ELEMENTARY MATHEMATICS METHODS
                                          EDUC 4300 (3 hours)
                                               Fall 2010

Instructor:             Kristin Hadley, Ph.D.
Dates/Times:            T/Th 9:00-10:15 or 12:30-1:45
Office:                 McKay Education Building room 317
Office hours:           T/Th 11:00-12:30, other times by appointment
Office phone:           801 626-8653
E-mail address:
Course website:

Course Description:
This course will focus on the study of appropriate mathematics teaching methods for the elementary and
middle school curriculum. Emphasis will be on developmental strategies including problem-based learning and
teaching from the concrete to pictoral to symbolic. Teaching mathematics for deep conceptual understanding
and connections to other subject areas and real life situations will be stressed. Additionally, emphasis will be on
the process and content standards outlined by the National Council of Teachers of Mathematics (NCTM).

Required Text and Materials:
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics:
       Teaching developmentally (7th ed.). Boston: Allyn & Bacon.

Course Outcomes/Objectives: WSU’s teacher preparation conceptual framework theme is Student
Achievement: Students, Teachers, & Communities Working Together. The model that illustrates the
program’s purposes, philosophy, outcomes, and evaluation is represented by an easel, at the center of which
are three overlapping components: Reflecting, Engaging, and Collaborating. The program standards are
performance-based, that is, they describe what teachers should know and be able to do in order to be
awarded a license. View the conceptual framework, standards, and the critical performances for each level
on the teacher education website.

The Utah Professional Teaching Standards (UPTS) candidate outcomes for this course are

Standard 1.     Creating and maintaining a positive classroom environment that promotes student
                E. Use instructional time effectively to enhance student learning.
Standard 2.     Planning curriculum and designing instruction to enhance student learning
                A. Demonstrate knowledge of content.
                B. Demonstrate knowledge of age-appropriate pedagogy.
                C. Design and articulate instruction aligned with Utah Core Curriculum standards
                D. Select instructional goals based on student achievement data and knowledge of
Standard 3.     Engaging and supporting all students in learning
                A. Communicate instruction clearly and accurately
                B. Use research-based instructional strategies to enhance student learning of content.
                D. Reflect on teaching and learning
Standard 4.    Assessing and evaluating student learning
                A. Assess learning goals based on Utah Core Curriculum standards
                B. Use multiple sources of formal and informal assessment to verify student learning
                D. Use student achievement data to inform instruction.
University Ethics Policy: Failure to maintain academic ethics/academic honesty including the avoidance of
cheating, plagiarism, collusion and falsification will result in an E in the course and may result in charges
being issued, hearings being held, and /or sanctions being imposed. Any violation of the WSU student code
of conduct may result in a failing grade in the course and /or withdrawal of the student’s admission to the
Teacher Education Program.

ADA Statement:
Any student requiring accommodations or services due to a disability must contact Services for Students with
Disabilities (SSD) in room 181 of the Students Service Center. SSD can also arrange to provide course
materials (including this syllabus) in alternative formats if necessary.

Course Requirements:
Learning to teach mathematics well is difficult, and this course will not complete your education in learning
how to teach mathematics. Rather, this course is but one stage in what will be a continuing evolution of you
as a mathematics teacher. By the end of the course, you will have greater confidence in your ability to teach
mathematics for deep conceptual understanding and will have developed the ability to ask the important
questions that will point you toward the creation of a rich mathematical environment in your classroom.

        Attendance and participation are essential in this class, not only for you to learn, but so that
           others may benefit from your input. Each student is expected to attend all classes and be
           punctual, prepared, and ready to participate. If you are absent, it is your responsibility to
           contact the professor and then contact a classmate to discuss what went on during class and any
           assignments given. Since much of this class is experiential, it is vitally important that you attend
           in order to get the full impact of the instructional strategies modeled and to participate in class
           discussions and activities.
        Cooperative learning (equal participation) is the expected standard when working in groups.
        Assigned reading should be done before the day on which it is discussed.
        Thoughtful and reflective writing is the standard. In addition, all written assignments must
           conform to university standards. Papers should be word processed, well organized, and carefully
           edited. The writing should be well organized and neat. Assignments are due in class on the date
           specified in the course disclosure, unless adjustments are made for the entire class.

    Class Assignments
        1. Reflective Math Journal. You will write in your journal daily in class and during your field
            experience. You will turn it in three different times throughout the semester. You may type it or
            you may hand write it in a notebook.

        2. Peer Teaching. Prepare a 15 minute, problem-based math lesson to teach to your peers. You will
           give me and each peer in your group a copy of the complete lesson plan. This should be one of
           the lessons you will teach in your field experience so talk to your cooperating teacher about the

        3. Problem-Based Lesson Ideas. You will collect or create a problem-based lesson idea for each
           grade K-6. Each idea should focus on developing deep conceptual understanding. These ideas
           will be shared with your peers.

