Schedule Fall 2004

Fall 2004

EMTH 215-010 and 020

Tuesdays and Thursdays 1:00-2:15 (010) and 2:30-3:45 (020)

Tentative Evolving Schedule

Click here for a basic schedule of topics and tasks.

Date

Course Content

Assignments Due/Things to Think About and Do in Preparation for Class

Chapter/Additional Readings/References

Exit Questions (each worth 2%--total of 20%)

September 7
Introduction and Overview of EMTH 215

Introductions
Math test/discussion
Course outline/discussion
Course schedule
EMTH 215 WebCT portal and BLOG overview

September 9
Introduction and Overview of EMTH 215

Class pictures
Story/discussion
Textbook scavenger hunt
Discussion about alternative assignment

Come to class today having spent a few minutes familiarizing yourself with the EMTH 215 WebCT portal (which links to the mathed site), checking out my BLOG, and generallly becoming aware of how to access information and participate electronically in this class.

Please bring your text to class today. Make sure to take a few minutes to browse the text before coming to class.

Before next Tuesday please read the BLOG question on the first week of the course and comment on it.

September 14
Chapter 1: On learning and Teaching Mathematics

Influences on mathematics education
On learning mathemematics
On teaching mathematics
There will be questions on the chapter
There are also available some notes on the chapter.
Online mathematics resources--where to find them and how to evaluate them
Read chapter 1 of your text for today and come prepared to engage in discussion about some of the key issues in this chapter.

WebCT Discussions Zone question/response on chapter 1--any time this week--until September 21.

September 16

Curriculum walkthrough--hard copy and online; scavenger hunt
Components of a good mathematics lesson (plan)?--we will look at the text p. 29 and also at the curriculum guide--and at any other resources you have available to you.
Small group lesson planning
Exit question on chapter 1.

Check out the photo gallery. I think you may wish some retakes. I need to take pictures of those I missed. There are still some of you that I cannot quite 'place' from the pictures I took. Please help me out and let me know if I've attached the right name to the photo.

September 21
Pre-Number Concepts and Activities

Montessori
Montessori worksheet
Montessori and math site
Read one article or book chapter about Montessori or interview someone who is familiar with Montessori. Come to class ready to share/discuss some of the contributions that Montessori has made to (mathematics) education.

What are pre-number concepts and why are they important?

Some pre-number sites to explore:

http://math.about.com/cs/earlynumeracy/
index.htm

http://math.about.com/blbeginnings.htm

Exit question on Montessori.

September 23 Mathematics games/activities for the outdoors--small groups will each prepare a game for the rest of the class to engage in. You will have time in class to do this preparation. On Sept. 28 you will teach the rest of the class your game. Come to class today with an idea for an outdoor mathematics game/activity. Try to find a good game that can be played outdoors and that has mathematical potential. Go online and see what you can find. Give us the URL for any good game that you find. Share your ideas within your group. Practice this game in the math lab or outside!!!

September 28 Math in the outdoors--at the university. Take us outside the math lab--outside the building!! Come prepared to engage in games/activities that address substantive mathematics that occur outside of the classroom. Each group will teach the rest of the class their game. Each game needs to be submitted electronically to the WebCT EMTH 215 Mathematical Games assignment space.

Please address the games question in the WebCT Discussions Zone--any time before Oct. 12.

September 30 OCRE Some OCRE pictures may soon appear at this link.

October 5 Today I will be working with a delegation from South America and will not be available to be with you in the lab. I suggest that today you complete the reflection and write up for your math game and submit it electronically to the WebCT site; also spend some time reading all of the Discussion Forum questions

October 7
Chapter 4 -- Developing Number Concepts

Working with junk--> Pre-Number concepts & activities
workjobs (from Mathematics their Way)
basic number concept-building activities
activity centres based on Numbers and Operations concepts
designing mathematics activities for young children based on Numbers and Operations concepts
organizing/managing a mathematics resource-rich classroom

What are pre-number concepts and why are they important?

