WINONA STATE UNIVERSITY
PROPOSAL FOR GENERAL EDUCATION PROGRAM COURSES
Department ________________________Education
EDUC 334
Course No.
Date __________10-23-12______________
Elementary Math Methods
Course Name
3
Credits
Prerequisites___ EDUC 303/304 & 310/311______
GEP Goal Area(s):*
CORE GOAL AREAS
(Sorry, I cannot get rid of the spacing!)
THEME GOAL AREAS
_____Goal 1: Communication
_____Goal 3: Natural Science
_____Goal 7: Human Diversity
_____Goal 8: Global Perspective
_____Goal 4: Mathematics/Logical Reasoning
_____Goal 5: History and the Social and Behavioral
Sciences
_____Goal 6: The Humanities and Fine Arts
_____Goal 9: Ethical and Civic Responsibility
_____Goal 10: People and the Environment
* Courses may be submitted for up to two Goal Areas.
Additional Requirement Categories:
___X__Intensive:
__X___ 1. Writing
_____ 2. Oral Communication
_____ 3. a. Mathematics/Statistics
_____ b. Critical Analysis
_____ Physical Development and Wellness
Provide information as specified in the previous directions.
Attach a General Education Program Approval Form.
Department Contact Person for this Proposal:
___Dr. Ann Rethlefsen____________________5652__________ __arethlefsen@winona.edu____
Name (please print)
Phone
e-mail address
Course Description:
1. Catalog description.
Teaching competencies such as guiding student inquiry, demonstrating mathematical principles and
procedures, and using a variety of instructional aids are developed in relation to scope and sequence of
K-8 curricula.
2. Course outline of the major topics and subtopics.
I. Importance of learning modalities in mathematics teaching
A. Visual
B. Auditory
C. Tactile/kinesthetic
II. Current Issues and Trends in Elementary Mathematics Curriculums
A. Minnesota Mathematics Standards
B. National Council of Teachers of Mathematics Standards
III. Learning theorists and their research findings
A. Developmental and age appropriate learning
B. Autonomous learner
C. Cooperative learning
D. Proximal development
E. Scaffolding
F. Hands-on/inquiry based learning
G. Constructivist learning
H. Learning Cycle
IV. Instructional Design
A. Appropriate Daily Planning: Lesson Plans
B. Appropriate Unit Planning: Unit Plans
V. Teaching Scope and Sequence of Elementary Math Curriculum
A. Patterns
B. Problem solving
C. Data Investigation
D. Geometry
E. Discrete Math
F. Numerical Literacy: Including
1. Addition and subtraction of whole numbers
2. Multiplication and division of whole numbers
3. Numeration of common and decimal fractions
4. Measurement, time, temperature, and money
G. Randomness and Uncertainty
VI. Selection and Use of Manipulatives
VII. Math Processes
A. Integrating Mathematics in Other Fields
B. Using children's literature to teach mathematics
C. Journaling
VIII. Mathematics Perspectives
A. Multicultural Mathematics
B. Technology in elementary math
IX. Mathematics Assessment
A. Formative
B. Summative
X. Field Experience of Teaching Lessons to Children in Public Schools
A. Lesson Plans
B. Minimum 5 hours teaching time
C. Required Assessment Component in Plans
I.
Overview and Basic Principles
Upon completion of the course, the student will be able to:
1. Describe the scope and sequence of typical math curriculums for each of the elementary grades K-6
in accordance with the Minnesota Mathematics Standards; concepts of mathematical patterns,
relations and functions, including number and geometric patterns, discrete math, numerical literacy,
concepts of space and shape, data investigations, concepts of randomness and certainty, graphing,
mathematical processes and perspectives.
2. Develop and execute mathematical lessons appropriate for children's specific academic needs, age,
and achievement levels, and learning mode preferences;
3. Select and effectively use manipulatives appropriate for the maintenance of children's mathematical
skills and application of children's mathematical knowledge to significant problems;
4. Design and construct learning centers and/or lessons appropriate for the maintenance of children's
mathematical skills and application of children's mathematical knowledge to significant problems.
