Teaching Elementary School (K 6) Mathematics I

MAE 4310- esi!ency "ohort

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The College of Education "AEs

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esearch, and Ethics/Diversity. These are key tenets in the Conceptual Frameork of the
College of Education. Competence in these ideals ill provide candidates in educator
preparation programs ith skills, knoledge, and dispositions to be successful in the
schools of today and tomorro. For more information on the Conceptual Frameork, visit!
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E-Mail% klarndt$mail.usf.edu
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2an de 3alle, 4., 5arp, 5., 6 7ay03illiams, 4. )&'+,-. Elementary and 8iddle
9chool 8athematics. )*
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Ed-. 7oston, 8:! :llyn and 7acon (EMSM)
"o*rse (*r,ose%
This course is re"uired in the undergraduate programs in Elementary Education )5 ; <- and
9pecial Education for students ho have been admitted to the College of Education. This
course provides for the development of knoledge and skill necessary to prepare students
to assume roles as teachers of mathematics in elementary and special education classes.
9uch a course is recommended by the =ational Council of Teachers of 8athematics )=CT8-
in its >uidelines for the ?reparation of Teachers.
"o*rse -oals an! &./ecti0es%
The purpose of this course is to provide opportunities for pre0service teachers to examine
their understanding of various mathematics topics and to construct a vision of
mathematics that considers the goals and assumptions of the current reform movements
in mathematics education. Content, methods, and materials for teaching elementary
school mathematics ill be examined ith a focus on ?roblem 9olving, 3hole =umber
concepts, and @ational =umber concepts.
Upon completion of this course, students will have demonstrated:
+. 5noledge of the maAor goals and characteristics, including scope and
se"uence, of elementary school mathematics programs, and aspects of
theories of learning as applied to the planning and instruction for the
teaching of elementary school mathematics.
&. 5noledge of the current developments in education, including research that
may aBect the elementary school mathematics curriculum.
,. 5noledge of the properties of a number system and their application in the
teaching of elementary school mathematics.
.. 5noledge of pre0number concepts and ideas and their application in the
teaching of elementary school mathematics.
/. 5noledge of numeration concepts and principles and their application ithin
the Cindu0:rabic 9ystem.
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<. 5noledge of the hole number concepts, principles and computational skills
)algorithms- and their application in the teaching of elementary school
mathematics.
D. 5noledge of number theory concepts and principles and their application in
the teaching of elementary school mathematics.
*. 5noledge of rational number )fraction and decimal- concepts, principles and
the computational skills )algorithms- and their application in the teaching of
elementary school mathematics.
1. 5noledge of problem0solving processes/strategies and their application in
the teaching of elementary school mathematics.
Tentati0e "o*rse &*tline%
1ee
2
3ates To,ic Assignment 3*e
+ 4an 1 Ch +! Teaching ith 9tandards
Ch &! Doing mathematics
& 4an +< Ch ,! ?roblem 9olving ?roblem 9olving for :ll E +
, 4an &, Ch .! ?lanning 3eekly Fog +
. 4an ,' Ch /! :ssessment 2ideo CC8?E+
/ Feb < Ch <! Teaching ith E"uity
Ch D! Teaching ith Tech
3eekly Fog &
< Feb +, Ch *! =umber 9ense 3eekly Fog ,
F@?E+
D Feb &' Ch 1! Gperation 8eaning 3eekly Fog .
Common Core TraAectory
* Feb &D Ch +'! 8astering Facts 2ideo CC8?E&
?roblem 9olving for :ll E &
1 8arch < Ch ++! ?lace 2alue 3eekly Fog /
Content Exam +
+' 8arch
&'
Ch +&, +,! Computation
9trategies
3eekly Fog <
F@?E&
++ 8arch
&D
Chapter +.! :lgebraic Thinking Critical Task! Fesson ?lan
Gbservation
+& :pril , Chapter +/! Fraction Concepts 3eekly Fog D
+, :pril +' Chapter +/! Fraction Concepts 2ideo CC8?E,
?roblem 9olving for :ll E ,
+. :pril +D Chapter +<! Faction
Computation
3eekly Fog *
8ath Teaching ?latform
+/ :pril &. 3rap0%p Content Exam &
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3escri,tion o4 Assignments5Assessments
1ee2ly 6ogs% 3eekly logs ill have & purposes, )+- to help the resident maximiHe
the learning and engagement during the time in the 50< classroom )&- to help the
resident understand his/her on culture and the culture of the students in the 50<
classroom.