Some pre-number sites to explore:

http://math.about.com/cs/earlynumeracy/
index.htm

http://math.about.com/blbeginnings.htm

See NCTM website at http://www.nctm.org/

Especially visit the link to the NCTM Standards website.
http://standards.nctm.org/
document/chapter4/index.htm

Visit the Mathematics Their Way website and go to the Centre for Innovation store

Please read about the philosophy behind Mathematics Their Way and come to class with one idea from MTW to share with others.

Read chapter 4 of your text. See the chapter 4 notes link for a summary of the chapter. There are also questions on chapter 4 available here.

Bring to class one children's book that relates to numbers and operations and that addresses mathematics at an elementary (K-5) level. Be prepared to read your story to others and also be prepared to demonstrate and discuss the mathematics of your story and how you would use this story to engage young children in learning mathematics.

See some Other great math books

Exit question on chapter 4.

WebCT Discussions Zone question/response on chapter 4--sometime this week -- until Oct. 12.

October 12
Chapter 3 -- Problem Solving

Solving problems (for our own pleasure)
Mathemagic
Creating and posting problems--for others to solve

See NCTM Standards website
http://standards.nctm.org/
document/chapter4/index.htm

Information about your resource kit

Read chapter 3 of your text. See the chapter 3 notes link for a summary of the chapter. There are also questions on chapter 3 available here.

Bring to class some children's books that relate to problem solving and that address mathematics at an elementary (K-5) level [I do not think that EACH of you need to bring a book; appoint someone in your group (e.g., games group) to bring some books for Oct. 12. Be prepared to discuss aspects of your story with others and also be prepared to demonstrate and share the mathematics of your story and how you would use this story to engage young children in learning mathematics. It would be helpful if each table could record the book titles and authors and a short description of how the book would be used to teach math (do this WHILE you share the books) and pass this list to either Darla or Tabby (they will compile a list of books for each topic and post it to WebCT).

Why is problem solving so important in knowing mathematics?

Exit question on chapter 3.

OPTIONAL participation in the WebCT Discussions Zone conversation on chapter 3.

October 14 Problem solving continued

October 19 Chapter 5 -- Developing an Understanding of Numeration
Read chapter 5 of your text.
See the chapter notes here for a summary of the chapter. There will also be questions on chapter 5 available here.
Exit question on chapter 5.

Discussion Zone participation will be optional for numeration.

October 21 Numeration continued

October 26

Chapter 6 -- Developing Whole Number Operations: Concepts and Basic Facts

See NCTM Standards website
http://standards.nctm.org/
document/chapter4/index.htm

activity centres based on whole number operations: concepts and basic facts
designing mathematics activities for young children based on whole number operations: concepts and basic facts
Read chapter 6 of your text.
See the chapter notes here for a summary of the chapter. There will also be questions on chapter 6 available here.

Discussion Zone participation will be optional for numeration.

Bring to class some children's books that relate to numbers and operations and that address mathematics at an elementary (K-5) level [I do not think that EACH of you need to bring a book; appoint someone in your group (e.g., games group) to bring some books for Oct. 26. Be prepared to discuss aspects of your story with others and also be prepared to demonstrate and share the mathematics of your story and how you would use this story to engage young children in learning mathematics. It would be helpful if each table could record the book titles and authors and a short description of how the book would be used to teach math (do this WHILE you share the books) and pass this list to either Darla or Tabby (they will compile a list of books for each topic and post it to WebCT).

Exit question on chapter 6.

OPTIONAL participation in the WebCT Discussions Zone conversation on chapter 6.

October 28 Operations continued

November 2
Chapter 8 --Developing Geometric Thinking and Spatial Sense

See NCTM Standards website
http://standards.nctm.org/
document/chapter4/index.htm
Read chapter 8 of your text. See the chapter notes here for a summary of the chapter. There will also be questions on chapter 8 available here.

What is 'spatial sense?'

OPTIONAL participation in the WebCT Discussions Zone conversation on chapter 8

November 4
No class today--School Plus Congress

November 9
Geometry continued

activity centres based on Geometry and Spatial Sense concepts
designing mathematics activities for young children based on Geometry and Spatial Sense concepts

November 16
Geometry continued--tessellations

Beginning fractions

Exit question on chapter 8.

