ECH 3021 Teaching Mathematics: Birth-Age Eight
- Class meeting time:
- 8:00 - 5:00
- Location:
- Montague 151
- Instructor:
- Brian McInnes
- Office & Phone:
- 166F Kirby Plaza, (w) 726-7772
- Office Hours:
- 1:00 - 2:00 MTW, or by appointment
- Email:
- bmcinnes@d.umn.edu
- Class alias:
- ech3021-450-s2007
- Course Management System/ Moodle Login page:
- moodle.umn.edu
- Instructor´s Website:
- www.d.umn.edu/~bmcinnes
Course Texts
- The Young Child and Mathematics, J. V. Copley (2000).
- Teaching Student-Centered Mathematics Grades K-3, J. A. Van de Walle and L. H. Lovin (2006)
Resources
(a) NCTM web site: www.nctm.org (provides a link to the electronic version of Principles and Standards 2000)
(b) NAEYC web site: www.naeyc.org
(c) High Scope Educational Research Foundation: www.highscope.org
(d) Minnesota Academic Standards
(e) Duluth 709 Learner Outcomes
Course Description
This course addresses development and instruction in play-based and problem-based mathematics in birth to age 8 settings. Methods, materials, and research findings related to teaching of mathematics. Questions that provide the structure for this course are: What is the nature of mathematics (what is mathematics and what does it mean to do mathematics)?, How do children learn mathematics?, and How do we as teachers help children learn mathematics?
Learner Outcomes:
During or upon completion of this course you will be able to: (Department of Education theme/ Minnesota Board of Teaching standard)
- Describe the nature of mathematics with references to the NCTM Principles and Standards of School Mathematics. (R/subject matter standard, part 5)
- Explore mathematical concepts through play-based and problem solving approaches (through investigations, group work, manipulatives, technology, and children’s literature). (D,C,E,T/subject matter standard part 5 and standards of effective practice 4h, 4j, 5m, 6h, 6j, 7f, 7g)
- Describe a constructivist view of learning as related to mathematics educational settings. (R/4h, standards of effective practice 4j, 5m, 7g)
- Examine the meaning of “Mathematics for All” as described by the NCTM Principles and Standards of School Mathematics (D,R/standards of effective practice 5m, 5r, 7d, 7f, 7g)
- Demonstrate knowledge of fundamental concepts of mathematics and the connections among them in the following areas: number sense, geometry, measurement, data investigations, probability, and algebraic reasoning. (R,E/subject matter standard, part 5)
- Evaluate mathematics activities with respect to the NCTM Principles and Standards of School Mathematics, Early Math Core Experiences, and a constructivist view of learning. (D,E/subject matter standard, part 5and standards of effective practice 4j, 5m, 7g)
- Identify vertical mathematics strands in birth to age 8 content. (R,E/subject matter standard, part 5)
- Examine and apply the relationship between curriculum, instruction, and assessment as described by the NCTM Principles and Standards of School Mathematics and Early Math Core Experiences. (D,R,E/standards of effective practice 4g, 5m, 5r, 6h, 6j, 7d, 7g)
- Develop lesson plans using the Learning Sensitive Model plan and applying Early Math Core Experiences and NCTM Principles and Standards of School Mathematics (D,R,E/4g, 4h, 4j, 5m, 5r, 6j, 7d, 7f, 7g)
- Apply course ideas to practicum experiences. (D,R,E,C,T/subject matter standard part 5 and standards of effective practice 4g, 4h, 4j, 5m, 5r, 6h, 6j, 7d, 7f, 7g)
| INTASC Standards/MN Standards of Effective Practice | Conceptual Framework Themes |
|---|---|
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American Indian Learner Outcomes
The American Indian Learner Outcomes provide guidance to the selection of course activities and assignments. To the extent possible, relevant information will be tailored to meet the needs of the learners with respect to the American Indian Learner Outcomes.
