(EDI 630) Teaching Mathematics: K-8
Syllabus of Record
Catalog Description: Study of content and instruction pedagogies used in teaching
elementary and middle school mathematics. Consideration of the principles involved in
developing a mathematics program and quality materials for classroom use. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Unit Standards: National Council for the Accreditation of Teacher Education (NCATE),
Michigan Department of Education (MDE)
Advanced Program Standards: National Board for Professional Teaching Standards (NBPTS)
Course Standards and Assessment:
NBPTS Proposition 2: Teachers Know Their Subjects and How to Teach Them
 Demonstrate Knowledge of Content and Pedagogy
 Demonstrate Knowledge of Students
 Select Instructional Goals
 Demonstrate Knowledge of Resources
 Design Coherent Instruction
 Assess Student Learning

Common Assessment: Mathematics Unit Plan
Major Topics:







Michigan Grade Level Content Expectations for K-8 grade Math
Research-based Best Practices in Planning for Math Instruction
Effective Integration of Math Manipulatives
Creating a Classroom Learning Community for Interactive Math Instruction
Assessing Mathematical Understanding
Traditional vs. Reform-based Math Instruction Practices
Using Technology and Children’s Literature in Math Instruction
Course Knowledge Base:
Bassarear, T. (2005). 3rd Ed. Math for elementary teachers: explorations manual. Boston:
Houghton-Mifflin.
Buerk, D. (Ed.) (1994). Empowering students by promoting active learning in mathematics:
teachers speak to teachers. Reston, VA: National Council of Teachers of
Mathematics.
Burke, M. (Ed.) (2000). Learning mathematics for a new century. Reston, VA: National
Council of Teachers of Mathematics.
Burns, M. (1998). Math: Facing an american phobia. Sausalito, CA: Math Solutions
Publications.
Burns, M. (2000). About teaching mathematics: A K-8 resource. Sausalito, CA: Math
Solutions Publications.
Findell, B., Kilpatrick, J., & Swafford, J. (Eds.) (2001). Adding it up: Helping children learn
mathematics. National Academy Press.
Hiebert J., Fennema E., Fuson K., Wearne D., & Murray H. (1997). Making sense: Teaching
and learning mathematics with understanding Portsmouth, NH: Heinemann.
Lott, J. & Nishimura, K. (2005). Standards and curriculum: a view from the nation. Reston,
VA: National Council of Teachers of Mathematics.
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of
fundamental mathematics in china and the united states. Mahwah, NJ: Lawrence
Erlbaum Associates.
Michigan Department of Education (1996). Michigan curriculum framework. Lansing, MI:
Michigan Department of Education: Author.
National Council of Teachers of Mathematics (2000). Principles and standards for school
mathematics. Reston, VA: National Council of Teachers of Mathematics: Author.
O’Connell, S, (2000). lntroduction to Problem Solving: Strategies for the Elementary Math
Classroom. Portsmouth, NH: Heinemann.
Stevenson, H., & Stigler, J. (1992). The learning gap: Why our schools are failing and what
we can learn from japanese and chinese education. New York: Touchstone.
Stigler, J., & Hiebert, J. (1999). The teaching gap: best ideas from the world’s teachers for
improving education in the classroom. New York: The Free Press.
Schiro, M. (1997) Integrating children’s literature and mathematics in the classroom:
Children as meaning makers, problem solvers, and literary critics. New York:
Teachers College Press.
Schoen, H. L. (2003). Teaching mathematics through problem solving, grades 6-12. Reston,
VA: National Council of Teachers of Mathematics.