UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: EDU 314
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Extended Campuses
4. Academic Unit:
3 units
Education
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
A. Demonstrate knowledge and understanding of child development and learning in the cognitive,
emotional, physical, communicative, and adaptive domains of human awareness; and the ways
that children make meaning in each of these domains to construct mathematical
understandings and build logical thinking and reasoning.
B. Demonstrate knowledge and understanding of the big ideas and major mathematical concepts
that young children are working on in every day situations as they construct understandings of
their world in order to design and implement learning experiences in each of the mathematical
strands: numbers and operations, measurement, geometry, data and analysis, and patterns,
function and algebra.
C. Demonstrate knowledge and understanding of core principles of child development and the
essential concepts and tools of inquiry of mathematics to design and implement appropriate,
child-centered explorations that integrate math with language experiences, social studies,
science, art, movement, and music.
D. Demonstrate knowledge and understanding of the core principles of child development to
effectively use multiple, appropriate differentiated approaches and instructional strategies to
teach mathematics in ways that match learning characteristics, needs and strengths of all
children and to create child-centered learning materials, curricula and environments that
scaffold emerging mathematical knowledge, understandings and thinking processes.
E. Demonstrate knowledge and understanding of developmentally appropriate approaches, uses
and benefits of assessment of young children’s mathematical learning and progressions,
particularly observation and documentation, to implement effective, data-based instruction.
F. Demonstrate knowledge and understanding of effective ways to communicate mathematical
understandings with diverse families, cultures & communities in order to engage and empower
families through learning partnerships that are responsive, respectful and inclusive.
G. Demonstrate the knowledge, dispositions and actions of professional collaboration, ethical
practice, advocacy, and the teacher as a researcher/learner
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
Effective Fall 2012
EDU 314 has been specifically designed to meet AZ Department of Education requirements for
teacher certification and licensing for grades Pre-K through 3. It is aligned to the NAEYC Professional
Standards (National Association for the Education of Young Children), to InTASC, Arizona’s Model
Core Teaching Standards, and to the NAU-Yuma Education Department Student Learning Outcomes
and the Learning Outcomes for the proposed Minor Degree, Early Childhood Education. The course
will be relevant for students who are interested in careers that involve the growth and education of
young children. Early childhood education has become a national and state priority due to recognition
that success and achievement in school can be directly linked to opportunities for early learning and
to the quality and competence of those who teach and work in early education. Children need rich
mathematical experiences in the early years specifically designed to build upon developmental
strengths and needs to grow in competence, confidence, cooperation, and communication. Effective
mathematical instruction in the early years will help build basic math skills, and will support the
development of creativity, innovation, and critical thinking. Well-educated, well-trained early childhood
teachers will be able to design and deliver mathematical assessments, instruction, and learning
environments that not only help children gain mathematical knowledge and understandings, but that
facilitate joyful, challenging mathematical explorations to foster flexible thinking, persistence in
problem-solving, and a deep love of learning they will stay with them through school. In addition, the
course will prepare early childhood teachers to communicate professional knowledge via appropriate
written formats.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2015
8. Long course title: Integrated Mathematics in Early Childhood
(max 100 characters including spaces)
9. Short course title: Integrated Math Early Childhood
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
The course will investigate a variety of developmentally appropriate strategies and materials to
facilitate young children’s construction of mathematical understandings through exploration of number
concepts; geometric concepts; measurement; patterns & algebraic concepts; persistence in problemsolving, flexible and logical thinking; and authentically integrated experiences in language, science,
social studies, and the arts.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
No
12. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
ECI 314
Effective Fall 2012
NAU-Yuma education faculty have been advised that a separate preparation program, coursework,
and fieldwork must be developed to serve as the pathway to the AZ State Certification in Early
Childhood Education for students in our community. Because all Pre-school and Kindergarten
teachers in Arizona must be certified or endorsed in Early Childhood Education, coursework and
practical experiences for the NAU-Yuma Minor Degree, Early Childhood Education, including EDU
314, were developed specifically to meet the requirements of the Arizona Department of Education.
