UNIVERSITY OF REGINA
FACULTY OF EDUCATION
EMTH 215-010 and 020
FALL 2004
THEORY AND PRACTICE IN TEACHING MATHEMATICS IN THE ELEMENTARY SCHOOL
TIME: Tuesdays and Thursdays 1:00-2:15 (010) and 2:30-3:45 (020)
INSTRUCTOR: Mhairi (Vi) Maeers Ph. D.
OFFICE: ED 340 and ED 614
TELEPHONE: 585-4601 (ED 340) and 337-2402 (ED 614)
E-MAIL: maeers@uregina.ca
Office Hours: Please contact me or Elita (337-2400) and set up a time to meet with me.
Web Addresses:
http://uregina.ca/maeers
http://MathCentral.uregina.ca
http://www.schoolnet.ca/
http://www.sasked.gov.sk.ca
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 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 Kindergarten through Grade 5;
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) and be able to effectively integrate these resources into teaching/learning environments.
2.0 Resource Materials:
Cathcart, W. G., Pothier Y. M., and Vance J. H. (2004). Learning
Mathematics in the Elementary School, 4th Edition. Toronto, ON: Prentice Hall.
Throughout the course you will be expected to become familiar with other readings, some of which will be distributed
in class and some 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:
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 K-grade 5 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 be expected to read the appropriate parts of 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, come to class prepared and ready to interact with each other
and with the mathematics. During the time assigned to a topic (usually about one week) you will be expected to
answer a question on that topic in the Discussions Forum of the WebCT EMTH 215 class site; you will also be expected
to read other postings and respond substantively to at least one other posting on each topic. During the study
of a topic there will usually be an exit question that you will answer in writing at the end of class. There are
approximately 10 such questions during the semester, each of which will take about 5-10 minutes to answer.
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 and interact
in a meaningful way with the mathematics.
In class we will address the content in the above topic areas--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 approach
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, and from in-class activities. This content will include mathematical content
AND mathematical pedagogical content.
Many of our classes will have the following components--not necessarily in the following order:
4.0 Proposed Format for Evaluation:
See links below for detailed information about the assignments:
4.1 Mathematical game--in groups (mostly in class)--10% [final due date Oct. 5]
4.2 Mathematics resource kit (individual
or pairs) -- 30% -- (5% for kit presentation and 25% for kit) [due on presentation date--Nov. 30 or Dec. 2]
4.3 End of semester exam -- 20% -- in official exam time
4.4 Exit slips--(almost) every week--individual--20%
4.5 WebCT contributions/responses/participation/discretionary
--20%
There is another type of assignment that I would like to discuss with you. We have been asked to do some mathematics teaching in schools. We may be doing some tutorial work with children who are having difficulty or we may be doing some 'advanced' mathematics with grade 4 children. It will be very hard to include any school visits into our regular math class time as we only have 1 hour and 15 minutes for each class and sections 10 and 20 both have classes before and after math class. Any math that you do in schools will need to occur when you are NOT in university taking classes. It may work out for you to spend two hours every Monday morning in a school, or one hour after school on Monday and Wednesday, or have children come to the university to work with you here after school. If you are interested in this type of assignment we can work out an appropriate grading scheme and substitute this assignment for 4.2. I think two hours a week of volunteer time in a school, perhaps working with only one or two children, for about 10 weeks, keeping a log, writing out 'lessons,' reflecting on the experience, interviewing the children etc would be a very worthwhile assignment for some of you. I'm not sure if I can provide ALL of you with this kind of experience, but if you are interested I will try my best to make it happen for you.
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.