Syllabus

EDUC 661 — Advanced Trends and Issues in PK-5 Mathematics Teaching 

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Instructor:      Sara Turansky
Cell:                706-830-0374
Email:              turanskys@uwstout.edu

Welcome

You Will Learn

Course Description

Research, issues and problems related to teaching PK-5 mathematics, including problem-based learning, curricular decision making, diagnosis and remediation, and building assessment into instruction.

This course is designed for math coaches, mathematics resource teachers, math interventionists, elementary teachers, Title I math teachers, special education teachers and other educators who want to increase student competency in communicating mathematically and solving problems fluently.

You will learn instructional strategies to implement the Common Core math standards and math interventions to help students who struggle to learn mathematics and provide for individual needs.

If you’re feeling anxious about teaching math, this course will help you develop a math mindset as a teacher and share this enthusiasm and confidence with your students.

e-Textbooks

E-textbooks will be provided when you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet-capable device. It is not compatible with a Kindle Reader.

Boaler, Jo. (2016). Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching. San Francisco, CA: Jossey Bass Wiley. ISBN: 978-0-470-89452-1

Van de Walle, J., Lovin, L.A. (2014). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume I) 2nd ed. Pearson.ISBN-13: 978-0132824828

Van de Walle, J., Karp, K., Lovin, L., and Bay-Williams, J. (2014). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume II) 2nd ed. Pearson. ISBN-13: 9780132824873

If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from amazon.com or the publisher. Note the ISBN number and edition.

You can highlight text and organize information in the e-book (e.g., adding a note stating something like "reference in my discussion posting") and print only what you want for use as a study guide. You may share notes and highlighting with peers in the class. Printing of the entire textbook is allowed for your personal professional use.

Software

WISC Software Store for UW-Stout Students

Microsoft Word files are required if you are sharing attached documents on the Discussion Board and when submitting assignments in the course for assessment.

Office 365 is free for currently enrolled students. This allows you to install Word, Excel, PowerPoint, Outlook, OneNote, Publisher, and Access on up to five PCs or Macs, and Office apps on other mobile devices, including Android, iPad® and Windows tablets.
How to Install Office 365

If the file is created using Google Docs or Apple .pages, students are required to convert the file to a Word document (.doc or .docx) before uploading to a Discussion.

pointing hand
If you are sharing attached documents during peer collaboration projects, please convert all files to Word so that everyone has access to viewing a universally compatible format.

For more information, refer to Free Open Source Word Software and Tutorials. You may find it helpful to bookmark these resources for future reference.

University Email

Checking your university email daily is recommended.

Mobile Phone Access to Your Email
 You may configure your mobile device to receive your university email automatically. Directions are provided at: https://kb.uwstout.edu/page.php?id=56145

Click on the appropriate link for directions that match your device.

If you need assistance, please call 715-232-5000.

Course Objectives

At the completion of the course, students will be able to:

  1.  Analyze recent research for improving PK-5 mathematics instruction.
  2. Design effective standards-based classroom activities for PK-5 students and reflect on student outcomes.
  3. Analyze the impact of standardized testing on math instruction and develop formative assessments to assess mastery of the same essential math concepts in different ways.
  4. Apply instructional strategies and appropriate practices for analyzing student work, error patterns and modify lessons based on assessment information. 
  5. Differentiate math instruction to promote mathematics learning among struggling students of a wide range of academic diversity including culturally and linguistically diverse learners and students with exceptionalities.
  6. Modify lessons infusing a synthesis between problem solving, communication and real-life connections. 
  7. Design math lessons connecting concepts within mathematics to related science, engineering, technology (STEM), and other topics by infusing problem-solving strategies.
  8. Apply technology tools in classroom instruction and connect math activities to everyday experiences. 
  9. Communicate the themes, topics, and issues involved in teaching PK-5 mathematics to appropriate audiences.
  10. Synthesize current research, contemporary theories, teaching strategies, and instructional technology to teach PK-5 mathematics. 