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with:
N/A
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
N/A
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
Yes
No
Yes
No
Acceptance into BSED Elementary Education
- Yuma, BAS Early Childhood, or
B Interdisciplinary Studies – Early Childhood
18. Prerequisites:
If prerequisites, include the rationale for the prerequisites.
The course will be useful and meaningful for students in a degree program that pertains to the
pedagogies of early childhood education; students concerned with development and learning
characteristics of young children; and students who plan to work with or teach young children in
preschools, primary schools, and/or elementary schools grades Pre-K through 3.
19. Co requisites:
N/A
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components?
Effective Fall 2012
Yes
No
If yes, include the units specific to each component in the course description above.
21. Names of the current faculty qualified to teach this course: Susan Stutler, Vicki Ardisana,
Boyce Randolf Martin
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “Classes Starting/Ending
Outside Regular Term” under the heading “Forms”
http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Do you anticipate this course will be scheduled outside the regular term?
Yes
No
23. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
No
24. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
Answer 22-23 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Reviewed by Curriculum Process Associate
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Effective Fall 2012
Date
No
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
EXTENDED CAMPUSES
Jenny Scott
10.21.14
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012
Vision Statement
We develop educational leaders who create tomorrow's opportunities in a globally engaged society.
Mission Statement
The Yuma Branch Campus of Northern Arizona University provides opportunities in higher education for the diverse and growing
communities of the Lower Colorado River Region and other populations we serve. It is the mission of the Education Department to prepare
competent and committed professionals who will make positive differences for children. We support the mission of NAU-Yuma by
preparing citizens who understand and value diversity, environmental sustainability, and global engagement
EDU 314 Integrated Mathematics in Early Childhood
Fall 2015
(3 credit hours)
Instructor: Susan Stutler, Ph.D.
Office: AC 229
Office Hours: T, W, Th 1:00 – 3:45 p.m.
.
I. Course prerequisites: Acceptance into BSED Elementary Education - Yuma, BAS Early Childhood, or
B Interdisciplinary Studies – Early Childhood
II. Course description: The course will investigate a variety of developmentally appropriate strategies and materials to
facilitate young children’s, Pre-K – Grade 3, construction of mathematical understandings through exploration of number
concepts; geometric concepts; measurement; patterns & algebraic concepts; persistence in problem-solving, flexible and
logical thinking; and authentically integrated experiences in language, science, social studies, movement and the arts. The
course will challenge teachers’ beliefs and knowledge about how children develop understandings of mathematics as we
explore both the theory and practice of teaching major concepts of the discipline. Aligned to AZ Early & ACCR
Standards, to NAEYC standards, and to InTASC.
III. Student Learning Expectations/Outcomes:
Effective Fall 2012
H. Demonstrate knowledge and understanding of child development and learning in the cognitive, emotional,
physical, communicative, and adaptive domains of human awareness; and the ways that children make meaning
in each of these domains to construct mathematical understandings and build logical thinking and reasoning.
I. Demonstrate knowledge and understanding of the big ideas and major mathematical concepts that young
children are working on in every day situations as they construct understandings of their world in order to design
and implement learning experiences in each of the mathematical strands: numbers and operations,
measurement, geometry, data and analysis, and patterns, function and algebra.
J. Demonstrate knowledge and understanding of core principles of child development and the essential concepts
and tools of inquiry of mathematics to design and implement appropriate, child-centered explorations that
integrate math with language experiences, social studies, science, art, movement, and music.
K. Demonstrate knowledge and understanding of the core principles of child development to effectively use
multiple, appropriate differentiated approaches and instructional strategies to teach mathematics in ways that
match learning characteristics, needs and strengths of all children and to create child-centered learning
materials, curricula and environments that scaffold emerging mathematical knowledge, understandings and
thinking processes.
L. Demonstrate knowledge and understanding of developmentally appropriate approaches, uses and benefits of
assessment of young children’s mathematical learning and progressions, particularly observation and
documentation, to implement effective, data-based instruction.