Each eek, the resident ill identify a speciIc goal)s- that she/he ould like to
address during the period for mathematics teaching in the 50< classroom )Due on
8onday of each eek-. ?arts of the log must be Illed out in the beginning of the
eek and other parts must be completed at the end of the eek. The log should
facilitate conversation beteen the resident and the cooperating teacher. The Inal
end of the eek log is due by 9unday at midnight.
Jn addition the log ill serve as a space for the instructor to provide prompts that
ill ask the preservice teacher to reKect upon )+- her/his culture and identity as a
mathematical learner, )&- the cultures and mathematical identities of the students
in her/his internship, and ),- the characteristics of the mathematics community
that is being established in the internship classroom.
7igsa8 ea!ing Assignments
These are given throughout the semester. Gn designated class meetings, you ill
be assigned a portion of a reading from you textbook for homeork, and you ill
be the LexpertM on this portion of the reading. Nou ill rite +0& pages summariHing
and explaining your portion of the chapter to a colleague.

(ro.lem Sol0ing 4or All
9tudents ill rite/adapt problem solving problems in such a ay that they reKect
the interests and experiences of the speciIc students in their internship
classrooms. Nou ill dra on information from your eekly logs and provide
evidence that you have taken your studentsM cultures and identities into account
hile planning your problem solving problems.
6in2ing esearch to (ractice (6( 91 : 9$)
There ill be a minimum of to opportunities this semester for preservice teachers
to read current research related to the teaching of elementary school mathematics
and to use that research to inform teaching opportunities among peers and in the
internship setting.
Math Teaching (lat4orm
This is a brief )&0. sentences- statement that captures your vision for your role as a
mathematics teacher of elementary school students.
"ommon "ore Mathematical (ractices ;i!eo (ort4olio (""M( 91< $< an! 3)
This semester ill focus on the Irst , of the Common Core 8athematical ?ractices.
9tudents ill learn about and practice the actions that teachers can take to
support student engagement in these practices. For each of the three practices,
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students ill create a portfolio that ill consist of! )+- video of the student
supporting this practice in a micro0teaching context ith peers, )&- & video clips of
the student supporting this practice in a 50/ classroom, and ),- a reKection about
these videos.
E9E Consultation! This assignment ill provide the resident ith an opportunity to
consult ith a special education maAor preservice teacher in relation to 8?E+ and
ho to diBerentiate to meet the needs of E9E students. :dditional details about
this assignment ill be posted on Canvas.
"ommon "ore "ontent Stan!ar!s Tra/ectory
9tudents ill create a traAectory that links Common Core content standards across
grade levels.
"ritical Tas2% 6esson ,lan o.ser0ation
Candidates ill observe a mathematics lesson being taught in a 50/ classroom.
During the observation, the candidates ill take Ield notes. Folloing the
observations, the candidates ill complete a post0observation report in hich they
reKect upon key areas related to instruction, assessment, and e"uity.
"ontent E+am 1 : $
The purpose of these exams is to assess preservice teacher mastery of
specialiHed content knoledge and pedagogical content knoledge related to the
teaching of number, operations, place value, fraction, and algebraic thinking that
is necessary for eBective teaching at the elementary school level.
Assessments
Assignment Total (oints 3*e 3ates
3eekly Fog )* x , points- &.
+/&<, &/1, &/+<, &/&,, ,/1,
,/&,, ./<, ./&'
4igsa @eadings )D x , points- &+ T7D
?roblem 9olving for :ll ), x / points- +/ +/+<, &/&D, ./+'
Finking @esearch to ?ractice )& x +*
points-
,< &/+,, ,/&'
8ath Teaching ?latform , ./+D
2ideo CC8? ), x < points- +* +/,', &/&D, ./+'
CCC9 TraAectory / &/&'
C@JTJC:F T:95 Fesson ?lan
Gbservation
+/
,/&D
Content Exam + &, ,/<
Content Exam & &/ ./&.