Instructional Strategies:
Your learning will include: small and large group discussion and activities, lecture, cooperative learning, videos, homework assignments, asynchronous online discussions, outside reading, personal reflection and a community service learning project. Class sessions will revolve around the themes of diverse classroom learning and teaching environments. Resources that promote respect for human diversity and Anishinaabe culture will be brought into the course to generate meaningful discussions. Attention will be given to relating new information from readings, videos, and speakers to personal past experience and present experience in school settings.
You can expect to work outside of class 8-10 hours per week (not including your time in the field). You can also expect to complete 2-3 assignments per week.
Course Requirements/Expectations
- Attendance:
- Attendance is mandatory due to the nature of this course. Modeling professional dispositions means you are present in class, on-time for class, stay for the whole class, prepared for class discussions and activities, actively involved in the lesson, and helping others learn. Failure to model these dispositions will result in a grade decrease.
- Only absences with official reasons (illness, doctor’s note, university official business, family emergency) will be excused. If you must be absent, you must the instructor before class time.
- Assignments:
- Assignments are due at assigned dates and times. Due dates are listed on the Class Schedule. Late assignments may be accepted if prearranged with the instructor.
- Formatting:
- Unless otherwise specified, all assignments must be submitted in typed, paper copy. Assignments will be graded for appropriate writing and formatting conventions, including grammar and spell check. Assignments should be submitted electronically except those due on or during a class meeting weekend.
- Academic Dishonesty:
- Dishonesty in any form such as, but not limited to, plagiarism or cheating on tests and assignments will not be tolerated. Students who misrepresent their work or commit another act of dishonesty will receive a failing grade for the course.
- Attendance Exclusion:
- Students required to attend university events that conflict with class time must present documented evidence of the meeting/event demonstrating (a) that the individual is required to attend and (b) the date and specific times required for attendance. Students will be expected to make arrangements with the instructor to make up class absences and to turn in work ahead of time.
- Cancellation:
- If classes are cancelled at UMD because of inclement weather or other emergency, contact the instructor (or check email) within 24 hours to find out the status of assignments.
- Email:
- Please check your UMD email account and our Moodle Site at least once WEEKLY in order to receive any class announcements/ clarifications.
Important:
I INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE PARTICIPATION. THANK YOU!
Assessment:
Grading for each of the assignments for this class is done on an A-F basis. Below is a list of the assignments.
| Assignment | % of Final Grade |
|---|---|
| Attendance and Participation | 10 |
| Homework/ Readings/ Reflective Writing | 15 |
Minor Projects Literature Project Manipulative Fair Teacher Observations Diagnostic Interview |
40 10 10 10 10 |
| Major Project | 15 |
| Written Exam (in-class) | 20 |
Assignment Schedule
Grading
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A=95-100%
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A-=90-94%
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B+=87-89%
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B=83-86%
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B-=80-82%
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C+=77-79%
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C=73-76%
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C-=70-72%
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D=60-69%
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F=<60%
Moodle Discussion Rubric
Assessment in this course will be done using a rubric that describes several types of participation in Moodle discussions. The following rubric is for your use and the instructors' use in assessing your Moodle posts. Posts in all three columns are desirable--e.g., casual, friendly posts help to begin conversations and build community; descriptive posts help to build understanding of content; reflective/analytical posts tend to challenge thinking and content and take the learning to a deeper level. You are encouraged to contribute all three kinds of posts, as appropriate.
Further clarification?
* Posts where you share personal information, examples, stories, etc. can be classified in the"casual, friendly" column.
* Distinguishing between the last two columns isn't always possible. The one area that is clearly different, however, is about assumptions...the reflection and understanding go beyond description into the arena of identifying and analyzing underlying assumptions, and the relevance and deeper meaning of the topic in your professional life.
| Casual, Friendly, Engaged | Descriptive | Reflective/Analytical | |
|---|---|---|---|
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Initial posts
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| Subsequent and Reponse posts |
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