M. Demonstrate knowledge and understanding of effective ways to communicate mathematical understandings
with diverse families, cultures & communities in order to engage and empower families through learning
partnerships that are responsive, respectful and inclusive.
N. Demonstrate the knowledge, dispositions and actions of professional collaboration, ethical practice, advocacy,
and the teacher as a researcher/learner
IV. Course structure/approach:
A variety of strategies will involve students in meaningful investigations of the core principles of child
development and effective methods for teaching math in early education environments. To examine both the
theory and practice of math education in early childhood, we will use inquiry, lecture, discussion, review of
literature and peer-reviewed journals, research, collaborations to design and implement instruction, modeling
and field experiences.
V. Textbook and required materials:
Cross, C.T. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington,
DC: The National Academies Press.
Arizona Department of Education. (2010). Arizona’s Common Core Standards – Mathematics.
Free download primary math standards.
http://www.azed.gov/standards-practices/mathematics-standards/
Students are to download and print a copy of the AZ Early Learning Standards:
http://www.ade.state.az.us/earlychildhood/downloads/EarlyLearningStandards.pdf
Effective Fall 2012
VI. Course Outline:
Week 1: Meet in Teacher Resource Room. Introduction. Young children and math. How young is too young to start
learning math? Math in the everyday lives of young children. What do we mean when we say that children
“construct mathematical understandings” as they explore their world? “The Math Curse”by John Skieska. Explore
math manipulatives.
Week 2: Meet in the NAU Academic Library to explore on-line research data-bases and peer-reviewed journals in early
child mathematics. Research and practice in the field of early child mathematics: How do we share our practice?
Our lessons? Our stories? NAEYC Position Statement: Early Childhood Mathematics: Promoting Good Beginnings
– Jigsaw.
Week 3: Numbers - Counting and one-to-one correspondence. “Benny’s Pennies”. Cardinal, ordinal, nominal. Piaget and
the concept of Conservation. Conservation of quantity, length, liquid. Continuous quantities, discrete quantities.
Playing with Metric Blocks. Article Review 1 due.
Week 4: Math in the everyday lives of young children – a natural interest in math. Mathematical thinking – logicalmathematical thinking and problem solving. The playful nature of mathematics. Assessment of mathematical
learning in early childhood. Estimating with gumdrops, beans, & rice: How to Make a Million. Night Noises by
Mem Fox.
Week 5: Geometry -The power of blocks. Proximity and spatial relationships. Vertical and horizontal. Shapes and form.
Reasoning, communication and argumentation with blocks: Transitivity, equalities and inequalities. Playing with
pattern blocks, tangrams and geoboards. Marshmallows & Straws. The Wing on a Flea by Ed Emberly. Article
Review 2 due.
Week 6: Measurement – Non-standard and standard units of measurement. “Ladybug Lengths”. Measuring with lima
beans, licorice, lollipops & paperclips. Creating our own non-standard units. By the way, what is a unit? The
language of measurement in early childhood. Playing with measurement. Scales, clocks, and measuring sticks.
Begin individual lesson planning.
Week 7: Data and statistics – Collecting, counting, & displaying data in early childhood. Pictographs. Skittles: Estimating,
counting, comparing, displaying data with Skittles. Graphing and classification, seriation, number relationships,
spatial relationships: Logical thinking. Playing with Cuisenaire Rods. Article Review 3 due.
Effective Fall 2012
Week 8: Patterns, Function & Algebra – “Algebra in the early years? Yes!” NAEYC research article: Jigsaw sharing.
Natural and man-made patterns. Repeating & growing patterns,E qual and not equal, transitivity, solving for the
unknown. Playing with Hundreds Boards. The Rabbit Problem by Emily Gravitt. Counting Book due.
Week 9: Mathematical Operations – Addition, Subtraction (with and without regrouping), Multiplication, Division &
Fractions in early childhood. Playing with Base 10 Blocks. The Doorbell Rang by Pat Hutchins. Unpacking the Early
Childhood Common Core Standards to align with instruction.Article Review 4 due.
