DIVISION OF Education
Mission:
Wayland Baptist University exists to educate students in an academically
challenging and distinctively Christian environment for professional success,
lifelong learning and service to God and humankind.
TERM AND DATES:
Fall 2008 Term begins August 18, 2008 – November 1, 2008
Thursdays beginning August 21,
2008 6 p.m. – 10:00 p.m.
Room # 110
PREREQUISITES: EDUC 3301; EDUC 3302
REQUIRED
RESOURCE MATERIALS:
Van
De Walle, J. A. (2007). Elementary and middle school
mathematics: Teaching
developmentally (6th ed.).
Note: An internet account is required for
Blackboard access
REQUIRED FIELD EXPERIENCE
HOURS (minimum requirement): 6 hours
*Successful completion of
field experience hours is required for course credit.
COURSE
OUTLINE:
I.
Mathematics Standards
II.
Teaching, Learning, and Assessing Mathematics
a. equity
b. instructional decisions
c. diagnosis and remediation
d. rubrics
III.
Problem Solving in Mathematics
IV.
Numeration (topics and activities)
V.
Operations (topics and activities)
VI.
Geometry (topics and activities)
VII.
Measurement (topics and activities)
VIII.
Fractions – Common and Decimal (topics and activities)
IX.
Data and Probability (topics and activities)
COURSE
REQUIREMENTS:
1.
The student will develop and prepare concept based mathematics lesson plans. Requirements
and lesson format will be discussed and provided. .
2.
The student will be involved in a field based experience of at least 6 hours and
will provide evidence of the experience.
3.
The student will successfully complete an end of course online exam directly
related to course competencies and student learning outcomes.
4.
The student will exhibit professionalism in all matters.
Student
Learning Outcomes: (correlated to state competencies: #101 EC-4 Generalist / #115 4-8 Mathematics)
1. Students will develop and reflect a thorough
knowledge of mathematics teaching based on the National Council of Teachers of
Mathematics Principles and Standards
and the National Council of Teachers of Mathematics Professional Standards. (12.1 / 17.7)
2. Students will synthesize the means by which
an understanding of numeration, computation, geometry, measurement, statistics,
and probability interrelate to build the elementary/middle school students’ conception
of mathematical ideas and processes. (12.7; 12.8 / 17.3; 17.4; 17.6; 18.2;
18.4)
3. Students will incorporate problem solving
strategies and activities across the curriculum to develop elementary/middle school
students’ critical thinking skills within and beyond the school setting. (12.8;
12.12; 15.6 / 15.5; 15.8; 16.2; 16.3; 16.4; 18.9)
4. Students will synthesize their understanding
of mathematical concepts and authentic problem solving scenarios to develop
standards based, developmentally appropriate, student centered activities, lesson
plans, and/or unit plans. (12.2; 12.3; 12.5; 12.6; 12.7; 15.7 / 16.5; 16.6;
17.1; 17.2; 17.3; 17.4; 17.5; 18.1; 18.2; 18.3; 18.4; 18.5; 18.6; 18.8)
5. Students will analyze and formulate the
methods by which elementary/middle school student’s mathematical products and
understandings may be assessed and evaluated. (12.4; 12.9; 12.10; 12.11 / 18.7;
19.1; 19.2; 19.3; 19.4; 19.5)
6. Students will exhibit continuing growth in
the development of their educational professionalism. (as determined through
growth in all competencies)
MEANS
FOR ASSESSING STUDENT ACHIEVEMENT OF THE OUTCOME COMPETENCIES: (Additional
assessments MAY be added, but those listed MUST be utilized.)
1. Lesson/Unit
Plans and model lesson rubric (Outcomes 1, 2, 3, 4, 5)
2. Field Experiences
(Outcomes 1, 2, 3, 4, 5, 6)
3. End of
Course Examination (Outcomes 1, 2, 4, 5)
4. Professionalism
Rubric (Outcomes 1, 2, 3, 4, 5, 6)
ATTENDANCE POLICY:
1. Campus Attendance Policy
The
University expects students to make class attendance a priority. All absences must be explained to the
instructor who will determine whether omitted work may be made up. When a student reaches the number of absences
considered by the instructor to be excessive, the instructor will so advise the
student and file an unsatisfactory progress report with the dean at the campus
where the course is offered. Any student
who misses 25% or more of the regularly scheduled class meetings will receive a
grade of “F” in the course. Student
appeals should be addressed, in writing, to the campus dean.
University Grading System:
A 900-1000 Cr for Credit
B 800-899 NCR No Credit
C 700-799 I Incomplete*
D 600-699 W for withdrawal
F below 600 WP Withdrawal Passing
WF Withdrawal
Failing X No grade given
A grade of “CR” indicates that credit in semester hours was granted but no grade or grade points were recorded.
*A grade of incomplete is
changed if the work required is completed prior to the date indicated in the
official University calendar of the next long term, unless the instructor
designates an earlier date for completion.
