UNIVERSITY OF REGINA
FACULTY OF EDUCATION

EMTH 215-040
FALL 2003

THEORY AND PRACTICE IN TEACHING MATHEMATICS IN THE ELEMENTARY SCHOOL

TIME: 1:30-4:20 Thursdays

INSTRUCTOR: Mhairi (Vi) Maeers Ph. D.
OFFICE: ED 340
TELEPHONE: 585-4601
E-MAIL: maeers@uregina.ca

Web Addresses:

http://uregina.ca/maeers
http://MathCentral.uregina.ca
http://www.schoolnet.ca/
http://www.sasked.gov.sk.ca

Class Schedule

1.0 Course Description and Objectives:

This course examines the structure of mathematics and methodology related to curriculum topics, including problem solving, rational numbers, and geometry. A critical, resource-based approach will be used to enable students to become familiar with, and make wise choices about, a variety of teaching strategies and curriculum materials.

As a result of this course, students will be able to:

1.1 Use the Saskatchewan Education Elementary Mathematics Curriculum (text and on-line version) in relation to (a) selecting appropriate objectives and learning experiences, (b) selecting appropriate resources and materials, and (c) selecting appropriate assessment strategies;

1.2 Plan pre-school and elementary years school mathematics learning activities--activities, lessons, and units;

1.3 Select and use appropriate resources effectively in teaching elementary years school mathematics;

1.4 Effectively use concrete materials in teaching mathematics;

1.5 Become familiar with and knowledgeable about the mathematics content appropriate to Pre-Kindergarten through Grade 3;

1.6 Design effective classroom mathematics learning environments;

1.7 Become familiar with and be able to evaluate and discriminate appropriate (computer) technology-related mathematics resources for effective use in classrooms (e. g., resources such as web sites, software, on-line chat facilities, GrassRoots projects) and be able to effectively integrate these resources into teaching/learning environments.

2.0 Resource Materials:

Copley, Juanita V. (2000). The Young Child and Mathematics. Washington, DC: National Association for the Education of Young Children.

Throughout the course you will be expected to become familiar with other readings, some of which will be distributed in class and other readings which will be available online or which you will be required to locate (physically or virtually).

3.0 Proposed Topics:

Mathematical topics will be selected from the following:
3.1 Problem solving and critical and creative thinking
3.2 Number theory -- factors, multiples, primes, and composites
3.3 Rational numbers
3.4 Geometry
3.5 Data management and analysis and probability
3.6 Measurement
3.7 Mathematical operations
3.8 Numeration
3.9 Mathematics and the environment

Interwoven with the selected mathematical topics will be the philosophical/psychological/pedagogical/technological component of the class, which will include the following areas of study:

• The nature of mathematics
• The nature of the young child
• Psychological theories influencing the learning of mathematics
• The Saskatchewan Elementary Mathematics Curriculum Guide
• Aims, Goals, and Objectives in Mathematics' Education
• Use of information technology in mathematics teaching and learning
• Equity issues in mathematics instruction
• Evaluation of student achievement
• Children's literature as it relates to learning mathematics at the elementary level
• Planning for instruction: activities, lessons, units, thematic topics, group organization, cooperative learning, etc.
• Making the teaching and learning of mathematics come alive for learners
• Appropriate use of (computer-related) technology in the classroom

While it is an integral part of the course to address mathematics content appropriate for the elementary years, it would be impossible to cover all aspects of all topics at all Pre-K-grade 3 levels. Therefore, it is incumbent upon each student to come to class prepared to interact with the topic under study.

Prior to embarking on a new class topic, you will ALL be expected to read the textbook which will help to prepare you for the topic you are going to interact with in class. Please come to class with questions about the reading material and/or topic. In other words, do your homework, come to class prepared and ready to interact with each other and with the mathematics.

You may also be given some hard copy articles to read, you may get some references for articles to read in the library, and/or you may be given some online full-text articles (these will be available on this site at the same location as the chapter assignments). You may also be given some website addresses and some software titles to refer to, some references for children's literature appropriate to the topic, and a list of manipulatives and activities using these manipulatives. You will be exposed to a rich array of resources that are pertinent to the topics of study and which provide added value to the learning experience of that topic.