        4. Common Core Thread. Select a topic from the common core such as addition, fractions, shapes,
           etc. Trace the development of the concept through the common core from kindergarten through
           6th grade.
        5. Attendance and Participation. Attendance is vital to being prepared to teach and is essential to
           learning in the Problem-based classroom. Therefore, you will lose 3 points for each unexcused
           absence, 2 points for each excused absence, and 1 point for each tardy.

    Fieldwork Assignments
        1. Contextual Factors. After you have been in your field experience for about one week, write up
           the contextual factors for your class. Describe characteristics of the community/school,
           classroom, and students obtained from observations, principal/teacher information, and the
           district website. MOST importantly, write the implications of the context for your teaching. You
           may use this contextual factors paper for all your Level 3 classes.

        2. Math TWS. You will create a two day (at least) math mini-unit based on the TWS process. You
           need to teach both of the days in your field experience classroom so be sure to talk to your
           cooperating teacher about the topic. It should include specific objectives, aligned formative and
           summative assessments (including pre-assessments), complete lesson plans, a description of the
           instructional decisions you made while teaching the lessons, analysis of student data (pre and
           post comparison) including what the data mean for future instruction, and reflection and self-
           evaluation. Please email your lesson plans to me at least two days before teaching the lesson so
           I can give you some feedback and possible assistance.

        3. Observation of Two Math Lessons. Have your cooperative teaching observe you teaching at least
           two math lessons (from the Math TWS mini-unit above) using the Teacher Lesson Observation
           forms. Your cooperating teacher will complete the form. You must provide your cooperating
           teacher with a copy of this form.

        4. Two Student Interviews. Complete two student interviews. See the website for interview
           templates. Templates can be adapted to the content needed and needs of the students. Do one
           interview in a grade other than the grade where you are assigned.

       Assignments are due on the date listed on the course calendar. Late assignments will be penalized.
       No assignments will be accepted after December 2, 2010.

        Assignment                             Point Value          Grading Scale
        Reflective Math Journal                    60               A   =285-300
        Peer teaching                              20               A- =270-284
        Problem-Based Lesson Ideas                 25               B+ =260-269
        Common Core Thread                         25               B   =249-259
        Attendance/Participation                   20               B- =240-248
        Contextual Factors                         10               C+ =230-239
        Math TWS                                   70               C   =219-229
        Observations of Two Math Lessons           10               C- =210-218
        Student Interview 1                        30               D+ =200-209
        Student Interview 2                        30               D =189-199
        Total                                      300              D- =180-188
                                                                    E   <180
Student receiving a grade below B- must retake the course.

Note: Any late assignments will be worth not more than 80% of the original value.
Course Schedule

Mon                 Tue                 Wed                    Thu                 Fri
 3                    4                  5                      6                  7
             Course Introduction                  Problem-Based Math Instruction
           Standards-Based Math                 Prepare: Chapter 2 & 3
      Prepare: Chapter 1
 10                   11                 12                    13                  14
       Planning and The Common Core                        Assessment
      Prepare: Chapter 4                        Prepare: Chapter 5

17                   18                  19                     20                 21
MLK        Equity and Technology                   Number Sense and Operations
Day   Prepare: Chapter 6 & 7                    Prepare: Chapter 8 & 9
                                                Due: Problem-Based Lesson
 24                25                    26                     27                 28
               No Math Class                                Basic Facts
                                                Prepare: Chapter 10

 31                   1                   2                     3                  4
                Place Value                       Whole Number Estimation and
      Prepare: Chapter 11                                  Computation
      Due: Reflective Journal 1                 Prepare: Chapter 12 & 13

 7                    8                  9                      10                 11
           Algebraic Thinking and                           Fractions
          Proportional Reasoning                Prepare: Chapter 15 & 16
      Prepare: Chapter 14 & 18
      Due: Common Core Thread

 14                 15                   16                     17                 18
           Decimals and Percents                          Peer Teaching
      Prepare: Chapter 17                       Due: Peer Teaching

 21                  22                  23                    24                  25
                Measurement                                 Geometry
      Prepare: Chapter 19                       Prepare: Chapter 20
      Due: Reflective Journal 2
28                   1                   2                       3          4
             Field Experience                            Field Experience

7                   8                     9                     10          11
            Field Experience                             Field Experience
     Due: Contextual Factors

                                     SPRING BREAK
21                 22                     23                    24          25
            Field Experience                             Field Experience
     Due: Student Interview 1

28                  29                    30                    31          1
             Field Experience                            Field Experience

4                    5                    6                     7           8
             Field Experience                             Data Analysis
                                                Prepare: Chapter 21 & 22
                                                Due: Student Interview 2
11                    12                  13                   14           15
         Exponents, Integers, Real                       Course Wrap-up
     Prepare: Chapter 23
     Due: Math TWS including
           Observation of Lessons
     UPTS Portfolios
18                    19                  20                   21           22
     Level 3 Exit Interviews

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