QATAR UNIVERSITY COLLEGE OF EDUCATION EDPR 451 Teaching Primary Level Mathematics, 3 Credit Hours SEMESTER AND YEAR INSTRUCTOR: OFFICE NUMBER: PHONE: EMAIL: OFFICE HOURS: CLASS MEETING TIME/LOCATION: COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership. COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this course) Teaching 1. Content ; Demonstrate understanding of the key theories and concepts of the subject matter. 2. Pedagogy: Plan effective instruction to maximize student learning 3. Technology:. Use current and emerging technologies in instructionally powerful ways. 4. Diversity:. Foster successful learning experiences for all students by addressing individual differences. Scholarship 5. Scholarly Inquiry:. Actively engage in scholarship by learning from and contributing to the knowledge base in education. 6. Problem Solving: Arrive at data-informed decisions by systematically examining a variety of factors and resources. Leadership 7 .Ethical Values:. Apply professional ethics in all educational contexts. 8 . Initiative: Lead positive change in education. .. COURSE DESCRIPTION Participants in this course will study goals, methods, and materials available for teaching topics such as numeration, geometry, basic operations, fractions, decimals, percent, measurement, and probability in the primary school classroom. Issues related to problem solving and technology will also be examined. The course will focus and the State of Qatar National Curriculum Standards in Mathematics and will have a field-based component in a primary school setting (10 ) hours . Prerequisites: Admission to the B.ED in Primary Education Program \Math &Science concentration COURSE OBJECTIVES 1. Provide meaningful learning for all students of elementary school mathematics. 2. Know the structure of mathematics. 3. Plan lessons in mathematics. 4. Implement lessons in mathematics by using microteaching technique. 5. Acquire experience that leads to practical mathematics education at the primary level. 6. Prepare and select instructional media and manipulatives for mathematics. 7. Acquire skills in criticizing mathematical courses and standards. 8. Acquire self and peer evaluation skills of teaching performance. COURSE LEARNING OUTCOMES By the end of this candidates are expected to be able to: 1. Analyze curriculum standards for mathematics to extract principal aspects of learning. 2. Describe the life application of mathematic concepts, knowledge, and skills articulated in the curriculum standards for mathematics at the primary level. 3. Use content analysis results to plan sequential mathematics lessons. 4. Write operational educational objectives for mathematics lessons. 5. Describe and use multiple methods of mathematics teaching appropriate for primary students. 6. Design multiple methods of assessment for mathematics concepts, knowledge, and skills. 7. Design mathematics lessons for primary students using multiple instructional strategies. 8. Use manipulatives to teach mathematics at the primary level. 9. Practice various teaching situations through microteaching to peers. 10. Evaluate current teaching practices in the Independent Schools. 11. Apply ethical values to authentic situations in mathematics instruction. .. TEXTBOOK Required Texts Van de Walle, J., Karp, K. S., & Bay-Williams, J. M. (2012). Elementary and Middle School Mathematics: Teaching Developmentally Plus MyEducationLab with Pearson eText -Access Card Package (8th Edition) (Teaching Student-Centered Mathematics Series). New Jersey: Pearson. Supportive Text Van de Walle, J., & Lovin, L. H. (2005) Teaching Student-Centered Mathematics: Grades K-3. New Jersey: Pearson. Van de Walle, J., & Lovin, L. H. (2005) Teaching Student-Centered Mathematics: Grades 5-8. New Jersey: Pearson. Cathcart, G. S., Pothier, Y., M., Vance, J. M., Bezuk, N. S. (2010). Learning Mathematics in Elementary and Middle Schools: A Learner-Centered Approach (with MyEducationLab) (5th Edition). New Jersey: Pearson. Bay-Williams, J. (2009). Field guide for elementary and middle school mathematics: Teaching developmentally (7th ed.). Boston: Allyn & Bacon. Supportive Websites BBC’s Primary Numeracy Site. http://www.bbc.co.uk/schools/websites/4_11/site/numeracy.shtml TeachRKids Math. Online games and activities. http://www.teachrkids.com/ The Math Forum for Teachers. Drexel School of Education. Megasite with resources for teachers and kids links. Internet Sites for Young Students of Math and Their Teachers http://www.edina.k12.mn.us/creekvalley/staffdev/Internet%20Sites/studentsites.htm Early Elementary Math Games http://www.internet4classrooms.com/skills_1st.htm http://www.internet4classrooms.com/kindergarten_links.htm Math activities and worksheet builder for each grade http://www.edhelper.com/math_grade1.htm http://www.edhelper.com/math_grade2.htm http://www.edhelper.com/math_grade3.htm http://www.edhelper.com/math_grade4.htm http://www.edhelper.com/math_grade5.htm http://www.edhelper.com/math_grade6.htm Math Harcourt math games http://www.harcourtschool.com/menus/l_math.html Harcourt interactive math glossary http://www.harcourtschool.com/glossary/math_advantage/index.html Best math sites http://www.vickiblackwell.com/math.html Annotated List of math sites http://www.kidsites.com/sites-edu/math.htm .. Collection of activities http://www.cut-the-knot.org/index.shtml Math activities organized by difficulty level http://www.k111.k12.il.us/King/math.htm COURSE REQUIREMENTS 1. Each candidate is expected to attend class and contribute to the community of learners by being a positive participant in discussions, presentation, and hands-on projects. 