Relation to Conceptual Framework: We exist to prepare professionals to continuously improve
student learning in twenty-first century schools. Through a continuum of clinical experiences and relevant and
appropriate instructional methods, WSU graduates are prepared in a community of learners with
developmentally appropriate content and pedagogical expertise, and professional dispositions to improve
students’ learning by: (1) actively engaging in a culture of reflective practice and continuous improvement (2)
demonstrating awareness of – and an ability to respond to – broader psychosocial and global contexts; and (3
advocating for students and their learning through leadership, collaboration, innovation, flexibility, and critical
thinking. [Highlights reflect significant emphasis during this course.]
Student Competencies:
Students will be able to
Writing Intensive Criteria
Practice the processes and
procedures for creating and
completing successful writing in
their fields;
EDUC 334 Assignment(s)
#1*Best Practice Synthesis
Paper: 5-8 pages in length;
(Assignment Category 23%) (
Understanding theory underlying
today’s best practice teaching in
mathematics)
#2*Multiple Lesson Plans: Using
appropriate format as chosen by the
instructor, students will complete
full teacher talk lesson plans
complete with all hand-outs;
(Lesson Plan/Unit Category 62%)
(minimum eight lesson
plans/presentations)
Understand the main features and
uses of writing in their fields;
#1*Best Practice Synthesis
Paper: 5-8 pages in length;
(Assignment Category 23%) (
Understanding theory underlying
today’s best practice teaching in
mathematics)
#2*Multiple Lesson Plans: Using
appropriate format as chosen by the
instructor, students will complete
full teacher talk lesson plans
complete with all hand-outs;
(Lesson Plan/Unit Category 62%)
(minimum eight lesson
plans/presentations)
#3: Journal Reflections
(Assignment Category 23%) (After
every lesson in schools) (minimum
eight reflection journal
assignments)
Assessment Feedback
#1*Mechanical Writing
(punctuation, grammar, etc.)
*Synthesis of best practices with
students ideas
*Writing based on research of
multiple sources
#2: Feedback based on lesson plan
structure, content, format,
mechanics;
#1*Mechanical Writing
(punctuation, grammar, etc.)
*Synthesis of best practices with
students ideas
*Writing based on research of
multiple sources
*Use of scholarly writing to
inform practice in today’s
classrooms
#2: Feedback based on lesson plan
structure, content, format,
mechanics;
*Uses current standards for
appropriate grade level lessons
#3 Journal Reflections: Assessed
on depth of thought; reflection on
what could be done
better/differently or why kept the
same; mechanics;
#7: Final Exam: Provide written
commentary regarding the
effectiveness of a classroom
teacher’s lesson and suggestions for #7: Mechanics; understanding of
Adapt their writing to the general
expectations of readers in their
fields;
improvement (scenario)
content of courses based on
response; context of teaching based
on response; understanding of
standards; (no opportunity for
revision of final exam)
#2*Multiple Lesson Plans: Using
appropriate format as chosen by the
instructor, students will complete
full teacher talk lesson plans
complete with all hand-outs;
(Lesson Plan/Unit Category 62%)
(minimum eight lesson
plans/presentations)
#2: Lessons will be available to
classroom teachers as well as the
professor (who collects them each
time for assessment);
#3: Journal Reflections
(Assignment Category 23%) (After
every lesson in schools) (minimum
eight reflection journal
assignments)
#3: Journal Reflections: Deep
thinking regarding implementation
of lesson plan, including what
could be done differently, what
went well, what else could be
added; professional responsibility
to reflect and one of our tenets;
mechanics;
#4: Children’s Literature
Integration into Mathematics
Lesson(s) (Assignment Category
23%) (1) (this assignment could fit
any category below; this is the
student’s choice; regardless of
grade level, student will choose a
children’s literature book; identify
appropriate grade level; in essay
form, describe how the book will
be used to help children gain an
understanding of the concept(s)
depicted in the children’s literature
book)
#5: Traffic Assignment: Using
graphs and or charts record traffic
flow three times during the day and
provide written analysis of results;
(Assignment Category 23%) (1)
#6: Racial Profiling: Based on data,
present a written argument as to
whether or not racial profiling
existed in the Chicago area for
Discretionary Traffic Stops
(Assignment Category 23%) (1)
*Appropriate for a substitute to
use;
#4: Mechanics; expectation to
incorporate literature into
mathematics lessons as per
National expectations (NCTM);
#5: Assess ability to create
graphs/charts will written
commentary explaining findings;
mechanics
#6: Assess ability to create charts
based on probability data; use data
to explain and hypothesize racial
profiling; mechanics;
Make use of the technologies
commonly used for research and
writing in their fields; and
Learn the conventions of evidence,
format, usage, and documentation
in their fields.