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A?@ ASSI-?ME?TS TA?E3 I? 6ATE 1I66 E"EI;E B
"E3ITC A?@ ASSI-?ME?TS M&E TDA? 1 1EEK 6ATE
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1I66 ESA6T I? A 0C
3e,artment -ra!ing Scale%
The "ollege o4 E!*cation re)*ires a minim*m o4 a "- in this co*rseC
1.0+''O : 1'01,O :0
*D0*1O 7P *.0*<O 7 *'0*,O 70
DD0D1O CP D.0D<O C D'0D,O C0
<D0<1O DP <.0<<O D <'0<,O D0
Atten!ance (olicy
9tudents are expected to attend all scheduled class sessions. Coever, due to
circumstances beyond your control )ex! illness- or ithin your control )ex! out of ton trip-
you may be absent during the semester at some point. :ll students are allotted one
absence )ithout regard to reason- ithout penalty. Nour Inal course grade ill be loered
for each absence in excess of one )example! 70 to CP-. :s a courtesy to your instructor
and your classmates, please let me kno hen you ill be out of class so that
accommodations in group structure, etc. can be made. Jf absent, it is your responsibility to
ensure any assignments due are turned in, and to Ind out hat tasks you need to
complete. ?lease note that given the hands0on nature of our course, many in0class
activities cannot be Qmade up.Q
Mo!iEcations To This Sylla.*s
J reserve the right to make changes in the readings, schedule of readings, assignments, and
evaluation )grading- criteria. Changes in assignments may be arranted because of
participantsM interests, etc.R these changes ill be discussed in the class.
Aca!emic Integrity
?lagiarism is deIned as Qliterary theftQ and consists of the unattributed "uotation of the
exact ords of a published text or the unattributed borroing of original ideas by
paraphrase from a published text. Gn ritten papers for hich the student employs
information gathered from books, articles, or oral sources, each direct "uotation, as ell as
ideas and facts that are not generally knon to the public0at0large, must be attributed to
its author by means of the appropriate citation procedure. Citations may be made in
footnotes or ithin the body of the text. ?lagiarism also consists of passing oB as oneSs
on, segments or the total of another personSs ork.
?unishment for academic dishonesty ill depend on the seriousness of the oBense and
may include receipt of an QFQ ith a numerical value of Hero on the item submitted, and
the QFQ shall be used to determine the Inal course grade. Jt is the option of the instructor
to assign the student a grade of QFQ of QFFQ )the latter indicating dishonesty- in the course.
3etection o4 (lagiarism
The %niversity of 9outh Florida has an account ith an automated plagiarism detection
service, hich allos instructors to submit student assignments to be checked for
plagiarism. J reserve the right to +- re"uest that assignments be submitted to me as
electronic Iles and &- electronically submit to 9afe:ssignment.com, or ,- ask students to
submit their assignments to 9afe:ssignment.com through my%9F. :ssignments are
compared automatically ith a database of Aournal articles, eb articles, and previously
submitted papers. The instructor receives a report shoing exactly ho a studentSs paper
as plagiariHed.
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St*!ents 8ith 3isa.ility Accommo!ations Statement%
9tudents in need of academic accommodations for a disability may consult ith the oTce
of 9ervices for 9tudents ith Disabilities to arrange appropriate accommodations.
9tudents are re"uired to give reasonable notice )typically / orking days- prior to
re"uesting an accommodation.
AS# (olicy on eligio*s &.ser0ances %
9tudents ho anticipate the necessity of being absent from class due to the observation of
a maAor religious observance must provide notice of the date)s- to the instructor, in
riting, by the second class meeting.
A remin!er%
Jn the event of an emergency, it may be necessary for %9F to suspend normal operations.
During this time, %9F may opt to continue delivery of instruction through methods that
include but are not limited to! 7lackboard, Jlluminate, 9kype, and email messaging and/or
an alternate schedule. JtMs the responsibility of the student to monitor 7lackboard site for
each class for course speciIc communication, and the main %9F, College, and department
ebsites, emails, and 8o7ull messages for important general information.
UThis proAect has been approved through the Cillsborough County ?ublic 9chools
@esearch @evie process. =ote that individual student information is protected under
the Family Educational @ight and ?rivacy :ct )FE@?:-. The %niversity of 9outh Florida and
the Cillsborough County ?ublic 9chools both ant to ensure that studentsM records are
protected and that teachers and potential teachers have the most appropriate training
opportunities. 9tudent information )50+&- collected for this task ill =GT include
information that identiIes the individual student and any information/data collected ill
=GT be retained )e.g., videos ith students in them, copies of student ork, audio
recordings of student intervies, etc.- past the completion of the course and the
assignment of a grade by the instructors/professors.
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