EDE 303 7770
MATHEMATICS, SCIENCE AND MUSIC IN ELEMENTARY EDUCATION
THE COLLEGE OF STATEN ISLAND / CUNY
DEPARTMENT OF EDUCATION
Mathematics Section Syllabus
Instructor: Dr. Judit Kerekes
Office: 3S/207 B
Phone: (718) 982 4112
Office Hours: Wednesday 8:00 – 9:00 p.m.
Thursday 3:30 - 5:30 p.m.
Time: Tuesday 9:05 – 3:20 p.m.
Thursday 10:00 –1:00 p.m.
Mission: To prepare knowledgeable, reflective, caring teachers for diverse communities.
Math Section Description: The focus of this course will be the development of elementary school child’s spatial, numerical, and logical reasoning as the basis for instructional decision-making in mathematics teaching. Teaching materials, developmentally appropriate investigations, and teaching strategies, which facilitate the elementary child’s concept construction in mathematics, will be utilized and discussed. This course will specifically focus on enabling the beginning teacher to design and implement math lessons.
Required materials: Hatfield/Edwards/Bitter/Morrow, Mathematics Methods for Elementary and Middle School Teachers 5th edition, 2005.
Recommended: John Van de Walle. (2000). Elementary School Mathematics: Teaching Developmentally
Article readings will be provided in class.
Mathematics Section Objectives:
¨ Develop an Understanding of children’s mathematical development
¨ Study learning theories and their relevance to teaching mathematics to elementary students
¨ Learn to develop lessons to teach mathematics concepts to children
Mathematics Section Requirements:
Use Hatfield/Edwards/Bitter/Morrow Mathematics Methods for Elementary and Middle School Teachers, Van de Walle, and TERC materials for reference.
You may include activities from these materials verbatim and you may include activities from class.
2. Three written lesson plans
Draft, lesson plan, revised lesson plan, report, and analysis of children’s ideas.
What went well in the lesson?
What would you change if you were to teach this lesson again?
3. A professional portfolio
Portfolio will document your development as a teacher.
(Include journals, lesson plans, and teaching reports)
Method of Evaluation:
Journals and Class Participation: 20%
Lesson Plans and Lessons 1, 2 and 3: 60% (20 each)
Teaching Portfolio, Final Oral Presentation: 20%
“I think, therefore I am…
Each problem that I solved become a rule which served afterwards to solve other problems”
Class 1 August 30 Tuesday 9:15- 11:00
The Past Present and the Future of Mathematics Education
Culturally Relevant Mathematics
How Children Learn Mathematics
Planning for Effective Learning
Doing Math in a Mathematical Environment
Reading: Hatfield/Edwards/Bitter/Morrow Ch 1, 2, 3, and7
Assignment: Journal #1
Class 2 September 6 9:05-11:00
Developing Understanding Mathematics
Helping Children Construct Math Concepts
Development of Number Concepts
Numeration Systems and Number Sense
Exploring what it means to Know
and to Do Mathematics?
Assessment in Mathematics
Reading: Hatfield/Edwards/Bitter/Morrow Ch 9, 4 and 5
Assignment: Journal #2
Class 3 September 13 9:05-11:00 and 1:00-2:45
A Child’ Understanding of Number
Building the Concept of Number
Developing Meanings for the Operations
String, Open Number Line
Helping Children Master
Addition and Subtraction Facts
Kamii Video, NCTM Standards
Math Congress on Ko Adventure
Data Analysis, Statistics, and Probability
Reading: Hatfield/Edwards/Bitter/Morrow Ch 8, 10, and 11
Assignment: Journal #3
Class 4 September 20 9:05-11:00 and 1:00-2:45
Exploring Repeated Addition as Multiplication
Pictures, Strings, Arrays
Multi Cultural Multiplications
Multiplication to Special Ed. and ESL Students
Division Concepts, Parent’s Evening Investigation
Video, Children’s work
Discussion on Progressive Schematization
Become Mathematical Thinkers
Math Congress on X-mania
Reading: Hatfield/Edwards/Bitter/Morrow Ch 15
Review: Hatfield/Edwards/Bitter/Morrow Ch 1-11
Assignment: Journal #4
Class 5 September 27 9:05-11:00
Percent, Ratio, Proportion, and Rate
The Development of Fraction Concepts
Constructing Ratio Tables
Use of Computers and Calculators in Classrooms
Geo-board Activity, Crazy Cake
Observation, Open-end Tasks, Group assessment
Interviews and Portfolios
Reading: Hatfield/Edwards/Bitter/Morrow Ch 13, &14
Review: Hatfield/Edwards/Bitter/Morrow Ch 1-15
Assignment: Journal #5, Submit Journals1 to 5
Supervised field work *Observation
*Nine class sessions of fieldwork in schools with planning and discussion periods after each session.
*A professional portfolio, which will document your development as a teacher (Include journals, lesson plans, and teaching reports)