#1*Best Practice Synthesis
Paper: 5-8 pages in length;
(Assignment Category 23%) (
Understanding theory underlying
today’s best practice teaching in
mathematics)
#2*Multiple Lesson Plans: Using
appropriate format as chosen by the
instructor, students will complete
full teacher talk lesson plans
complete with all hand-outs;
(Lesson Plan/Unit Category 62%)
(minimum eight lesson
plans/presentations)
#1*Best Practice Synthesis
Paper: 5-8 pages in length;
(Assignment Category 23%) (
Understanding theory underlying
today’s best practice teaching in
mathematics)
#2*Multiple Lesson Plans: Using
appropriate format as chosen by the
instructor, students will complete
full teacher talk lesson plans
complete with all hand-outs;
(Lesson Plan/Unit Category 62%)
(minimum eight lesson
plans/presentations)
#1: Use of technology, video, and
print resources to determine current
best practices in teaching
mathematics;
#2*Incorporate technology into
lesson plans: Smartboards; Internet
Learning Sites; Computer
Simulations; If appropriate:
Geometer’s Sketchpad for
geometry lessons;
#1: All conventions followed;
appropriate documentation,
particularly of anything retrieved
from the Internet
#2: Students use accepted formats
for lesson presentation; appropriate
documentation of any sources used
for planning purposes; appropriate
citations;
**All writing assignments receive written feedback; In-Class Lesson Plans/Presentations require revision
based on professor/peer feedback; when student has difficulty with assignments: opportunity for revision
based on feedback; Final exam does not allow for revision; % Shown = % of final grade by category;
Minnesota Standards of Effective Practice: Content Area: Elementary Teachers of Mathematics
1
Bold = standards addressed in this course
Standard
Standard language taken from statute. The teacher Placement
must…
concepts of mathematical patterns, relations,
and functions, including the importance of
number and geometric patterns in
Opp. To
learn in
syllabus
Assess point in
syllabus & the
Assessment
Final Exam
1a
mathematics and the importance of the
educational link between primary school
activities with patterns and the later
conceptual development of important ideas
related to functions and be able to
identify and justify observed patterns
1b generate patterns to demonstrate a variety of
relationships; and
1c relate patterns in one strand of mathematics to
patterns across the discipline
concepts and techniques of discrete
mathematics and how to use them to solve
problems from areas including graph theory,
combinatorics, and recursion and know how
to:
2a help students investigate situations that involve
counting finite sets, calculating probabilities,
tracing paths in network graphs, and analyzing
iterative procedures; and
2b apply these ideas and methods in settings as
diverse as the mathematics of finance, population
dynamics, and optimal planning
3 concepts of numerical literacy:
3a possess number sense and be able to use numbers
to quantify concepts in the students' world;
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3. V. A.
Lesson Plan(s)
3. V. A.
Lesson Plan(s)
3. V. A
In-Class Lesson
Presentation
based on first
Lesson Plan:
Intensive
Feedback with
required
Revision
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3. V. E.
