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Teaching Math in Elementary Schools

Course Details

Course Number
EDUC 4033
Section Number
EDUC 4033
Semester
Summer I 2015
Location
Off-Campus
Days & Times

Monday

Off- Campus

Washington-Jackson Elementary School

Professor
Dittika Gupta (view Profile)

Course Attachments

Textbooks

Course Objectives

Course Description

These field-based courses focus on elementary and middle school mathematics, science, and mathematics pedagogy with emphasis on instructional strategies and models, the use of technology in the learning/teaching process, effective practices, professionalism, curriculum, and lesson design. Different teaching strategies include: appropriate use of creative approaches to the learning/teaching process, cooperative learning, direct instruction, inquiry, concept attainment, etc. An important component of this field-based block of classes is the course time spent in active participation in field (classroom) experiences.

 

Conceptual Framework Overview

 The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:

  • Learner Development - understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implements developmentally appropriate and challenging learning experiences.
  • Learning Differences -understand individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • Learning Environment - work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
  • Content Knowledge - understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
  • Application of Content - understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  • Assessment - understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  • Planning for Instruction - plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  • Instructional Strategies - understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
  • Professional Learning and Ethical Practice - engage in ongoing professional learning and use evidence to continually evaluate his or her practice, particularly the effects of his or her choices and  actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  • Leadership and Collaboration - seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

 

 

Course Objectives

 

  • Learners are able to describe learning and thinking in elementary and middle mathematics.
  • Learners will be able to develop curriculum and use effective instructional planning skills.
  • Learners will be able to develop appropriate assessment tools to assess students learning.
  • Learners will be able to use assessment data to design appropriate learning activities.
  • Learners will be able to develop lesson plans that involve students in an active learning environment.
  • Learners will be able to develop and implement effective teaching strategies.
  • Learners will be able to develop lesson plans/units that incorporate national standards in mathematics and technology applications.
  • Learners will be able to develop lesson plans/units that incorporate state standards in mathematics and technology applications.
  • Learners will be able to develop and implement learning environments that utilize various teaching/learning strategies.
  • Learners will be able to develop learning activities that involve the infusion of technology.

 

 

Assessment

 

One measure of your success in the course will be determined by your success in demonstrating your knowledge of the skills and tools necessary to be an effective educator. 

 

As you complete the assignments for this class, you will demonstrate skills from the following five categories:

  • Planning and Preparation - demonstrate knowledge of content and pedagogy; demonstrate knowledge of students; select instructional goals; demonstrate knowledge of resources; design coherent instruction; assess student learning
  • Classroom Environment - establish a culture for learning
  • Instruction- communicate clearly and accurately; use questioning and discussion techniques; engage students in learning; provide feedback to students; demonstrate flexibility and responsiveness
  • Professional Development - Reflect on teaching; show professionalism; contribute to the school and/or district

Technology Integration - demonstrate the use of technology in the learning/teaching process

Course Expectations

 

 

 

Objectives

Assignments

Domain I: Planning and Preparation

 

  • Plan “minds-on” lessons in a unit around “powerful ideas” that have students actively involved in the learning process.
  • Use the TEKS for mathematics, as well as district   curriculum and NCTM standards, to develop and present the lessons.
  • Content understanding and learning goals are assessed.
  • Data collection and analysis.

Domain II: Classroom Environment

 

  • Field experience observation: Teach one Math lesson in your field experience placement.  Lesson plan must be sent to me AND your mentor teacher five school days in advance.  Lesson cannot be taught until approved by both of us and must be observed by me.

Domain III: Instruction 

  • Field experience observation
  • Peer instruction and reviews.
  • Classroom activities
  • Problem-solving

Domain IV: Professionalism

 

  • Reflection required after Math lesson taught (within two days).
  • Being present in class in a prompt manner.
  • Classroom Participation.

