Course Syllabus
Division of Education
Course Prefix and Number: MCEA 323
Course Title: Teaching Middle Level Mathematics
Credits: Three Semester Hours
Classroom: To be assigned
Class Time: To be assigned
Instructor: To be assigned
Office Location: To be assigned
Office Hours: Office hours are posted on office door and by appointments.
Telephone Number:
E-Mail:
Textbook: Van de Walle, J.A. (6th ed.). Elementary and middle school mathematics:
Teaching developmentally.
Program Guidelines:
Conceptual Framework (CF):
The theme of the conceptual framework for the program is “The Teacher
as the FORCE in the Teaching/ Learning Process.” The framework’s
four underlying principles are: Facilitator, Organizer, Reflector,
Collaborator, and Energizer. Each principle is aligned with the Pathwise
four domains, Arkansas Standards, and NMSA Standards.
Pathwise Domain
Domain A: Organizing Content Knowledge for Student Learning
Domain B: Creating an Environment for Student Learning
Domain C: Teaching for Student Learning
Domain D: Teacher Professionalism.
NMSA Standards:
Standard 1.0 Young Adolescent Development
Standard 2.0 Middle Level Philosophy and School Organization
Standard 3.0 Middle Level Curriculum and Assessment
Standard 4.0 Middle Level Teaching Fields
Standard 5.0 Middle Level Instruction and Assessment
Standard 6.0 Family and Community Involvement
Standard 7.0 Middle Level Professional Roles
Arkansas Licensure Standards
1. The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches.
2. The teacher plans curriculum appropriate to the students, to the content,
and to course objectives.
3. The teacher plans instruction based on human growth and development,
learning theory, and the needs of students.
4. The teacher exhibits human relations skills, which support the
development of human potential.
5. The teacher works collaboratively with school colleagues,
parents/guardians, and the community to support students’ learning.
Course Description:
Students are exposed to mathematics learning strategies and the methods and
strategies for teaching mathematics. Students have the opportunity to analyze
programs and learning materials as they set up environments and situations that
stimulate interest in learning mathematics. A special emphasis is on how math can
be integrated with 9 other major content areas of teaching and learning process.
Modeling strategies, the appropriate use of manipulatives, the integral use of
calculators and computers, learning in cooperative groups, reading and writing to
learn, and the other NCTM standards are the core of this course. A virtual clinical
experience from schools using “best practices” is required.
Course Objectives: Upon completion of this course, candidates will:
1.
Create learning experiences that make content meaningful to students and
reflect an understanding of the core concepts and structure of education.
(CF: 2.2.2, 2.2.4, 2.2.7, 4.4.1, 5.5.1; Pathwise: A1, A2, A4, C1; NMSA Standards 1, 3
and 4; Arkansas Standards: 1, 2, 3) Assessed in reflective essay and examination.
2.
Provide learning opportunities that support the intellectual, social, emotional,
and physical development of students based on an understanding of childhood and
adolescent development and learning. (CF: 2.2.2, 2.2.3, 4.4.1, 5.5.1, 5.5.3; Pathwise:
A1, A2, B1, C1; NMSA Standard 1 and 2; Arkansas Standards: 2, 3, 4) Assessed in
teaching unit plan that incorporates math and one other discipline, lesson plan that
integrates problem solving strategies with classroom activities, and quizzes.
3.
Adapt instruction for diverse learners based on an understanding of how
students differ. (CF: 1.1.1, 2.2.1, 2.2.2, 2.2.3, 4.4.3, 4.4.7, 5.5.2; Pathwise: A1, B1,
C2, C4, D2; NMSA Standard 1; Arkansas Standards: 3, 4) Assessed in multicultural
instructional lesson plan, quiz, and examination.
4.
Create a learning environment that fosters active engagement, selfmotivation, and positive social interaction by understanding individual and group
diversity.
(CF: 1.1.1, 1.1.2, 2.2.1, 4.4.1, 5.5.3; Pathwise: A1, B1, B2, C1; NMSA Standard 5;
Arkansas Standards: 1, 2, 3) Assessed in lesson plans connecting mathematics ideas
with real world situations and gender and ethnicity issues, published textbook
critiques, and cooperative learning lesson plan.
5.
Apply a variety of instructional approaches that promote student thinking,
understanding, and application of knowledge. (CF: 2.2.2, 2.2.4, 2.2.7, 2.2.8, 4.4.1, 5.5.5;
A1, A2, A4, C1, C2; NMSA Standard 5; Arkansas Standards: 2, 3) Assessed in
classroom demonstrations using appropriate manipulatives, lesson plans for teaching
geometry/spatial reasoning, and measurement, and examination.
6.
Use multiple assessment strategies for the continuous development of
students. (CF: 2.2.9, 3.3.7, 4.4.6; Pathwise: A5, C4, D4; NMSA Standards 3 and 5;
Arkansas Standards: 2, 3) Assessed in creation of assessment tools for a unit plan
that emphasizes accommodations for diverse learning abilities and gender equity.
Dispositions: Upon completion of this course, candidates will:
7.
understand how to demonstrate a sense of caring, a sense of efficacy, positive
attitude, establish a rapport and respect for all children. (CF: 2.2.1, 2.2.2,
3.3.3, NMSA: Pathwise: A1, D2; Arkansas Standards: 4, 5) Assessed
in examinations and lesson plan)
Technology: Upon completion of this course, candidates will:
8.
develop and teach lessons utilizing SmartCart technology( CF: 2.2.8; NMSA
3 and 4; Pathwise: A4; Arkansas Standards: 2, 3) Assessed in written
analysis of grade appropriate lesson plan; microteaching.
9.
create lesson plans that incorporate a variety of software for teaching mathematics
to middle level students. (CF: 2.2.8, 3.3.6; NMSA 3 and 4; Pathwise 4A;
Arkansas Standards: 2, 3) Assessed in written analysis of grade
appropriate computer programs, examinations, and lesson plans.
Assignments, Evaluation Procedures, Professional Expectations, and Grading
Policy:
Three (3) Written Exams
Lesson Plans
Instructional Unit Plan
Teach a Lesson
Textbook critique
Pop Quizzes/in-class exercises
In-class demonstration
300 points
50 points
50 points
50 points
20 points
30 points
30 points
Course content knowledge and understanding will be evaluated by a maximum of three
examinations. A final grade will reflect total accrued points for all assignments, projects,
and examinations. The grading scale will be as follows: A = 90-100%; B = 80-89%; C =
70-79%; D = 60-69%, F = Below 60%.
Attendance Policy:
Regular and prompt class attendance is an essential part of the educational
experience. Philander Smith College expects students to exercise good judgment
regarding attendance. Students accept full responsibility for ensuring that work
does not suffer from absences. All students are expected to attend every scheduled
meeting of each class on time. Exceptions may be made for Philander Smith College
sponsored or work related activities, illness, or valid emergencies. In the Division of
Education, faculty must approve all requests for exceptions to the College’s policy.
Vacations are not considered to be legitimate reasons for missing classes. Faculty must be
contacted prior to class in all cases except for valid emergencies. Failure to attend class
may result in lowering the final grade or assigning an F (failure due to absence). Early
departures and late arrivals will be cumulative and will result in missing a whole class
period. It is the student’s responsibility to obtain and complete assignments on the due
dates.
Students with Disabilities Policy:
This course adheres to the students with disabilities
policy outlined in the 2011-2012 Philander Smith
College Catalog.
Tentative Schedule: (Instructor will provide weekly schedule)
Structured External Assignment:
Using the Pathwise Lesson Plan Format and the Arkansas Student Content
Standards, the teacher candidate will complete and submit a unit of lesson plans.
The teacher candidate will write a description, analysis, and reflection (relative to
these lesson plans and addressing the “Scoring Elements” criteria on the rubric for this
assignment) to demonstrate knowledge of each of the elements of this
competency/standard.
References:
Ferrini-Mundy, J. (2000). The standards movement in mathematics
education: Reflections and hopes. In M.J. Burke (Ed.), Learning
mathematics for a new century (pp. 37-50). Reston: VA: National
Council of Teachers of Mathematics.
Fosnot, C. T., & Dolk, M. (2001). Young mathematicians at work:
Constructing number sense, addition, and subtraction.
Portsmouth, NH: Heinemann.
Gavin, M. K., Sinelli, A. M., & St. Marie, J. (2001). Navigating through
geometry in grades 3-5. Reston, VA: National Council for
Teachers of Mathematics.
Irwin, K. C. (2001). Using everyday knowledge of decimals to enhance
understanding. Journal for Research in Mathematics Education, 4,
399-420.
K-8 Arkansas Mathematics Curriculum Framework
http://arkansased.org/teachers/pdf/k8_math_may05.pdf
Mokros, J., Russell, S. J., & Economopoulos, K. (1995). Beyond
arithmetic: Changing mathematics in the elementary
classroom. Palo Alto, CA: Dale Seymour Publications.
Reeves, C. A., & Reeves, R. (2003). Encouraging students to think about
How to think! Mathematics Teaching in the Middle School, 8,
374-377.
Reys, R.E., & Reys, B. J. (1983). Guide to using estimation skills and
Strategies (GUESS) Boxes I & II. Palo Alto, CA: Dale Seymour.
Stenmark, J. K., & Bush, W. S. (Eds.). (2001). Mathematics assessment:
A practical handbook for grades 3-5. Reston, VA: National
Council of Teachers of Mathematics.