3. V. F.:
1-4
Sorting: Written
Response; Tree
Diagram
3. V. E.
3. V. F.:
1-4
3. V. B.
3. V. E.
3. V. F.
3. V. E.
3. V. F.:
1-4
Lesson Plans
3. V. D.
In-Class Lesson
Presentation
based on first
Lesson Plan:
Intensive
2
3b understand a variety of computational procedures
and how to use them in examining the
reasonableness of the students' answers;
3c understand the concepts of number theory
including divisibility, factors, multiples, and
prime numbers, and know how to provide a basis
for exploring number relationships; and
3d understand the relationships of integers and their
properties that can be explored and generalized to
other mathematical domains;
4 concepts of space and shape:
4a understand the properties and relationships of
geometric figures;
MATH
100
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Breza Fraction
Assessment
In Class
Assignment
MTED
125
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4b understand geometry and measurement from both
abstract and concrete perspectives and identify
real world applications; and
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3. V. D.
4c
know how to use geometric learning tools such as
geoboards, compass and straight edge, ruler and
protractor, patty paper, reflection tools, spheres,
and platonic solids;
5 data investigations:
5a use a variety of conceptual and procedural tools
for collecting, organizing, and reasoning about
data;
5b apply numerical and graphical techniques for
representing and summarizing data;
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3. V .D.
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3. V. C.
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3. V. C.
5c
interpret and draw inferences from data and make
decisions in a wide range of applied problem
situations; and
5d help students understand quantitative and
qualitative approaches to answering questions and
develop students' abilities to communicate
mathematically;
6 concepts of randomness and uncertainty:
6a probability as a way of describing chance in
simple and compound events; and
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3. V. C.
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3. V. C.
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3. V. G.
6b the role of randomness and sampling in
experimental studies;
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3. V. G.
Feedback with
required
Revision;
School Lesson
Plans
In-Class Lesson
Presentation
based on first
Lesson Plan:
Intensive
Feedback with
required
Revision;
School Lesson
Plans
Jigsaw
Presentations;
Lesson
Presentation
Traffic
Assessment:
Written
Traffic Written
Assessment;
In-Class Lesson
Presentation
based on first
Lesson Plan:
Intensive
Feedback with
required
Revision;
School Lesson
Plans
Racial Profiling
Written
Analysis
Written
Analysis of
Activities
Charting
Experimental
and Theoretical
Probabilities
7
7a
mathematical processes:
know how to reason mathematically, solve
problems, and communicate mathematics
effectively at different levels of formality;
7b understand the connections among mathematical
concepts and procedures, as well as their
application to the real world;
7c understand the relationship between mathematics
and other fields; and
7d understand and apply problem solving, reasoning,
communication, and connections; and
8
8a
mathematical perspectives:
understand the history of mathematics and the
interaction between different cultures and
mathematics; and
8b know how to integrate technological and
nontechnological tools with mathematics.
Attach a General Education Program Approval Form.
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3. V. A-G
3. VII.
School Lesson
Presentations;
Final exam
Synthesis Paper
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3. V. A-G
3. VII. A.
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3. VIII.
Synthesis Paper
3. III.
3. V. A-G
Lesson
Presentation;
Final Exam
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3. VIII. A.
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3. VIII. B.
Written
Reflection;
Synthesis Paper
Synthesis Paper
WINONA STATE UNIVERSITY
GENERAL EDUCATION PROGRAM APPROVAL FORM
Routing form for General Education Program Course approval.
Course__EDUC 334____________
Department Approval
_________________________________
________________
____________________________________________
Department Chair
Dean’s Recommendation
Date
_____ Yes
_________________________________
Dean of College
e-mail address
_____ No*
________________
Date
*If the dean does not approve the proposal, a written rationale shall be provided to the General
Education Program Subcommittee.
GEPS Recommendation
_____ Approved
_________________________________
_____ Disapproved
________________
General Education Program Director
A2C2 Recommendation
Date
_____ Approved
_________________________________
Chair of A2C2
_____ Disapproved
________________
Date
Faculty Senate Recommendation _____ Approved
_________________________________
________________
President of Faculty Senate
Date
Academic Vice President Recommendation
_________________________________
Academic Vice President
_____ Disapproved
_____ Approved
________________
Date
_____ Disapproved
Decision of President_____ Approved
_________________________________
President
_____ Disapproved
________________
Date
Please forward to Registrar.
Registrar
_________________ Please notify department chair via e-mail that curricular change
has been recorded.
Date entered