November 18
I will not be able to be with you today, so I have prepared an online scavenger hunt for geometry, data management, number theory and rational numbers.

Please do this scavenger hunt in place of coming to class, or if you wish, do it some other time before November 23. Please submit to me on November 23 the completed scavenger hunt.

The completed scavenger hunt will count as marks towards your exit slip part of the course evaluation. (I have given marks for chapters 1, 4, 3, 5, and 8 and Montessori, and will give marks for chapter 13--marks so far total out of 14; I will allocate 6 marks to this scavenger hunt).

Please go here to enter the scavenger hunt.

OPTIONAL participation in the WebCT Discussions Zone conversation on chapter 12.

November 23
Chapter 13 -- Developing Fraction Concepts and Computation

For pictures of our fraction activities click here.

Everyone should bring something to "share," "divide up into equal portions," "cut into equal amounts," etc (Suggestion--cookies, a pie, pizza, juice)

Read chapter 13 of your text.

Exit question on chapter 13.

What is meant by a "fair share?"

OPTIONAL participation in the WebCT Discussions Zone conversation on chapter 13.

November 25 Open--possibly some time to get ready for final project presentations;perhaps do a data management activity (e.g., Smartie graph)

November 30
Sharing of Resource Kits--everyone should "present" their kits to others in class--and to special invited guests (e. g., teachers).

I will take digital still pictures of your work and possibly digital video pictures. These pictures will be posted to the course website for you to download if you wish.
Your entire kit and the accompanying write-up is due today. It is worth 40% of your mark. The "presentation" of your kit is part of this assignment. As with the math games, you will need to design a feedback sheet to give to about 5 of your colleagues.

December 2
Sharing of Resource Kits--everyone should "present" their kits to others in class--and to special invited guests (e. g., teachers).

I will take digital still pictures of your work and possibly digital video pictures. These pictures will be posted to the course website for you to download if you wish.
Your entire kit and the accompanying write-up is due today. It is worth 40% of your mark. The "presentation" of your kit is part of this assignment. As with the math games, you will need to design a feedback sheet to give to about 5 of your colleagues.