In class we will spend some time reviewing the highlights of the chapter, but we will not have time to go through each chapter in detail and also do any meaningful activities, and also examine the curriculum. It is critical that you read the textbook chapter before studying that chapter in class and then through your questions/concerns we can address more than the chapter highlights during class time.

Chapters 1, 2 and 3 I will weave into all the content work that we do in the other chapters. The five major chapters that address the course content are:

• Chapter 4: Number and Operations in the Early Childhood Curriculum
• Chapter 5: Patterns, Functions, and Algebra in the Early Childhood Curriculum
• Chapter 6: Geometry and Spatial Sense in the Early Childhood Curriculum
• Chapter 7: Measurement in the Early Childhood Curriculum
• Chapter 8: Data Analysis and Probability in the Early Childhood Curriculum

In class we will address the content in the above chapters--AND we will also explore other related material, including library reference material, online resources, computer software, children's literature, manipulatives, and other text and reference material. This class assumes an active, hands-on, experiential, constructivist approcah to the learning and teaching of mathematics. Much of our class time together will incorporate group exploration work, collaboration, discovery, problem solving, and conversation. Come prepared to share your knowledge and experience of how young children learn mathematics and also come prepared to engage in discussion regarding appropriate child-centred ways of teaching mathematics.

I have decided to have a final exam during exam week. This exam will address course content--that is, content from your textbook AND from other readings. This content will include mathematical content AND mathematical pedagogical content. Please try to keep up to date with your textbook and other reading throughout the semester.

Many of our classes will have the following components--not necessarily in the following order:

1. Short presentation/lecture
2. Discussion of ideas and readings--including textbook chapters and other material
3. Exit slips addressing pertinent class issues
4. Short break
5. Hands-on activity time--where you will explore mathematical concepts through a variety of materials (including children's literature, manipulatives, software, web sites, trade books, etc)

4.0 Proposed Format for Evaluation:

See links below for detailed information about the assignments:

4.1 Lesson plan (pairs) -- 10% -- due October 2
4.2 Mathematics resource kit (individual or pairs) -- 40% -- due November 20
4.3 End of semester exam -- 30% -- in official exam time
4.4 Exit slips--(almost) every week--individual--10%
4.5 Attendance/participation/discretionary --10%

University and Faculty of Education Regulations: A Summary

1. Attendance and Punctuality
Regular and punctual attendance is very important in the Faculty of Education because courses are often based on participation and experiential learning rather than lecture. As well, group activities and assignments are often negatively affected by the absence of students.

2. Cheating
This includes but is not limited to dishonest or attempted dishonest conduct at tests or examinations, in which use is made of books, notes, diagrams or other aids not authorized by the examiner. It includes communicating with others for the purpose of obtaining information, copying from the work of others, and purposely exposing or conveying information to other students who are taking the test or examination. (University of Regina General Calendar, 2002-2003, p. 29).

3. Harassment
All members of the University community are entitled to a professional working and learning environment free of harassment and discrimination. This entitlement, however, carries with it the expectation that all members of the University community will conduct themselves in an appropriate and responsible manner, with due respect and regard for the rights of others. No member of the university community shall cause or participate in discrimination against or harassment of another person.

4. Late Assignments
Action regarding late assignments may vary from instructor to instructor. Expectations or due dates for assignments, as well as the marks that may be deducted for late assignments should be noted in the course syllabus. (For example, some instructors deduct one mark for each day late.)

5. Plagiarism
The Faculty of Education encourages students to obtain materials from multiple and varied sources for assignments; however, it is a student's responsibility to acknowledge the sources when submitting work for credit.

6. Special Needs
Students who, because of a disability, may have a need for accommodations, please discuss this with your instructor as soon as possible. You could also contact the Coordinator of Special Needs Services at 585-4631.

7. Unprofessional Conduct
The Faculty of Education has established sound and reliable criteria and procedures for evaluating the suitability of aspiring teachers. The criteria specify appropriate conduct for students in teacher education programs. The procedures specify processes for screening, regulating and monitoring professional conduct.