Technology Integration

  • Integrate technology by being aware of various resources and its effectiveness and application to the curriculum.
  • Integrate technology and correlate it to the Math TEKS by critically analyzing I-pads apps for teaching mathematics.
  • Assignments accurately posted through D2L.

 

Grading Standards

Final Grade Possibilities

  • 93-100 percent        A
  • 92-83 percent          B
  • 82-75 percent          C
  • 74-65 percent          D
  • ≤ 64 percent            F
Submission Format Policy Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.
Plagiarism Policy

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

Safe Zones Statement

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor

All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

Attendance – Professional educators are dependable, reliable and responsible. Therefore, candidates are expected to be on time and in attendance at every class, remaining for the entire class. Perpetual tardiness, repeated absences, and habitually leaving early (for class or during the internship hours) are not acceptable behaviors from professional educators or teacher candidates and it may result in failure to receive credit.

Tardiness, leaving early, and absences are considered evidence of lack of dependability, and are taken seriously. Candidates will receive a grade of F on the third absence from the course. After the second absence from the course it is mandatory that a student schedule an appointment with the course instructor to discuss attendance.  Failure to schedule and attend a conference will result in the grade for the course being lowered by one letter.  It is the candidate’s responsibility to make up any missed work.  It is also expected that you will complete all course field experience hours in a professional manner.  Professional conduct is expected when observing or participating in school settings (e.g., dressing appropriately, arriving on time, remaining for the entire pre-arranged time, not canceling, and demonstrating respect in all interactions with young people, parents, teachers, and staff).  If you must miss your field experience for any reason, you are expected to call the school and the teacher you are working with before school begins for the day.  You must also contact the course instructor by e-mail or phone to let me know you will not be present and arrange a time with me when we can discuss the most appropriate way to make up that absence.  Excessive tardiness (determined by the professor) can be defined as an absence and subject to the absentee policy.  Three instances of tardy arrival will be counted as one absence.

  

In the event that a class member is absent, for whatever reason, that individual assumes responsibility for contacting the instructor to account for missed work and to turn in work. It is impossible to provide a summary of all that takes place during any given class via email. If you must be absent from my class, it is your responsibility to contact me regarding content missed and negative impact on your grades. If you must be absent on a day when your mentor teacher is expecting you, it is your responsibility to contact the mentor teacher and me BEFORE that day (especially if you are scheduled to teach and must be absent).

 

Tentative assignment due dates are listed on the course schedule. While the actual due dates may vary due to the flow of the class, all assignment due dates will be finalized and announced in class well in advance of the specific date.    Late work, unless arrangements are made by the student and approved in advance by the instructor, will not be accepted.

Other Policies

Professionalism/Dispositions

 

As a part of your preparation for becoming a teacher, you are expected to begin acting in a professional manner – starting today. This includes, but is not limited to:

 

Internship Experience – Throughout your internship experience, ask your mentor teacher to provide you with constructive feedback regarding your classroom presence, interactions with students and lessons that you present to the students. Use this information to make necessary improvements during the time that remains in the schedule. Always conduct yourself in a professional manner.

 

Attendance – Professional educators are dependable, reliable and responsible. Therefore, candidates are expected to be on time and in attendance at every class, remaining for the entire class. Perpetual tardiness, repeated absences, and habitually leaving early (for class or during the internship hours) are not acceptable behaviors from professional educators or teacher candidates and it may result in failure to receive credit.

Tardiness, leaving early, and absences are considered evidence of lack of dependability, and are taken seriously. Candidates will receive a grade of F on the third absence from the course. After the second absence from the course it is mandatory that a student schedule an appointment with the course instructor to discuss attendance.  Failure to schedule and attend a conference will result in the grade for the course being lowered by one letter.  It is the candidate’s responsibility to make up any missed work.  It is also expected that you will complete all course field experience hours in a professional manner.  Professional conduct is expected when observing or participating in school settings (e.g., dressing appropriately, arriving on time, remaining for the entire pre-arranged time, not canceling, and demonstrating respect in all interactions with young people, parents, teachers, and staff).  If you must miss your field experience for any reason, you are expected to call the school and the teacher you are working with before school begins for the day.  You must also contact the course instructor by e-mail or phone to let me know you will not be present and arrange a time with me when we can discuss the most appropriate way to make up that absence.  Excessive tardiness (determined by the professor) can be defined as an absence and subject to the absentee policy.  Three instances of tardy arrival will be counted as one absence.