Date	Course Content	Assignments Due/Things to Think About and Do in Preparation for Class Chapter/Additional Readings/References Exit Questions (each worth 2%--total of 20%)
September 7	Introduction and Overview of EMTH 215 Introductions Math test/discussion Course outline/discussion Course schedule EMTH 215 WebCT portal and BLOG overview
September 9	Introduction and Overview of EMTH 215 Class pictures Story/discussion Textbook scavenger hunt Discussion about alternative assignment	Come to class today having spent a few minutes familiarizing yourself with the EMTH 215 WebCT portal (which links to the mathed site), checking out my BLOG, and generallly becoming aware of how to access information and participate electronically in this class. Please bring your text to class today. Make sure to take a few minutes to browse the text before coming to class. Before next Tuesday please read the BLOG question on the first week of the course and comment on it.
September 14	Chapter 1: On learning and Teaching Mathematics Influences on mathematics education On learning mathemematics On teaching mathematics There will be questions on the chapter There are also available some notes on the chapter. Online mathematics resources--where to find them and how to evaluate them	Read chapter 1 of your text for today and come prepared to engage in discussion about some of the key issues in this chapter. WebCT Discussions Zone question/response on chapter 1--any time this week--until September 21.
September 16	Curriculum walkthrough--hard copy and online; scavenger hunt Components of a good mathematics lesson (plan)?--we will look at the text p. 29 and also at the curriculum guide--and at any other resources you have available to you. Small group lesson planning	Exit question on chapter 1. Check out the photo gallery. I think you may wish some retakes. I need to take pictures of those I missed. There are still some of you that I cannot quite 'place' from the pictures I took. Please help me out and let me know if I've attached the right name to the photo.
September 21	Pre-Number Concepts and Activities Montessori Montessori worksheet Montessori and math site	Read one article or book chapter about Montessori or interview someone who is familiar with Montessori. Come to class ready to share/discuss some of the contributions that Montessori has made to (mathematics) education. What are pre-number concepts and why are they important? Some pre-number sites to explore: http://math.about.com/cs/earlynumeracy/ index.htm http://math.about.com/blbeginnings.htm Exit question on Montessori.
September 23	Mathematics games/activities for the outdoors--small groups will each prepare a game for the rest of the class to engage in. You will have time in class to do this preparation. On Sept. 28 you will teach the rest of the class your game.	Come to class today with an idea for an outdoor mathematics game/activity. Try to find a good game that can be played outdoors and that has mathematical potential. Go online and see what you can find. Give us the URL for any good game that you find. Share your ideas within your group. Practice this game in the math lab or outside!!!
September 28	Math in the outdoors--at the university. Take us outside the math lab--outside the building!!	Come prepared to engage in games/activities that address substantive mathematics that occur outside of the classroom. Each group will teach the rest of the class their game. Each game needs to be submitted electronically to the WebCT EMTH 215 Mathematical Games assignment space. Please address the games question in the WebCT Discussions Zone--any time before Oct. 12.
September 30	OCRE	Some OCRE pictures may soon appear at this link.
October 5	Today I will be working with a delegation from South America and will not be available to be with you in the lab. I suggest that today you complete the reflection and write up for your math game and submit it electronically to the WebCT site; also spend some time reading all of the Discussion Forum questions
October 7	Chapter 4 -- Developing Number Concepts Working with junk--> Pre-Number concepts & activities workjobs (from Mathematics their Way) basic number concept-building activities activity centres based on Numbers and Operations concepts designing mathematics activities for young children based on Numbers and Operations concepts organizing/managing a mathematics resource-rich classroom	What are pre-number concepts and why are they important? Some pre-number sites to explore: http://math.about.com/cs/earlynumeracy/ index.htm http://math.about.com/blbeginnings.htm See NCTM website at http://www.nctm.org/ Especially visit the link to the NCTM Standards website. http://standards.nctm.org/ document/chapter4/index.htm Visit the Mathematics Their Way website and go to the Centre for Innovation store Please read about the philosophy behind Mathematics Their Way and come to class with one idea from MTW to share with others. Read chapter 4 of your text. See the chapter 4 notes link for a summary of the chapter. There are also questions on chapter 4 available here. Bring to class one children's book that relates to numbers and operations and that addresses mathematics at an elementary (K-5) level. Be prepared to read your story to others and also be prepared to demonstrate and discuss the mathematics of your story and how you would use this story to engage young children in learning mathematics. See some Other great math books Exit question on chapter 4. WebCT Discussions Zone question/response on chapter 4--sometime this week -- until Oct. 12.