2. All assignments should be submitted on the specified due date. Assignments turned in later are subject to point deductions. 3. All written assignments should have a cover sheet with assignment title, candidate name, course title, and date. 4. All written assignments should be world processed, double spaced, and in 12 point standard font. 5. All written assignments should use correct grammar and spelling. 6. In-class mid-term and final exams will be given in this class. Each candidate is expected to be present for these exams except in cases of certified. COURSE POLICIES Attendance and participation Each candidate is expected to attend class and contribute to the community of learners by being a positive participant in discussions, presentations, and hands-on projects. In-class exams are a mandatory component of this class. Contact one of the class instructors if you are not able to attend because of a certified emergency. Assignment format and specifications All assignments Should be submitted on the specified due date; if turned in later, they are subject to point deductions. If written and unless otherwise specified, all assignments Must be produced using a computer—word processor, spreadsheet, PowerPoint, etc. Should be word-processed: either 1.5 or double-spaced, and no smaller than 10-point standard font, such as Times New Roman. Should include the following information in a footer that appears on each page: - Assignment title - Candidate’s name - Course title - Date - Page number (if more than a single page.) Should include appropriate citations and references in APA style. Should use correct grammar and spelling in English. USE OF BLACKBOARD Class documents and assignments will be posted to the course Blackboard site. .. COURSE MATRIX QNPS Course Objectives Course Learning Outcomes Pedagogy Problem Solving 1, 2, 3, 8 1, 3, 6 1 Pedagogy 1, 2, 3, 9 4, 8 5, 6, 7, 9 Technology 6 6 7, 10 Scholarly Inquiry 12 1, 3, 5 1, 3, 5, 6, 7 Content 8 2, 5, 6, 7 1, 2 Unit Learning Outcomes Assessment (Tasks/Artifacts) Lesson Plans Centers Project Curriculum Unit Microteaching Digital Math Field Reflections Midterm /Final Exams COURSE OUTLINE Week .. Topic Assignment 1 Unpacking the Standards / Schemes of Work Read math standards in QNCS / Schemes of work 2 Using Manipulatives / Centers Text (see Blackboard) 3 Understanding mathematical concepts: Numerical • Geometrical • Statistical • Algebraic Text (see Blackboard) 4 Patterns and relationships in mathematics Centers Project due 5 Mathematical language, symbols and diagrams Text (see Blackboard) 6 Teaching whole numbers Text (see Blackboard) 7 Teaching Fractions Lesson Plan 1 due 8 Teaching Decimals Text (see Blackboard) 9 Mental Math Text (see Blackboard) 10 Calculator Math / Using Technology Lesson Plan 2 due 11 Micro-teaching Microteaching due 12 Math and Everyday life Digital Math due 13 Logic, inductive, deductive thinking Curriculum Unit due 14 Technology Resources Text (see Blackboard) 15 Use geometrical instruments 16 FINAL Field Reflections due ASSESSMENTS 1. Lesson Plans. (10% each). Develop two lesson plans for teaching mathematics at the primary level. The assessment of the first lesson plan will focus and the candidate’s ability to understand the standards, to write appropriate and measurable lesson objectives, and to select activities appropriate for teaching those objectives. Activities selected from the Internet or other sources are acceptable, but Qatar National Curriculum standards must be used and lesson objectives written by the student. Please use the Lesson Plan template found on the class Blackboard site. The second lesson plan must include the use of manipulative. Rubrics for each of these lesson plans may be found on the class Blackboard site. 2. Field-based - Microteaching. (15%).