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.
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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.
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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
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

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.
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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
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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.
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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
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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
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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
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