_____3. Believes that all students can learn and that, as a teacher, he/she can make a significant
contribution to their learning.
_____4. Understands and respects a diverse student/parent population and has a goal to help all children
learn respect for the traditions and cultures of others.
_____5. Promotes a classroom environment which is characterized as caring, responsive, and supportive
to all students.
_____6. Complies with written laws and policies regarding confidentiality in handling personal
information about students, parents, and personnel.
_____7. Knows and complies with school policies and shares in the general responsibilities and duties
associated with teaching (e.g., attendance, discipline, hall duty).
_____8. Attends various student activities to build a caring relationship with students.
_____9. Is willing to ask for help and advice from and build collaborative relationships with colleagues to
share teaching insights and coordinate learning activities for students.
_____10. Knows how to establish ongoing two-way communication with parents to support student
progress and conduct effective parent-teacher conferences.
_____11. Communicates fluently using appropriate and grammatically correct oral and written language.
_____12. Sets goals and directions which demonstrate the desire for lifelong learning (e.g. inservice, peer
collaboration, professional reading).
_____13. Demonstrates a desire to continually acquire knowledge and skills in emerging educational
technologies.
_____14. Seeks to implement the recommendations from evaluations of his/her personal performance.
_____15. Participates in self-evaluation and reflection to enhance competence in instructional
effectiveness.
RELATIONSHIPS WITH STUDENTS:
_____16. Conveys high expectations that all students will succeed and learn.
_____17. Models cheerful, supportive, enthusiastic behaviors which convey a caring, equitable attitude
towards all students.
_____18. Develops positive rapport with students by being empathic, firm, fair, and appropriately friendly.
_____19. Listens carefully to all students then responds in a professional manner.
_____20. Seeks to stimulate positive work ethics, self-efficacy, and cooperation in all students through
daily interactions.
_____21. Utilizes learning activities and personal role modeling to develop enthusiastic learning attitudes,
respect for learning, and positive values in students.
INSTRUCTIONAL PLANNING:
_____22. Understands the appropriate scope and sequence of objectives for teaching the curriculum.
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_____23. Develops clear short and long term instruction plans (e.g. lesson plans, units, and/or modules)
which include objectives, materials, activities, and evaluation techniques based on the curriculum
objectives.
_____24. Has an up-to-date knowledge of the subject matter and attempts to incorporate diverse and
practical illustrations, examples and applications in lesson material and activities.
_____25. Selects materials and activities consistent with the objectives of the lesson and the students’
prerequisite skills, attention span, and learning styles.
_____26. Has knowledge of and implements assorted instructional techniques and technology to provide
for instructional variation and integration with other disciplines.
_____27. Reflects an understanding of learning theory and knowledge of human development in planning
for developmentally appropriate instruction.
_____28. Structures lesson planning to allow for individualization, reteaching, and alternative assessment
so all students could meet the objectives.
INSTRUCTION:
_____29. Conducts class with poise, confidence, and enthusiasm.
_____30. Presents lessons in a clear, logical, and sequential manner.
_____31. Insures that lesson materials and information are professionally displayed and accessible to all
students.
_____32. Communicates clearly to all students the objective and purpose of each lesson.
_____33. Reviews or provides an anticipatory set in an effort to provide lesson continuity.
_____34. Makes the lesson relevant and meaningful for all students by relating it to real world situations.
_____35. Utilizes various instructional strategies appropriate for the objectives of the lesson.
_____36. Uses suitable teaching strategies to accommodate learning styles.
_____37. Incorporates individualized strategies for students with special needs
_____38. Uses available educational technologies and teaching aids to enhance instruction
_____39. Encourages participation from all students through effective questioning strategies
_____40. Responds to student questions in a concerned and effective manner.
_____41. Provides opportunities for all students to successfully apply or practice knowledge and skills
learned.
_____42. Facilitates instructional strategies which provide opportunities to work individually and
collaboratively.
_____43. Conducts lessons at an appropriate pace so all students have the opportunity to learn the
objectives.
_____44. Provides focus on important points and checks for understanding.
_____45. Accomplishes smooth and orderly transitions between parts of the lesson.
_____46. Gives clear directions.
_____47. Individualizes assignments that all students can complete on their own with a high success rate.
_____48. Effectively achieves closure to each lesson and/or class period.
_____ 49. Provides instruction that maximizes time on appropriate tasks by keeping all students involved.
_____50. Demonstrates flexibility in teaching techniques as the situation requires.
_____51. Encourages and facilitates opportunities for students to think creatively.
_____52. Teaches tolerance by example and by design.
CLASSROOM MANAGEMENT:
_____53. Believes in and communicates a well-defined classroom management system.
_____54. Organizes and maintains the physical environment of the classroom in a functional, pleasant, and
orderly manner conducive to student learning and safety.
_____55. Establishes, teaches, and reinforces classroom expectations, rules, routines, and procedures fairly
and with an awareness of cultural attitudes and mores.
_____56. Monitors and keeps track of all student behavior and activities in the classroom at all times.
_____57. Displays consistency in dealing with behavior in the least disruptive manner, utilizing
appropriate positive and negative consequences.
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_____58. Handles multiple tasks, intrusions, and distractions while maintaining momentum and
smoothness in the lesson.
_____59. Understands how to handle unexpected classroom incidents and emergencies appropriately.
_____60. Analyzes classroom problems and resourcefully seeks strategies to help develop a learning
environment which encourages self-management, social interaction, high time-on-task, and active
engagement.
EVALUATION:
_____61. Develops and communicates to students and parents a fair evaluation system which respects the
legal rights of all involved.
_____62. Maintains clear and reasonable work standards and due dates.
_____63. Consults a variety of sources (e.g., student records, counselors, resource specialists, parent
conferences, test results, and other diagnostic tools) to determine the learning needs and capabilities of
individual students.
_____64. Routinely uses a number of different techniques to assess the students’ understanding of material
as it is taught.
_____65. Makes changes in instruction based on feedback from multiple classroom assessment sources.
_____66. Uses multiple methods of assessing and evaluating student performance.
_____67. Gives timely and specific oral and/or written feedback on all assignments and provides
corrective action so all students can succeed.
_____68. Has knowledge of the referral process and can use specialized services as student needs arise.
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