(10h hours) Candidates will plan and teach a 15minute “mini-lesson” to their peers.. Each candidate will be evaluated in the field setting. The candidate will submit a lesson plan prior to the observation visit and get feedback on the plan. While teaching a lesson of no less than 20 minutes, she will arrange to be observed by two class mates who will use an observation form (proposed by the instructor) to record peer observation notes. The observation form may be downloaded from the class Blackboard site. Each candidate will do at least two peer observations. Each candidate has to do micro teach and write a reflection (no less than one page) on her microteaching (what worked well, what did not work and how to improve her teaching 3. Digital Math (10%). Candidates will create an annotated list of 10 digital resources to use in teaching primary mathematics, noting the standards appropriate for this resource, the rationale for using it. The full description of this assignment and the scoring rubric may be found on the class Blackboard site. 4. Centers Project (10%). In groups of four, candidates will prepare plans for a centers approach to classroom instruction with a minimum of four centers. The full description of this assignment and the scoring rubric may be found on the class Blackboard site. 5. Curriculum Unit (15%). In groups of four, candidates will prepare a two-week unit, including a summative assessment. 6. Field Reflections (10%). Candidates will reflect on their experiences in the field, noting effective management and instructional strategies for teaching primary level mathematics. .. 7. Final Exam. (20%). The final exam will be cumulative; candidates will be responsible for all content knowledge and skills addressed during the course. The exam will be a combination of single answer questions and short answer questions and longer application, evaluation tasks. GRADING SYSTEM A = 100 - 90 B+ = 89.99 - 85 B = 84.99 - 80 C+ = 79.99 - 75 C = 74.99 - 70 D+ = 69.99 - 65 D = 64.99 - 60 F = 59.99 - 0 ACADEMIC HONESTY Qatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty. Or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Plagiarism: Plagiarism is the act of taking the words or ideas of another and representing them as one’s own. A further description of plagiarism can be found in the Student Handbook. Cheating: Examples of cheating include, but are not limited to, receiving unauthorized assistance, before, during or after an examination or assignment falsification or misrepresentation of information in an academic exercise or assignment, unauthorized use of someone else’s password or account number, and submitting work more than once without the consent of the department. Student Complaints Policy Students at Qatar University have the right to pursue complaints related to faculty, staff, and other students. The nature of the complaints may be either academic or non-academic. For more information about the policy and processes related to this policy, you may refer to the students’ handbook. Special Needs Students .. It is Qatar University policy to provide educational opportunities that ensure fair, appropriate and reasonable accommodation to students who have disabilities that may affect their ability to participate in course activities or meet course requirements. Students with disabilities are encouraged to contact their Instructor to ensure that their individual needs are met. The University through its Special Need section will exert all efforts to accommodate for individuals needs. Special Needs Section: Telephones: Female: (00974) 4403 3843 Male: (00974) 4403 3854 Location: Student Activities building Email: specialneeds@qu.edu.qa Academic Support and Learning Resources The University Student Learning Support Center (SLSC) provides academic support services to male and female students at QU. The SLSC is a supportive environment where students can seek assistance with academic coursework, writing assignments, transitioning to college academic life, and other academic issues. SLSC programs include: Peer Tutoring, the Writing Lab, Writing Workshops, and Academic Success Workshops. Students may also seek confidential academic counseling from the professional staff at the Center. Students Support and Learning Resources Contact Information: Tel: (00974) 4403 3876 Fax: (00974) 4403 3871 Location: Female Student Activities Building E-mail: learningcenter@qu.edu.qa Appendix Qatar National Professional Standards for Teachers learning .. 1. Structure innovative and flexible learning experiences for individuals and groups of students. 2. Use teaching strategies and resources to engage students in effective learning. 3. Foster language, literacy, and numeracy development. 4. Create safe, supportive, and challenging learning environments. 5. Construct learning experiences that connect with the world beyond school. 6. Apply Information and Communication Technology (ICT) in managing student learning, 7. Assess and report on student learning. 8. Apply knowledge of students and how they learn to support student learning and development. 9. Apply teaching/subject area knowledge to support student learning. 10. Work as a member of professional teams. 11. Build partnerships with families and the community. 12. Reflect on, evaluate, and improve professional practice. In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities. Special Needs Section Student Activities building Men’s Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email: specialneeds@qu.edu.qa; Office hours: 7:30 AM – 2:30 PM ..