Course Outline

Module One: Recent Research in PK-5 Mathematics Instruction

  1. Standards for Mathematical Practice– examples of what practices look like across content areas and grade levels
  2. Using the five strands of mathematical proficiency from Adding It Up (NCTM, 2001)
  3. Using NCTM’s process standards (2000)

Module Two: Solving Problems Mathematically in Context

  1. What it means to teach student-centered, problem-based mathematics
  2. What it means to teach mathematics through problem solving (as compared to teaching mathematics for problem solving)
  3. Selection of problem-based tasks
  4. Recommendations for facilitating effective classroom discourse

Module Three: Conceptual Understanding - Making Wise Curricular Decisions

  1. Exploring number concepts and number sense
  2. Developing meaning for the operations
  3. Helping students master the basic facts
  4. Developing whole number place value concepts
  5. Building strategies for whole-number computation
  6. Exploring fraction concepts
  7. Building strategies for faction computation
  8. Developing decimal and percent concepts and decimal computation
  9. Promoting algebraic thinking and reasoning
  10. Building measurement concepts
  11. Developing geometric thinking and geometric concepts
  12. Helping students use, represent and interpret data

Module Four: Building Assessment into Instruction 

  1. Using a variety of formative assessment methods
    1. Observations
    2. Diagnostic interviews (what to ask students)
    3. Tasks
  2. Creating and using rubrics

Module Five: Making Mathematics Work for All Children - Differentiating Math Instruction 

  1. Nurturing positive attitudes about math
  2. Planning, teaching, and assessing culturally and linguistically diverse children
  3. Maximizing the benefits of learning styles and multiple intelligence approaches
  4. Matching the level of task difficulty to a wide range of academic diversity including students with exceptionalities
  5. Instructional strategies to support the diverse range of learners in classrooms

Module Six: Uses of Technology in Teaching and Learning Mathematics in PK-5

  1. Research related to incorporating technology in the teaching of mathematics
  2. High quality web sites, applets, freeware

Module Seven: Literacy Strategies for Improving Math Instruction

  1. Vocabulary strategies that help students comprehend terms that are critical to understanding math
  2. Pictorial representations that help students visualize math concepts and personalize their understandings
  3. Discussion and listening strategies that help students access prior knowledge and communicate about problem solving

Module Eight: Collaborating with Families, Community and Principals

  1. How to communicate and engage with a variety of stakeholders to ensure children receive the support they need to be successful in mathematics

Instructor-Student Communication

The primary methods for communicating with students with be via:

As we complete each activity, you are encouraged to share your discoveries and successes with other participants and collaborate during team problem solving. Participants may share drafts of works-in-progress for peer feedback and discuss ideas and suggestions before submitting the final project.

Each participant brings unique needs and resources to the group. Our sharing will provide a broader base of experience as we discover the solutions to each other's design needs and challenges.

Since our diverse groups are usually in many different time zones feel free to use the following aids to determine what time it is in your classmates' countries and/or cities. This will help when setting up real-time chats with your learning partner during collaborative projects.

The World Clock - Time Zones

Instructor's Online Schedule

Questions and Feedback from the Instructor

I will always check the "Questions for the Instructor” topic on the Module Discussion first when logging into the course. I will log into the course daily.

I review all the postings on the Discussion Board. However, I do not respond to every discussion posting. My goal is to maintain an active presence in the discussions without dominating the conversation. Sometimes I will wait to add my responses until students in the class have had the opportunity to respond. Experience has shown that when I respond too soon or too frequently, it reduces the level of student-student interaction.

My goal is to be as responsive and helpful as possible with meaningful feedback. Scores on assignments that are due on Sunday night are provided in the grade book by the following Friday.

Please schedule an appointment ahead of time via email if you would like to set up a telephone conversation or chat/Skype/Facetime conversation.

Instructor Email Response Timeline

I have automatic notification of emails received, and if you need a timely response, please email your question from your university email account.

I attempt to respond to all student emails as soon as possible. If I have appointments or other obligations, my response may be very brief in order to provide a quick response. I welcome email questions and an opportunity to help clarify or attempt to solve a problem that needs resolution.

Inquiries regarding evaluation and grades are always welcome by email.

Course Requirements

This class will involve readings, postings, demonstration modules, discussions, case studies. Each student is expected to complete all required learning activities and regularly contribute to discussion items.

Evaluation

Your final project will be evaluated on your demonstration of standards listed on the project rubric. Reflections will be evaluated for clarity and your understanding of the course readings and activities. Evaluation of your Discussion Board participation is cumulative and subjective, based on notes that the instructor records each week. 

