UNIVERSITY OF REGINA
FACULTY OF EDUCATION
WINTER 2002 SEMESTER

EMTH 325
Mathematics for the Elementary School Teacher

TIMES: Mondays, 12:30-3:20
INSTRUCTOR: Carol Fulton
OFFICE: 340
PHONE: 529-8935 (cel)
E-MAIL: Carol.Fulton@uregina.ca
OFFICE HOURS: Mondays, 3:30-4:30, Wednesdays & Fridays, 10:30- 12:00
WEB SITES:
http://MathCentral.uregina.ca
http://education.uregina.ca/mathed/

LINKS

Class Schedule	Faculty of Education Policies	Activity Templates
School Project Pictures
Cool Math Sites	Student Information Sheet Templates	Assignments

1.0 COURSE DESCRIPTION AND OBJECTIVES:

A calendar description of this course says "A workshop approach will be used to study the teaching of elementary school mathematics." This approach involves working together as a learning community, where we share ideas with others, learn from the ideas of others, create mathematics teaching materials, and together explore the current major issues related to mathematics teaching and learning.

In this class we will explore active learning from an investigative, problem-solving perspective using a variety of materials. We will also examine different philosophical perspectives that influence the teaching of mathematics including rationalism, constructivism, enactivism, and Indigenous ways of understanding mathematics as they relate to the curriculum and the changing nature of teaching and learning. By the end of this course students will have a feel for what it is like to structure and "live within" an enactivist/constructivist mathematical learning environment, will understand how to critically examine and effectively use a variety of mathematics teaching/learning resources, and will learn about performance assessment criteria and rubrics.

Some of the objectives of EMTH 325 are to provide opportunities for pre-service teachers to:

1.1 Examine his/her personal mathematical philosophy and understand the connection between this philosophy and math instruction, which in turn influences the curriculum as experienced by children.

1.2 Understand past and present trends in mathematics curriculum development and the impact that these trends may have on the curriculum as experienced by children.

1.3 Critically examine a variety of resources (print, non-print, computer programs, multi-media, CD-ROM, internet, videos, etc.) to complement/integrate the teaching/learning of mathematics, and to make decisions about the appropriate and effective use of these materials.

1.4 Incorporate the above resources into learning modules to be implemented in a classroom.

1.5 Explore different assessment strategies and decide on appropriate and effective strategies for different mathematics topics and learning environments, and further explore the creation of performance criteria and rubrics.

1.6 Explore mathematics across the curriculum and explore how mathematics can be a viable part of integrated thematic planning.


2.0 COURSE MODULES:

Module #1: Manipulatives and the Mathematics Curriculum

During this module we will view some videos on manipulatives in the classroom, explore the actual manipulatives (e.g., pattern blocks, geoboards, base ten blocks, cuisenaire rods, colored tiles, algebra tiles, miras, etc.), and work together in our staff groups to prepare curriculum-related student task cards at a variety of grade levels using different manipulatives. It would be desirable for these activity packages to be prepared and submitted electronically. These activity packages and the manipulatives that accompany them will form part of mathematics activity centres during a visit to an elementary school.

Module #2: Assessment

In this module we will discuss the history of assessment and some of the assessment strategies currently being encouraged/implemented to assess mathematics performance. We will examine some Sask Ed assessment initiatives and the new NCTM Assessment Standards. In staff groups we will review and apply some of these assessment strategies to work done in module # 1 and then continue to reflect on them for the remainder of the course modules. As well, you will be creating tools to assess your own learning in this course.

Module # 3 Problem Solving and Basic Operations - calculators

Research has shown that calculators can assist student understanding of basic mathematical operations. This module will show how calculators can be used effectively in the classroom.

Module # 4: Skemp and the Curriculum

In this module you will learn about the philosophy and psychology underlying Richard Skemp's structured mathematics activities, work through some of these activities in class, and work together in staff groups to find ways of linking these activities to our math curricula. [You may want to make some of these activities. If so, the print shop in the AdHum building has blackline masters for all the activities]. Each staff group will compile a short 2-3 page argument for using this material (or perhaps for not using it) and also prepare a list of about 10 activities and how they could be used in conjunction with
our curricula.