If the work is not completed by the appropriate date, the I
is converted to the grade of F.
An incomplete notation cannot remain on the student’s permanent record
and must be replaced by the qualitative grade (A-F) by the date specified in
the official University calendar of the next regular term.
Course grading
criteria:
(The grading criteria provided are a
suggestion. Your own format may be
utilized, but you MUST provide the criteria within the syllabus.)
|
Assignment |
Point Value |
Points
Earned |
|
Professionalism |
100 points |
|
|
Math
Literature Brochure |
100 points |
|
|
NCTM
Activity |
50 points |
|
|
Diagnosis
and Remediation Activity |
100 points |
|
|
Lesson
Plan Activity |
50 points |
|
|
Mathematics
Lesson Plans – 4 @ 50 points each |
200 points |
|
|
Field
Experience Reflective Journal |
100 points |
|
|
Class
Journal |
100 points |
|
|
Midterm |
100 points |
|
|
Final
Exam |
100 points |
|
|
Total Points Possible for
Course |
1000 points |
|
ACADEMIC HONESTY:
Wayland students are expected
to conduct themselves according to the highest standards of academic
honesty. Academic misconduct for which a
student is subject to penalty includes all forms of cheating, such as
possession of examinations or examination materials, forgery, or
plagiarism. Disciplinary action for
academic misconduct is the responsibility of the faculty member assigned to the
course. The faculty member is charged
with assessing the gravity of any case of academic dishonesty and with giving
sanctions to any student involved. The
faculty member involved will file a record of the offense and the punishment
imposed with the dean of the division, campus dean, and the provost/academic
vice president. Any student who has been
penalized for academic dishonesty has the right to appeal the judgment or the
penalty assessed.
Plagiarism
“Plagiarism — The attempt to
represent the work of another, as it may relate to written or oral works,
computer-based work, mode of creative expression (i.e. music, media or the
visual arts), as the product of one’s own thought, whether the other’s work is
published or unpublished, or simply the work of a fellow student.
Source:
http://www.spjc.cc.fl.us/webcentral/admit/honesty.htm#plag
It is University policy that no otherwise qualified
person with disabilities be excluded from participation in, be denied the
benefits of, or be subject to discrimination under any educational program or
activity in the University. Students
should inform the instructor of existing disabilities the first class meeting.
COURSE
SCHEDULE:
Class will be held on Thursdays at
WBU San Antonio Room # unless otherwise noted.
|
Date |
Topics/ Activities/Assignments |
|
August 21 |
Introduction/Course
Syllabus Chapter
1 Teaching Mathematics in the Era of the NCTM Standards |
|
August 28 |
Planning
and Delivering Effective Mathematics Lessons Chapter
2 Exploring What it Means to Do Mathematics Chapter
3 Developing Understanding in Mathematics Chapter
4 Teaching Through Problem Solving NCTM Activity Due |
|
September 4 |
Chapter 6 Building Assessment into Instruction Chapter 7 Teaching Mathematics Equitably to All
Children Literature
Integration in Mathematics Lesson
Plan Activity Due |
|
September 11 |
Chapter 9
Developing Early Number Concepts and Number Sense Chapter
12 Whole Number Place Value Development Chapter
24 Developing Concepts of Exponents, Integers, and Real Numbers Number
Concept, Number Sense, Place Value Activities Diagnosis and
Remediation Activity Due |
|
September 18 |
Chapter
10 Developing Meanings for the Operations Chapter
11 Helping Children Master the Basic Facts Chapter
13 Strategies for Whole Number Computation Chapter 14 Computational Estimation with Whole
Numbers Operation Activities |
|
September 25 |
Present
Number Concept, Number Sense, Place Value, or Operation Lesson (bring completed lesson plan and all
required materials) Midterm Exam (Chapters
1, 2, 3, 4, 6, 7 and Literature Integration) |
|
October 2 |
Chapter 20 Developing Measurement Concepts Chapter 21 Geometric Thinking and Geometric
Concepts Measurement Activities Geometry Activities |
|
October 9 |
Chapter 16 Developing Fraction Concepts Chapter 17 Computation with Fractions Chapter 18 Decimal and Percent Concepts and
Decimal Computations Chapter 19 Proportional Reasoning Fraction, Decimal, Percent, Proportion Activities |
|
October 16 |
Measurement
Lesson Plan Due Present
Measurement Lesson Measurement
or Geometry Lesson Plans Due Present
either measurement or geometry lesson |
|
October 23 |
Chapter 22 Data Analysis Chapter 23 Exploring Concepts of Probability Data and Probability Activities Review |
|
October 30 |
Final
– (Chapters 9, 10, 11, 12, 13, 14, 16, 17, 18, 19, 20, 21, 22, 23, 24) |
(I reserve the right
to amend the tentative course calendar as needed.)