Class Participation/Discussion Postings   30%
Quizzes     10%
Reflection Papers        30%
Lesson Plans 20%
Other Assignments 10%

 

Course Discussion Board

Many of the course activities will occur in the Discussion Board, so it is important that you check it regularly. You will also submit selected assignments to the Discussion Board. 

Perhaps its most vital use, however, is the exchange of ideas that can occur among class participants. You will be able to communicate with everyone in the class through your postings to the Discussion Board. Communicate with each other frequently and freely. 

Please review these pages:

Any time that you want to ask about your progress, send a private email to your instructor.

Grading Scale

A = 94-100 % 
A- = 91-93 
B+ = 88-90 
B = 84-87 
B- = 81-83 
C+ = 78-80 
C = 74-77

Work below 74% is unacceptable at the graduate-level and will result in a grade of F.

Each course is the prerequisite for the next course. Successful completion with a GPA of 3.0 or higher in each course within the certificate sequence is required for registration in the next class.

Graduate School Policies

Late Policy

Regular, timely feedback to classmates via the Discussion Board makes this class vital, and prompt submission of assignments for assessment allows the instructor to give you the guidance you deserve to receive.

Due dates for each module are published on the course calendar at the start of the class. Work turned in within seven days after that due date will be considered on time and will receive full credit.

After seven days, work that has not been submitted will receive a zero until the work is handed in and evaluated.

Excused Makeup Work - If the late submission has been requested and approved in advance of the due date, there will be no deduction of points from the grade. An e-mail to the instructor requesting an extension of the due date is sufficient.

Unexcused Makeup Work - If you have not requested an extension prior to the assignment due date, the late assignment will be considered unexcused.

Unexcused makeup work will be penalized 10% for each day the assignment is late after the 7th day following the due date listed on the calendar. For example, if the assignment is due on March 7th, then unexcused makeup work submitted after March 14th will receive a 10% per day deduction in points.

Please contact the instructor if you have any questions about the late policy.

Emergencies are defined as serious events which are not planned. Emergencies cannot be written on the calendar in advance. Examples of emergencies are: heart attacks, car accidents, serious health crises of the student or in the student's immediate family. Examples of non-emergencies are: family weddings, vacations, or any other event which can be planned around. If the family calendar looks busy at a particular time, plan to work ahead on your coursework.

Incomplete Policy

Assignment of an Incomplete "I" grade requires a written agreement between the instructor and student specifying the time and manner in which the student will complete the course requirements

Incompletes should be requested or granted for extenuating circumstances that are:

Incompletes will not be granted for:

Please see the University policy at University Grading System and Incomplete Grade Policy

Accommodations

If you believe the course requirements create a conflict with your observance of religious holidays, please notify the instructor within the first two weeks of the course so that appropriate alternative options can be arranged.

Student Services

Accessibility

UW-Stout strives for an inclusive learning environment. If you anticipate or experience any barriers related to the format or requirements of this course, contact the instructor to discuss ways to ensure full access.

If you determine that additional disability-related accommodations are necessary, contact the Disability Services office for assistance 715-232-2995 or contact the staff via email at Disability Services.

Resource People to Assist You

Contact information for Student Business Services, Registration and Records, Financial Aid, and Veterans Services.

Academic Honesty and Misconduct

Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions. The disciplinary procedures can be found on the Student Academic Misconduct/Academic Discipline Procedure website.

Citations

In course discussions, reflection papers, or any other learning artifacts created for the course, you are expected to include APA citations when using or quoting the published work of others.

Refer to these Tips for documenting direct quotes in a discussion posting or paper.

See: "short quotations" and "long quotations" and "summary or paraphrase."


Technology Requirements and Assistance

This is a web-based distance education course and all of the content, activities and the student-to-student and student-to-faculty interactions for this course will take place through the learning management software.

It is important to be able to access and use this system in order to be successful in the course. Check your computer settings to make sure the technology works for you.

 

important!Librarian's Help Resources

The UW-Stout Library offers many resources to assist you.
NOTE: All of these links will open in a new window. Close the window to return to this page.

Ann Vogl, Stout's distance learning librarian, will be happy to answer any library-related questions you might have. Ann's contact info is: https://www.uwstout.edu/directory/voglan