  

In the event that a class member is absent, for whatever reason, that individual assumes responsibility for contacting the instructor to account for missed work and to turn in work. It is impossible to provide a summary of all that takes place during any given class via email. If you must be absent from my class, it is your responsibility to contact me regarding content missed and negative impact on your grades. If you must be absent on a day when your mentor teacher is expecting you, it is your responsibility to contact the mentor teacher and me BEFORE that day (especially if you are scheduled to teach and must be absent).

 

Tentative assignment due dates are listed on the course schedule. While the actual due dates may vary due to the flow of the class, all assignment due dates will be finalized and announced in class well in advance of the specific date.    Late work, unless arrangements are made by the student and approved in advance by the instructor, will not be accepted.

 

Participation – It is not enough to just “show up”. As I used to tell my chemistry students, there are no points awarded in this class for the autonomic response caused by pressure changes in your pulmonary system due to increased carbon dioxide levels in your bloodstream – in other words, you cannot just sit there and breathe. You need to be prepared to discuss the readings that are assigned, contribute appropriately and encourage the participation of your peers.

 

 

 

 

Attitude – Demonstrate the following dispositions that are essential for learning:

  • Curiosity (ask questions, look for additional answers, probe, reflect)
  • Flexibility (take alternate points of view, be open-minded)
  • Organization (plan ahead – literally, GET A PLANNER!)
  • Patience (take time to reason, be persistent in efforts)
  • Risk-taking (try things beyond your current repertoire)
  • Passion (invest in ideas, processes, products, and most of all – other people)

Be aware that your attitude is conveyed to others by body language, conversation, neatness, completeness of work, willingness to assist and contribute and many other ways. A sense of humor and the ability to be flexible are crucial – not just in this class but from now on – that is the nature of the classroom.

 

Preparation Complete all assignments on time. Written assignments (whether submitted online or in class) will be discounted by 10% for each late day. They will not be accepted after the grade is reduced by 50%. Complete readings assigned prior to class in order to be able to participate in class discussions and activities.

 

Respect – Be considerate of others. Do not talk while others are talking; do not use foul language; behave in an ethical manner. This is particularly important considering our classroom location - we are guests in both the Wichita Falls and Burkburnett school districts and should behave as such.

 

Professional Development – Remember that teaching requires a commitment to continual learning. You will be asked to complete several “chores” as the semester rolls along and the points earned for dispositions are affected by those “chores”. Timely completion of tasks (or “chores”) is an indication of your “fitness” to this profession.

 

Academic Honesty

 MSU students demand of themselves the highest level of academic honesty as delineated in their honor creed. Academic honesty involves the submission of work that is wholly the student’s own work, except in the case of assigned group work. Additionally, academic honesty involves the proper citation of other author’s works.

 

By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course. The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes.

 

Disability Support

As the faculty of the West College of Education, we are dedicated to helping meet the needs of our students with disabilities and are eager to provide the accommodations to which such students are entitled. If you have a documented disability and are registered with the Office of Disability, please let your instructor know to expect a letter from that office describing the accommodations to which you are entitled. If you have a documented disability but are not registered with the Office of Disability, please contact that office immediately to register.

 
Writing Proficiency Requirement

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at https://mwsu.edu/academics/wpr, or call 397-4131.

Campus Carry

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at https://mwsu.edu/campus-carry/rules-policies.

If you have questions or concerns, please contact MSU Chief of Police Patrick Coggins at patrick.coggins@mwsu.edu.