San Diego State University
Department of Dual Language and English Learner Education
TEACHING MATHEMATICS TO BILINGUAL ELEMENTARY STUDENTS
PLC 910- Fall 2015
COURSE SYLLABUS
INSTRUCTOR & CLASS INFORMATION:
Instructor: Robert E. Pollack, M. Ed.
Email:
rpollack@mail.sdsu.edu
Location:
CVLCC
Office/Hours: By appointment
Day/ Time: Wednesday/ 4:00 -6:40 p.m.
COURSE DESCRIPTION:
The course is designed for students pursuing a BCLAD Multiple Subjects Preliminary Credential. Its design
reflects the development of needed knowledge and skills to effectively teach mathematics to bilinguals in a
multiple subject classroom. Included within this course are the “Teaching Performance Expectations”
(T.P.E.’s), the “Knowledge, Disposition, and Skills” (K.D.S.) of DLE graduates, and completion of the
mathematics “Content Area Task” (C.A.T.).
COURSE GOALS AND OBJECTIVES:
Upon completion of this course, the students will demonstrate:
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General knowledge of current California Common Core Standards for mathematics to plan instruction
with focus, coherence, and rigor (TPE 1) (KDS 1, 4, 5)
The ability to use methods of teaching that enable students to develop conceptual knowledge, procedural
fluency, and problem solving skills (TPE 4, 5, 6, 7, 8, 9, 10) (KDS 2, 4)
The ability to design mathematic lessons and effective learning experiences that are appropriate for
students with diverse needs, interests, and learning styles (TPE 6, 7, 8, 9, 10, 11) (KDS 2, 3, 4, 5)
The ability to use a variety of methods to assess students' mathematical thinking and various levels of
understanding of mathematics concepts and procedures, and plan instruction based on those
understandings (TPE 2, 3, 6, 7, 8, 9) (KDS 2, 3, 4)
Integration of appropriate technology with mathematics teaching (TPE 6, 7, 8, 9) (KDS 2, 3, 4, 5)
A professional perspective about the teaching of mathematics in a linguistically and ethnically diverse
classroom (TPE 12, 13) (KDS 1, 2, 4, 5)
The ability to communicate with and effectively engage parents in the mathematics education of their
children (KDS 3,4)
TEXTBOOKS AND SUPPLEMENTAL MATERIALS REQUIRED:
 Cathcart, G. W., Pothier, Y. M., Vance, J. H., & Bezuk, N. S. (2015). Learning mathematics in
elementary and middle schools: A learner-centered approach (6th ed.). Boston, MA: Pearson. (The
loose-leaf version gives you access to the eText).

Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (2015). Children’s
Mathematics: Cognitively Guided Instruction (2nd ed.). Portsmouth, NH: Heinemann.
INTERNET RESOURCES:
 Mathematics Framework for California Public Schools: Kindergarten Through Grade Twelve
http://www.cde.ca.gov/ci/ma/cf/index.asp
 CA Common Core Standards for Math
http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
 English Language Development Standards
http://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
 National Council of Teachers of Mathematics (N.C.T.M.) Principles and Standards:
http://standards.nctm.org
 CA ELD Standards Augmentation for Mathematics (DRAFT)
http://www.cde.ca.gov/sp/el/er/documents/draftagmtneldstndab899mth.pdf
 San Diego County Office of Education (S.D.C.O.E.)
http://www.sdcoe.net/lret2/math/?loc=home
STUDENT REQUIREMENTS:
You are an important part of the professional community. Attendance, participation, and professionalism are
always expected. We will examine a variety of ideas and concepts through our readings and class discussion
where it is imperative for you to actively participate and engage in thoughtful and respectful discussion. We
need to nurture a free flow of ideas and points of view, in order to accomplish this we should strive for the
following:
 Attend all classes
 Arrive on time and remain for the entire period
 Be prepared for each class by having thoughtfully completed all readings and assignments
 Share your ideas and listen respectfully to others’ opinions
 Be curious about ideas different than your own
Please inform me of any circumstances, which would impede you from fulfilling your responsibilities prior to
its occurrence. I understand emergencies happen, but this course will prepare you for your career as math
teacher thus you must consider it’s importance.