Module # 5: Philosophical Perspectives in Mathematics

How you teach mathematics is in part determined by your philosophical perspective(s) of which you may be unaware. In this module we will examine past, present as well as some emerging theories that influence mathematics teaching and learning and how they relate to our personal philosophies of education. We will also critique a variety of print and non-print resources and activities from each of the philosophical perspectives. Perspectives examined will include rationalism, constructivism, enactivism (complexity theory) and Indigenous epistemologies. A variety of games that teach mathematics and science concepts played by groups of Indigenous peoples worldwide will help us see that there are other 'ways of knowing' mathematics than have been traditionally taught in Euro-western schools.


3.0 CLASS TEXT AND REFERENCE MATERIALS:

There is no official class text. However, all students should have their own copy of the Saskatchewan Mathematics Curriculum, either at the Elementary or Middle Level-either in text, CD-ROM format, or students should have access to the Evergreen Curriculum on the Internet.

A variety of reading resources will be used throughout the class. Reference lists will be distributed when appropriate. Further readings will be distributed in class. Staff groups will engage in discussion of these readings--this will contribute to your class participation mark.

The above class structure and assignments are geared towards you contributing to your future profession, towards your becoming 'published', and towards your personal professional development. Each of the above assignments is important in light of the changing nature of curriculum and the resource-based emphasis of our provincial curriculum. All personal projects, and, where possible, all assignments, should be word processed and submitted electronically, for possible electronic publication--on Math Central or on the Math Ed web site.

4.0 PROPOSED ASSIGNMENTS AND ASSESSMENT:

In this Winter 2003 EMTH 325 class you will form 'staff' groups. Each staff will have 4 students and will, by the end of the semester, prepare a report and presentation, the subject of which will be to consider the implications of using and implementing the new Saskatchewan Mathematics Curricula at the elementary and middle levels. These presentations will reflect the modules engaged in during class and will take the form of mini workshops or classroom mathematics learning centres. Class presentations will occur towards the end of the semester. School Board members and other people will be invited.

We may be visiting at least one school, on at least one occasion, where you will work with children at various grade levels. This will occur during the regular class time. We may also have children come to the university.

4.1 Personal project (30%) + 10% for display/demonstration/presentation - Staff group report due following the presentation. Personal project due Week of April 14-18.

You will be working on a personal project related to the modules covered in the course. Your personal project will become part of the display/demonstration/presentation/ by your staff group. A proposal of what you plan to do must be submitted to be before the mid-term break along with a description of how you think it should be assessed. The marks may be negotiated with me.


4.2 Preservice-inservice conference presentation or community service project (20%).

Throughout this semester there will be opportunities for you (individually or in groups) to participate in some form of community service or presentation. A reflective paper that describes what you did, what you learned and what response you had from your participants will also be required.

Examples of what you might do include:

A. helping with the Math Camp (sometime in March)

B. presenting at teachers' convention or conference

C. presenting at WestCAST (during reading week) in Winnipeg

D. presenting at a 'special' workshop for children that we would organize. This could be a math exhibit/gallery (like a Math Fair) and we could invite children from a local school to come to the Math Lab. This may overlap with the Math Camp--depending on the nature of what we organize.

E.giving a workshop for teachers at the board office or through Saskatchewan Learning


Resources Critique - 30% Due April 9.

You will review a variety of print and non-print resources (commercially prepared materials, videos, websites, computer games, etc.) and describe how they might contribute (or not) to learning mathematical concepts. You will critique the resources in light of the philosophical perspectives discussed in class. (Minimum of 5; maximum of 10 resources).

Discretionary Marks - 10%

These marks will be credited toward outstanding work in each of the modules, the quality of your participation in class, punctuality and attendance, and handing assignments in on time. One mark per day will be deducted for late assignments.