Week 10: No class this week. Instead, we will meet during the week at Sunrise Elementary School with teachers from
Pre-K, Kindergarten, 1st & 2nd grade to plan Family Math Night. Each group of students will work with the teachers
and with groups of children to design centers that 1) align to standards, 2) are age and grade appropriate, 3)
represent each of the math strands. 1st Draft of paper/article due.
Week 11: Games and math in early childhood. Planning for Family Math Night.
Week 12: Collaborative Planning for Family Math Night. 2nd Draft of paper/article due.
Week 13: Family Math Night Sunrise Elementary School
Week 14: Family Math Night Debriefing. Peer critiques of research paper/articles.
Week 15: Student Lesson Presentations/Teaching. Remember to bring a copy of your lesson plan for every member of
the class.
Week 16: Research Paper/Article due. Lesson evals and debriefing.
VII. Assessment of Learning Outcomes
Students will:
Effective Fall 2012
A. Participate in all class discussions, activities, collaborations, field experiences.
40 pts.
B. Develop and maintain a professional reflective journal. Journal will be turned in
four times over the semester.
C.
40 pts.
Read and review 4 articles from peer-reviewed journals in early child
education such as Teaching Children Math or Mathematics in Early
Childhood Education. Your review will include a summary, analysis &
discussion.
D.
80 pts.
Collaborate to create 5 mathematics centers – one for each strand of
mathematics; numbers and operations, measurement, geometry, data,
chance & statistics, patterns functions & algebra. Centers will be
implemented at “Family Fun with Math Night”at Sunrise Elementary School.
E.
50 pts.
Create a “Counting” book that is aligned to AZ Early Math Standards
that builds knowledge and understanding of concepts of the Numbers and
Operations Strand such as one-to-one correspondence, zero, one more, etc. Your
book may also scaffold the learning of other big ideas and mathematical
concepts such as conservation, transitivity
50 pts.
F. Design a lesson plan aligned to AZ Early Math Standards and to Common
Core Mathematics for young learners, Pre-K to Grade 3. The lesson must
include all essential elements of instruction and be developmentally appropriate
to support children’s emerging understandings of mathematical concepts.
This is the signature assignment for this course.
G. Present /teach the developmentally appropriate lesson that you designed.
100 pts.
40 pts.
H. Write a 3 to 5 page paper to describe and explain your lesson so that teachers
will be able to implement. Begin with a rationale for practicing teachers
supported by a brief review of literature The paper/article should include
alignment to Common Core, NAEYC, and/or NCMT Standards. Use APA
format. and be publication ready.
Effective Fall 2012
100 pts.
Total Points
500 pts.
VIII. Grading System:
Points
Percentage
Grade
450 – 500
90-100%
400-449
80-89%
B
350-399
70-79%
C
300-349
60-69%
D
A
National Association for the Education of Young Children
Professional Standards
STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
1a: Knowing and understanding young children’s characteristics and needs, from birth - age 8.
1b: Knowing and understanding the multiple influences on early development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for
young children
STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting & engaging families and communities through respectful, reciprocal relationships
2c: Involving families and communities in young children’s development and learning.
STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals,
curriculum, and teaching strategies for young children
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches,
including the use of technology in documentation, assessment & data collection.
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use
of assistive technology for children with disabilities.
3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning
environments.
Effective Fall 2012
STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES
4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children
4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of
technology
4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches
4d: Reflecting on own practice to promote positive outcomes for each child
STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM
5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music,
creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and
safety; and social studies.
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate
developmentally meaningful and challenging curriculum for each child.
STANDARD 6. BECOMING A PROFESSIONAL
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and early childhood professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children,
with peers, and as a professional resource.
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for young children and the early childhood profession
STANDARD 7. EARLY CHILDHOOD FIELD EXPERIENCES
7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8)
7b. Opportunities to observe and practice in at least two of the three main types of early education settings (early school
grades, child care centers and homes, Head Start prog
Northern Arizona University Policy Statements
http://nau.edu/OCLDAA/_Forms/UCC/SyllabusPolicyStmts2-2014/
Effective Fall 2012