COURSE ASSIGNMENTS:
Guidelines for all Assignments:
 Include name, date, course, and title on all assignments
 Choose two assignments to submit in Spanish. The rest of the assignments will be in written in English.
 All written work must be double-spaced using Times font no larger than 12-points.
 Assignment due dates are indicated in the outline of course requirements. Assignments that are due on
class dates should be submitted by the beginning of class. Other assignments will be submitted through
Blackboard or Taskstream as noted in the Syllabus. Grades will be lowered for late assignments by 5
percentage points from the total points possible each day.
 Each student’s identity must be protected at all times. Please remove or blackout names or
identification-numbers from all student work.
Plagiarism and Cheating:
Please be sure to read and understand the university policy on plagiarism and cheating, as it will be strictly
enforced. Academic dishonesty will not be tolerated and will result in a failing grade for this course and will be
reported to the University.
Students with Disabilities:
If you are a student with a disability and believe you will need accommodations for this class, it is your
responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the receipt of
your accommodations, you should contact Student Disability Services as soon as possible. Please note that
accommodations are not retroactive and that accommodations based upon disability cannot be provided until
you have presented your instructor with an accommodation letter from Student Disability Services. Your
cooperation is appreciated.
GRADING SCALE FOR COURSE GRADES:
A
93 -100 points
B+ 88-89 points
A90-92 points
B 83-87 points
B- 80-82 points
C+
C
C-
OUTLINE OF COURSE REQUIREMENTS:
Requirement
K.D.S.
78-79 points
73-77 points
70-72 points
Reading Response (x9)
1, 2, 3, 4
20%
Due Date/
Submission
See Syllabus
Student Work Analysis
2, 3, 4, 5
20%
9/30
1, 2, 3, 4, 5
20%
10/28
2, 3, 4
30%
11/25
2, 3, 4, 5
10%
12/9
Literature Connection (Lesson Plan)
*Content Area Task in Assessment
(CAT)
App Review
Total
Percent
D 65-69 points
F Less than 65 points
Language
Choose two to
complete in
Spanish
100%
* C.A.T.=Signature Assessment submitted through Taskstream
COURSE ASSIGNMENTS:
Written Reflections (20%)
Each student is to reflect and respond to 9 guiding questions provided by the instructor. Guiding questions will
connect to readings and class discussions. Each reflection should be one-page (typed, double-spaced, and 12 pt.
New Roman font). May be submitted in English or Spanish. All Students should integrate topics and key terms
from the reading and class discussions into writing when relevant.
As you read various texts required for the course, do so purposefully. Finding the links between the readings,
your academic/professional goals, and course assignments. Below are some questions to guide your reading of
the course material.
1. How is learning language embedded within concepts presented in the reading?
2. What are the implications for lesson instruction, assessment, and planning?
3. How are concepts connected to conceptual understanding, fluency and procedural skills, and application?
4. What is the relevance of the work for your academic and professional development?
5. Are there any ideas in the text you think should be furthered clarified or addressed?
Student Work Analysis (20%):
The goal of this assignment is to provide pre-service teachers with the opportunity to practice posing problems
to students, analyzing their work, and planning for future instruction. In teams of 2 or 3, pre-service teachers
will select and pose a predetermined problem to their students without providing explicit instruction. Allow
students time to solve the problem, and if possible, allow students to share their solution strategies. Once
students finish solving the problem, collect the students’ work. Student work samples will be analyzed in
reference to solution strategies with teammates during class on September 23, 2015.
Pre-service teachers will submit:
 One-page written reflection: “What did the assessments show about students’ learning and their
solution strategies?”
 Choose one student’s work and write a mock parent-letter highlighting strengths and challenges.
 Pre-service teachers will utilize information from the mock parent letter to lead 2 mock parent
conferences in class. Each mock interview will last 1 to 2 minutes.
Literature Connection:
Select a multicultural children's literature book. Utilize the book with a math concept of your choice. Complete
a lesson plan using the DLE 910 Math Planning Template and a 3-minute presentation highlighting key
aspects of your lesson plan. You should identify the appropriate common core standards and identify how you
will address the needs of language learners depending on their development level. You will be required submit
the lesson plan and develop a short oral presentation on a small trifold. The presentation must include a
description of the book and a synopsis of your lesson plan.