October 12	Chapter 3 -- Problem Solving Solving problems (for our own pleasure) Mathemagic Creating and posting problems--for others to solve See NCTM Standards website http://standards.nctm.org/ document/chapter4/index.htm Information about your resource kit	Read chapter 3 of your text. See the chapter 3 notes link for a summary of the chapter. There are also questions on chapter 3 available here. Bring to class some children's books that relate to problem solving and that address mathematics at an elementary (K-5) level [I do not think that EACH of you need to bring a book; appoint someone in your group (e.g., games group) to bring some books for Oct. 12. Be prepared to discuss aspects of your story with others and also be prepared to demonstrate and share the mathematics of your story and how you would use this story to engage young children in learning mathematics. It would be helpful if each table could record the book titles and authors and a short description of how the book would be used to teach math (do this WHILE you share the books) and pass this list to either Darla or Tabby (they will compile a list of books for each topic and post it to WebCT). Why is problem solving so important in knowing mathematics? Exit question on chapter 3. OPTIONAL participation in the WebCT Discussions Zone conversation on chapter 3.
October 14	Problem solving continued
October 19	Chapter 5 -- Developing an Understanding of Numeration	Read chapter 5 of your text. See the chapter notes here for a summary of the chapter. There will also be questions on chapter 5 available here. Exit question on chapter 5. Discussion Zone participation will be optional for numeration.
October 21	Numeration continued
October 26	Chapter 6 -- Developing Whole Number Operations: Concepts and Basic Facts See NCTM Standards website http://standards.nctm.org/ document/chapter4/index.htm activity centres based on whole number operations: concepts and basic facts designing mathematics activities for young children based on whole number operations: concepts and basic facts	Read chapter 6 of your text. See the chapter notes here for a summary of the chapter. There will also be questions on chapter 6 available here. Discussion Zone participation will be optional for numeration. Bring to class some children's books that relate to numbers and operations and that address mathematics at an elementary (K-5) level [I do not think that EACH of you need to bring a book; appoint someone in your group (e.g., games group) to bring some books for Oct. 26. Be prepared to discuss aspects of your story with others and also be prepared to demonstrate and share the mathematics of your story and how you would use this story to engage young children in learning mathematics. It would be helpful if each table could record the book titles and authors and a short description of how the book would be used to teach math (do this WHILE you share the books) and pass this list to either Darla or Tabby (they will compile a list of books for each topic and post it to WebCT). Exit question on chapter 6. OPTIONAL participation in the WebCT Discussions Zone conversation on chapter 6.
October 28	Operations continued
November 2	Chapter 8 --Developing Geometric Thinking and Spatial Sense See NCTM Standards website http://standards.nctm.org/ document/chapter4/index.htm	Read chapter 8 of your text. See the chapter notes here for a summary of the chapter. There will also be questions on chapter 8 available here. What is 'spatial sense?' OPTIONAL participation in the WebCT Discussions Zone conversation on chapter 8
November 4	No class today--School Plus Congress
November 9	Geometry continued activity centres based on Geometry and Spatial Sense concepts designing mathematics activities for young children based on Geometry and Spatial Sense concepts
November 16	Geometry continued--tessellations Beginning fractions	Exit question on chapter 8.
November 18	I will not be able to be with you today, so I have prepared an online scavenger hunt for geometry, data management, number theory and rational numbers. Please do this scavenger hunt in place of coming to class, or if you wish, do it some other time before November 23. Please submit to me on November 23 the completed scavenger hunt. The completed scavenger hunt will count as marks towards your exit slip part of the course evaluation. (I have given marks for chapters 1, 4, 3, 5, and 8 and Montessori, and will give marks for chapter 13--marks so far total out of 14; I will allocate 6 marks to this scavenger hunt). Please go here to enter the scavenger hunt.	OPTIONAL participation in the WebCT Discussions Zone conversation on chapter 12.
November 23	Chapter 13 -- Developing Fraction Concepts and Computation For pictures of our fraction activities click here. Everyone should bring something to "share," "divide up into equal portions," "cut into equal amounts," etc (Suggestion--cookies, a pie, pizza, juice)	Read chapter 13 of your text. Exit question on chapter 13. What is meant by a "fair share?" OPTIONAL participation in the WebCT Discussions Zone conversation on chapter 13.
November 25	Open--possibly some time to get ready for final project presentations;perhaps do a data management activity (e.g., Smartie graph)
November 30	Sharing of Resource Kits--everyone should "present" their kits to others in class--and to special invited guests (e. g., teachers). I will take digital still pictures of your work and possibly digital video pictures. These pictures will be posted to the course website for you to download if you wish.	Your entire kit and the accompanying write-up is due today. It is worth 40% of your mark. The "presentation" of your kit is part of this assignment. As with the math games, you will need to design a feedback sheet to give to about 5 of your colleagues.
December 2	Sharing of Resource Kits--everyone should "present" their kits to others in class--and to special invited guests (e. g., teachers). I will take digital still pictures of your work and possibly digital video pictures. These pictures will be posted to the course website for you to download if you wish.	Your entire kit and the accompanying write-up is due today. It is worth 40% of your mark. The "presentation" of your kit is part of this assignment. As with the math games, you will need to design a feedback sheet to give to about 5 of your colleagues.