THE UNIVERSITY OF TENNESSEE AT MARTIN
DEPARTMENT OF Educational Studies
COURSE SYLLABUS
Instructor: Dr Patricia A. Hewitt
Office: Gooch 240E
Phone: #7213
E-Mail: phewitt@utm.edu
I.
II.
COURSE TITLE AND NUMBER
Teacher Education 340
Applied Mathematics and Science
SEMESTER CREDIT HOURS
4 credit hours
Admission to Teacher Education Required
Mathematics 192 co-requisite or instructor’s approval
Teacher Education 302 pre-requisite
III. CATALOG DESCRIPTION/PURPOSE
Strategies and materials for teaching mathematics and science in the elementary classroom.
Lesson unit plans, participation in developmentally appropriate hands-on activities, simulated and direct teaching experiences. Includes direction observations and 4 hours small group instruction in classroom settings.
IV. RATIONALE
Providing a course that stresses the use of developmentally appropriate activities in a setting that encourages active student involvement follows national guidelines concerning teacher preparation in mathematics and science. The use of an active, inquiry based model will enable students to participate and begin to understand the rationale behind the use of such methods in an elementary or middle school mathematics and science classroom.
V. TEACHER EDUCATION MODEL
The UTM Teacher Education Model is designed to develop teachers who facilitate learning by engaging in methods and strategies that can transform students from passive recipients of information into active participants in their own intellectual growth. The faculty is committed to providing pre-service teachers with a variety of experiences to increase understanding, skills, and dispositions in dealing with students of diverse cultural backgrounds and varying learning styles. The faculty also view technology as an integral component of the teacher preparation program and believe pre-service teachers should know how to enhance learning through the use of a wide variety of materials including human and technological resources. Therefore, imbedded and intertwined among components of the conceptual framework are the commitments to diverse learners, assessment and the use of technology as an additional communication tool to enhance student learning. The following are the three primary components to the Conceptual
Framework that serve as a knowledge base for the UTM Teacher Education Program in producing
Educators as Facilitators of Learning:
A.
B.
C.
Knowledge, Skills and Applications
Reflective Practice
Professional and Ethical Behavior
VI. COURSE OUTCOMES/LEARNING ACTIVITIES
This course meets the following INTASC Principles:
The candidate understands:

1.1
the central concepts of the discipline he/she teaches,
1.2
the tools of inquiry of the discipline he/she teaches,
1.3
structure of the discipline he/she teaches,
1.4
how to create learning experiences that are meaningful for the students
2.1
how children learn and develop,
2.2
can provide learning opportunities that support their intellectual, social, and personal development
3.1
how students differ in their approaches to learning
3.2
creates instructional activities that are adapted to diverse learners
4.1 how to use a variety of instructional strategies to encourage development of students’ critical thinking, problem solving, and performance skills
5.1 uses of individual and group motivation and behavior and creates a learning environment that encourages positive social interaction, active engagement in learning, and self motivation
6.1 uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom
7.1 how to plan instruction based upon knowledge of subject matter, students, community, and curriculum goals
8.1 how to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, and social development of the learner
9.1 what it means to be a reflective practitioner
9.2 how to evaluate the effects of his or her choices and actions on others
9.3 opportunities to grow professionally and seeks out those opportunities
10.1 how to foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being
It also meets NCTM Standards and National Science Education Standards for Teacher Preparation.
Candidates are expected to become conversant with the NCTM, NSTA standards and correlate these as well as Tennessee Science and Mathematics Curriculum Standards to all lesson plans, the Manipulatives
Kit, and Learning Center.
VII. COURSE CONTENT
This course emphasizes the content, learning, and pedagogy of elementary and middle school mathematics and science. A hands-on, real-world application approach with special attention to mathematical and scientific problem solving, communication of ideas, and reasoning is stressed.
A.
Current Trends in Mathematics Education
NCTM Curriculum and Evaluation Standards with special attentions to:
Problem solving
Communication
Connections
Reasoning
Patterns
Estimation and Prediction
B.
How Children Learn Mathematics
Instrumental versus Relational Learning
Constructivism
Moving From the Concrete to Abstract
C.
Diversity, Multiculturalism and Ethnographic Studies
Mathematical Beliefs and Anxiety
Equity Issues in Mathematics
Individual Differences and Learning Styles
D.
Models of Teaching
Informal Instruction
Direct Instruction
Mathematical Investigations
E.
Lesson Planning and Implementation
F.
Levels of Readiness

VIII.
Context
Contextual
Pedagogical
Affective
Maturational
G.
Assessment Procedures
Identifying Counting Levels
Designing Rubrics
H.
Learning Aids and Applications
Manipulatives
Technology-Calculators, Computers, Software, and Internet
Visual Aids
Activities
Textbooks and other Media-Use and Selection
I.
Elementary and Middle School Mathematics Content
Problem Solving
Basic Numeration
Basic Operations
Geometry
Algebra
Fractional Numbers
Measurement
Data Collection and Handling
Estimation
J.
Current Trends in Science Education
History and Goals of Science Education
National Science Education Standards
Tennessee Science Framework
K.
Pedagogical Applications in Science Education
Principles of Learning
The Learning Cycle
Integration of Content Areas
Use of Discrepant Events
Identifying and Remediation of Science Misconceptions
L.
Cooperative Learning and Constructivism
M.
The Scientific Method
Application of Science Process Skills
Observation
Classification
Predicting
Inferring
Data Collection and Analyzing
Identifying and Controlling Variables
Experimenting
N.
Developmentally Appropriate Materials and Activities
O.
Use of Questions
P.
Diverse Populations
Race and Gender Issues and Stereotyping in Science
Student Expectations as it Relates to Race and Gender
Q.
What Research Says About Appropriate Methods of Assessment
ASSESSMENT
Tests: 40%
Lesson Plans
Manipulatives Kit
WebQuest
15%
20%
10%

XI.
XII.
IX.
X.
XIII.
Field Experience & Post Critiques
.
Grading Scale A=93-100
B=86-92
C=77-85
D=70-76
15%
TEXTBOOK(S)
Ashlock, R. B. (1998). Error Patterns in Computation
OTHER RESOURCES
Tennessee Science and Mathematics Curriculum Frameworks
Articles on Reserve in Learning Resource Center Gooch Hall
PREREQUISITES
Admission to Teacher Education
Teacher Education 302
Mathematics 192-co-requisite or approval of instructor
FACULTY FREQUENTLY TEACHING COURSE
Dr. Patricia A. Hewitt
PROGRAM(S) IN WHICH COURSE IS REQUIRED
Human Learning K-6, Special Education
Any student eligible for and requesting academic accommodations due to a disability is requested to provide a letter of accommodation from PACE or Student Academic Support
Center within the first two weeks of the semester