For that session, we will simulate learning centers in which half of the class will present their book and lesson
plan as the other half of the class rotates around the visit presenters. After some time, the roles will switch, so
everyone will get a chance to both present and visit.
Mathematics Content Area Task (C.A.T) (30%)
This multipart assignment will give you an opportunity to practice assessing children’s mathematics
understanding by using both whole-class and individual assessments, and to consider how to use those results to
plan mathematics instruction. An overview, evaluation criteria rubric, and information on uploading the
assignment onto Blackboard is scheduled on September 23, 2015.
Pre-service teachers will write an 8-page (single-spaced) commentary including:
 Analyze whole class evidence to identify patterns of student learning
 Use three students’ work samples to analyze mathematical errors, confusions, and partial understanding
 Describe a re-engagement lesson designed to develop focus student’s mathematical knowledge in
relation to the targeted learning objective/goal.
App Review (10%)
Throughout the course, we will be considering a variety of artifacts available to support assessment and
learning. The goal of this assignment is to give you the opportunity to evaluate a digital media resource
intended to support learning/learning environments and its accompanying materials (curriculum, activities, etc.).
For this assignment you will select one mobile app, game, or digital tool that could be used to teach, assess,
review, or support learning of a mathematical concept. You will prepare a trifold describing the
app/tool/website and a hands-on experience.
This assignment will be due on the last class session. For that session, we will simulate learning centers in
which half of the class will present their app/tool/website as the other half of the class rotates around the centers
to play. After some time, the roles will switch, so everyone will get a chance to both present and play.
COURSE CALENDAR:
The following schedule may change as the semester progresses. You will be promptly notified of any changes
via email or blackboard. Your flexibility is appreciated.
Week
Date
Topic(s)
Reading
Due
Children’s
Mathematics
: CGI
1
Aug
26
No Class
None
Reading Due
Learning
mathematics
in elementary
and middle
schools
None
2
Sep 2
Introduction to Course
Review Syllabus
Frameworks & Standards
Problem Types
None
None
3
Sep 9
Ch. 1
Ch. 2
Ch. 3
Reading Response 1
4
Sep 16
Teaching Math
Meaning of Operations: Adding
& Subtracting
Solution Strategies
Overview: Student Work
Analysis
Multiplication and Division
Unit & Lesson Planning
Ch. 4
Ch. 9
5
Sep 23
Assessment (Part 1)
Overview: Mathematics C.A.T.
6
Sep 30
Student Work Analysis
Reading Response 2
Student Work AnalysisAssessment Question
Reading Response 3
Student Work AnalysisStudent Assessments
Student Work Analysis
7
Oct 7
8
Oct 14
9
Oct 21
Assessment (Part 2)
Base 10
Multi-Digit Adding &
Subtracting
Basic Facts
Equality
Overview: Literature Connection
Comparing Fractions
10
Oct 28
11
Nov 4
12
Nov
11
13
Nov
18
Ch. 4
Ch. 6
Ch. 7
Ch. 10
Assignments Due
None
None
Reading Response 4
Student Work Analysis- Mock
Interview
Ch. 8
Reading Response 5
Ch. 10
Reading Response 6
Literature Connection
Presentations
Fraction Computation
Ch. 11
Literature Connection
Decimal Concepts &
Computation
Veteran’s Day - No Class
Ch. 12
Reading Response 7
Ratio, Proportions, and Percent
Ch. 13
Reading Response 8
14
Nov
25
Campus Closed- No Class
Math C.A.T. Due
15
Dec 2
Geometric Thinking
Ch. 14
Reading Response 9
16
Dec 9
App Review Presentations
Measurement Concepts & Skills
Ch.15
App Review
Math C.A.T. Due
Knowledge, Dispositions, and Skills (KDS)
1.
2.
3.
4.
5.
Ideological and pedagogical clarity
Biliteracy development and success across the content areas:
Collaborate with peers, students, parents, administrators, and community:
Create inclusive learning environments:
Global (linguistic and cultural) competence: