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AUGUSTA STATE UIVERSITY
College of Education
Department of Teacher Education
Spring 2011
1. Course umber/Title: ECED 6343: K – 5 Mathematics Endorsement: Capstone. Credits (3-0-3)
2. Instructor Information: Name: Dr. Emam Hoosain. Office: UH 369. E-mail: ehoosain@aug.edu
Phone: (706) 667-4507 (W); (706) 447-8063 (H); Office Hours: TR: 10:00 –12:00; 2:30 – 4:00; and by
appointment.
3. Course Description: This is a Capstone course intended for teachers who are pursuing the K – 5
Mathematics Endorsement. It is designed to provide opportunities for teachers to implement and
document and reflect upon the implementation of their content and pedagogical knowledge.
Prerequisite/Co-requisite: MATH 6342.
4. Textbooks:
Recommended Text:
National Council of Teachers of Mathematics. (2000). Principles and Standards for School
Mathematics. Reston, VA: NCTM.
Other useful Publications:
National Council of Teachers of Mathematics. (1989). Curriculum and Evaluation Standards for
School Mathematics. Reston, VA: NCTM.
National Council of Teachers of Mathematics. (1991). Professional Standards for Teaching
Mathematics. Reston, VA: NCTM.
National Council of Teachers of Mathematics. (1995). Assessment Standards for School
Mathematics. Reston, VA: NCTM.
Senk, S. L. & Thompson, D. R. (Eds.). (2003). Standards-Based School Mathematics Curricula:
What Are They? What Do Students Learn? NJ: Lawrence Erlbaum Associates.
Journals: Teaching Children Mathematics; Mathematics Teaching in the Middle School;
Mathematics Teacher; Journal for Research in Mathematics Education, Educational Studies in
Mathematics, Focus on Learning Problems in Mathematics.
NCTM’s Yearbooks.
Supplementary Readings will be assigned or provided from time to time.
5. LiveText
All students admitted to degree programs in the College of Education are required to
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purchase LiveText software through the ASU bookstore or online. LiveText is an electronic, webbased data management service that allows students and faculty to create, store, and publish
documents online using a word-processing format. All students will upload assignments, their
portfolio, and other required documents into LiveText. LiveText works better with the Mozilla
Firefox browser rather than Internet Explorer. Students may Google Mozilla Firefox and
download it to their computers.
6. Course Objectives OR Learning Outcomes
Course Goal:
To provide opportunities for candidates to complete the residency and Portfolios requirements of the K
– 5 Mathematics Endorsement in diverse environments.
Specific Objectives:
a. The students will demonstrate knowledge of:
(i) NCTM's Standards and Georgia Performance Standards (GPS);
(ii) mathematics content and pedagogy;
b. They will:
(i) plan and teach mathematics lessons in a variety of settings;
(ii) reflect on the lessons taught with a view to improving their classroom practice;
(iii) incorporate technology in their teaching;
(iv) assess student achievement using a variety of assessment methods;
(v) complete a portfolio;
within the context of NCTM's recommendations and the GPS.
7. College of Education Conceptual Framework
The preparation of teachers and other school personnel is critical to all other professions, and to
communities, the state, and the nation. The professional educator plays an essential role in
student learning. The Conceptual Framework of the professional education unit at Augusta State
University consists of a mission and vision with an overarching theme to produce prepared,
able, and responsive professionals to teach and support diverse learners.
This mission and vision requires a partnership between the professional education unit including
the College of Education, the College of Arts and Sciences, the local community educational
system, community agencies, and the Partner School Network.
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Conceptual Framework: Mission
Our mission is to educate prospective school professionals to be knowledgeable, effective, and
ethical practitioners.
Conceptual Framework: Vision
Our vision is to prepare school professionals who transform P-12 learners into thinking,
productive citizens.
Standard: Prepared
Disposition: To think critically about the process of teaching, learning and assessment.
Competencies: Candidates who are prepared will:
P1 - demonstrate strong content and pedagogical preparation in their respective
subject area or professional field.
P2 - use self assessment and analysis as a basis for collaboration with
colleagues, continuing professional development and lifelong learning.
P3- possess an understanding of the central concepts, tools of inquiry, and structures
of the discipline(s) or professional field of study and create learning
experiences that enable all students to learn.
P4- demonstrate an understanding about how students learn and develop
(intellectually, socially, and individually) and provide developmentally
appropriate curricula, learning opportunities and support.
P5- demonstrate knowledge about how to use information and technology effectively
to foster active inquiry, collaboration, and supportive interaction in educational
settings.
Standard: Able
Disposition: To be creative, challenging, and flexible in teaching/professional practices.
Competencies: Candidates who are able will:
A1 - understand, use, and support a variety of instructional strategies to encourage critical
and creative thinking, problem solving, and achievement.
A2- create a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation for all learners.
A3- plan, guide, and support instruction using knowledge of subject matter, the learners,
the community, and curriculum goals.
A4- understand and use authentic assessment to evaluate and ensure the continuous
development of the learner.
A5- organize, allocate, and manage resources to support learning.
Standard: Responsive
Disposition: To act in a fair manner that is empathetic, responsive, enthusiastic, inclusive, and
reflective in relations with students, parents, peers, and others.
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Competencies: Candidates who are responsive will:
R1- respect the dignity of all persons believing that all children can learn and have the right
to an opportunity to do so.
R2- translate knowledge into creating and supporting meaningful experiences for diverse
learners.
R3- accept responsibility for teaching and working in authentic settings with diverse
populations of learners.
R4- demonstrate a commitment to meet the educational needs of learners in a fair, caring,
nondiscriminatory, and equitable manner.
R5- reflect on practice and continually evaluate the effects of choices and actions on
others (students, parents, and other professionals in the learning community).
R6- foster professional relationships with school colleagues, parents, and agencies in the
larger community to support the learning and well-being of all students.
8. Program-Specific Standards Addressed in This Course
See item 10 below.
9. Methods of Instruction
This course will not be taught in the traditional manner. The requirements of this course will
be completed while the student practices in his/her own classroom because the student is a
full-time teacher. The student will be assigned to an on-site Supervisor and a University
Supervisor both of whom will evaluate the lessons taught, monitor the student’s progress,
and verify that the requirements of the course have been satisfied.
10. Course Schedule
a. Plan and teach at least ten mathematics lessons, two which must be taught to a grade level
other than your own. Each lesson should reflect NCTM’s standards and the GPS, use of
technology, and a variety of assessment procedures. A1, 2; P1, 5;
b. Write a reflection for each lesson taught. R5
c. Complete the Portfolio under the following three sections:
Section 1: Content Implementation
(i) Lesson plan demonstrating implementation of mathematics content; for example, use of
manipulatives. (3, 5, 9, 10) P1, 3, 4; A 1, 3, 5.
(ii) Lesson observation notes by ….. regarding content implementation. (12)
(iii) Candidate’s reflection of the content implementation lesson. (5) R5
(iv) Candidate and/or observer analysis of an electronically-recorded lesson demonstrating
content implementation. (8) P2
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Section 2: Student Learning
(i) Samples of student work with appropriate commentary. (5) A3, 4.
(ii) The results of the implementation of a lesson which was developed from student
assessment data; for example, recommendations for enrichment or remediation. (3, 5 (ii),
9) A4, R3.
(iii) The results of the implementation of a differentiated lesson which was based on student
readiness, learning style, or interest. (3) P4, R1, 2, 4.
(iv) Candidate’s response to a lesson-observation rubric completed by an observer. It could
address differentiation, enrichment, remediation, assessment, etc. (5(i), 11) R3
Section 3: Technology Integration
(i) Lesson plan incorporating available technology. (4, 8) P5
(ii) Candidate’s reflection on a lesson incorporating technology. (4, 8) R5
(iii) Candidate or observer analysis of an electronically-recorded lesson; for example, a
videotape. (4, 8) P2
11. Performance Assessment(s)
a. Specific Assignment Descriptions
Course Grading Procedure:
(i) Satisfactory completion of the Residency and Portfolio requirements.
Key Assessment: Completion of the Portfolio
(ii) Evaluation of written Math Lesson Plans: This will be done using “Rubric for Evaluating
Lesson Plans.” (See Attachment)
(iii) Verification of lessons taught: The “Math Endorsement Record of Lessons Taught
Form” will be used for this purpose. It will be completed by the candidate and signed
by the on-site Supervisor and/or the University Supervisor. (See Attachment)
(iv) Evaluation of the lessons taught will be done using the “ASU Department of Teacher
Education Lesson Observation Form” which is attached. Lesson plans and observation
reports will be submitted as evidence.
(v) Verification of the completion of the required Field Experience (30 hours): The “Math
Endorsement Field Experience Documentation Form” will be used for this purpose. It
will be completed by the candidate and signed by the on-site Supervisor and/or the
University Supervisor. The evidence will be a brief description of the activity on the
form. (See Attachment)
b. Program Standards addressed in each assignment
See item 10 above.
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c. Rubrics: See 11(a) above. Each assignment and exam will be graded based on
completion according to the guidelines, mathematical correctness, and correct use
of standard English. Appropriate forms will be used to document/verify the
completion of assignments. The following is a generic rubric for the portfolio:
Exemplary (4): Thoughtful and creative completion of the portfolio according to
the guidelines; all issues were adequately addressed, and there were no errors,
grammatical and otherwise.
Satisfactory (3): Thoughtful completion of the portfolio according to the
guidelines; most of the issues were adequately addressed, and there were few
errors, grammatical and otherwise.
In Progress (2): Little thought went into the completion of the portfolio; the
guidelines were not followed; some of the issues were adequately addressed, and
there were some errors, grammatical and otherwise.
d. Unsatisfactory (1): Thoughtless completion of the portfolio; the guidelines were
not followed; a few of the issues were addressed, and there were many errors,
grammatical and otherwise.
e. Grading Scale
Final grading will be as follows:
A: 90+ - 100
B: 80+ - 90
C: 70+ - 80
D: 60+ - 70
F: 00 - 60
12. Other Important Information:
Note: Points will be deducted for late submission of assignments – 10% for every day it is late.
Points will be deducted for grammatical and other errors in written assignments. All assignments should
be typed double-spaced. Occasionally, the Instructor may communicate with you via your MyASU email
address, or the Announcement facility in Livetext; you are advised to read your campus email and check
your Livetext account regularly. Unless agreed upon (between you and the Instructor), assignments
should not be submitted as email attachments. Students with disabilities need to contact ASU’s Office
of Disability at (706) 737 – 1469 to discuss appropriate accommodations. (See below.) Students are
strongly advised to read the section on “Academic Honesty” in the University Catalog. (See below.)
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13. Academic Honesty
Students are expected to read and strictly adhere to the entire Academic Honesty policy
found in the 2010–11 Augusta State University Catalog. In part, the policy reads:
Academic honesty requires the presentation for evaluation and credit of one’s
own work, not the work of others…Plagiarism is the failure to acknowledge
indebtedness. It is always assumed that the written work offered for evaluation
and credit is the student’s own unless otherwise acknowledged. Such
acknowledgement should occur whenever one quotes another person’s actual
works, whenever one appropriates another person’s ideas, opinions, or theories,
even if they are paraphrased, and whenever one borrows facts, statistics, or
other illustrative materials unless the information is common knowledge. (p.
46)
14. MyASU Account
It is imperative for students to check their MyASU account daily. Students are
responsible for any assignments or deadlines sent to them via MyASU. If you have trouble
accessing your MyASU account, you should contact Information Technology Services at 7371676. Computers and printers are available free of charge in computer labs throughout campus
as well as the library and campus Internet cafes for students who do not have access from a home
computer.
15. Department of Teacher Education Website
Students are encouraged to visit the departmental website at www.aug.edu/teacherdevelopment/. A variety of forms, some interactive, may be downloaded from the website.
There are also links, registration information and announcements which students will find useful.
16. Writing Center
You may contact the ASU Writing Center (706-737-1402) for help with
developing and improving composition skills. If you would like additional help with
writing or learning APA style, inform the class instructor.
17. Students with Disabilities
Students with disabilities who are registered with the Office of Disability
Services should schedule an appointment with the instructor before the third week of
class to discuss academic accommodations. If the student does not initiate this
meeting, it is assumed no special accommodations or modifications will be necessary
to meet the requirements of this course. You may make an appointment by calling the
Counseling and Testing Center (706) 737-1471 or visit their office located in the
Quadrangle, next to Fanning Hall (Business Office).
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18. Student Safety
Student safety is of primary importance. Students leaving classes late in the evening are
encouraged to stay in groups of two or more and to report all suspicious behavior or persons to
the ASU Office of Public Safety (emergency number 706-729-2911; non-emergency 706-7371401). Emergency telephones are located in the University Hall parking lot and various other
locations on campus.
19. Cell Phones
Not Applicable. This course will not be conducted in a traditional, in-class face-to-face
manner.
20. Bibliography
See item 4 above.