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EDE 385 Diagnosis & Remediation forMath Difficulties
Seybert, Linda


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDE 385 Diagnosis & Remediation forMath Difficulties

Semester

FA 2009 HO

Faculty

Seybert, Linda

Title

Associate Professor

Degrees/Certificates

Ph.D.

Office Location

Copley, room 315

Office Hours

Mondays, 2:00 - 5:00; Tuesdays, 1:00 - 4:30; Thursdays, 1:00 - 2:30; and by appoitment

Daytime Phone

816-584-6734

E-Mail

Linda.Seybert@park.edu

Semester Dates

August 17 - December 13, 2009

Class Days

--T-R--

Class Time

11:35 - 12:50 PM

Prerequisites

): MA 110/ED 110 Geometry for Teachers (or equivalent course) and admission to the School for Education. To be taken concurrently with EDC/EDE 360C Practicum.

Credit Hours

3


Textbook:
 

Required Texts/Materials:

Missouri Department of Elementary and Secondary Education. (2004). Mathematics grade-level

            expectations. Jefferson City, MO: Author.

-         May be accessed at

      http://dese.mo.gov/divimprove/curriculum/GLE/MAgleversions.html

Missouri Department of Elementary and Secondary Education. (1996). Missouri show-me

standards. Jefferson City, MO: Author

-         May be accessed at http://www.dese.mo.gov/standards/

Missouri Department of Elementary and Secondary Education. (2003). MoSTEP 1.2.1.1

            mathematics competencies Grades 1 - 6. Jefferson City, MO: Author.

-         May be accessed at http://www.dese.mo.gov/divteachqual/teached/competencies/math_1-6_4-23-03_.pdf

Tucker, B.F., Singleton, A.H., & Weaver, T.L. (2006). Teaching mathematics to all children: Designing and adapting instruction to meet the needs of diverse learners, (2nd ed,). Upper Saddle River, NJ: Pearson Education, Inc.

            - ISBN # 0-131-17574-2

Electronic Portfolio (Foliotek www.foliotek.com)

All SFE students are required to purchase a license to use the Foliotek electronic portfolio to produce a SFE portfolio, a graduation requirement. A license may be purchased for 6 yrs. - $125.00, 5 yrs. - $120.00, 4 yrs. - $112.00, 3 yrs. - $87.00, 2 yrs. - $59.00, or 1 yr - $30.00. To make arrangements to purchase a Foliotek license, you must contact Carol Williams at Carol.Williams@park.edu and provide your full name, student ID number, program (i.e., BSEE or BSECE), and # of years you wish to purchase the Foliotek license. Within a few days, you will receive an email from Foliotek with online purchasing information. Upon receipt of this email, you may purchase your Foliotek contract. After receipt of your payment, you will receive your login information from Foliotek. You must then send a final email to Carol Williams (Carol.Williams@park.edu) requesting she provide your current education professors and academic advisor - list them - access to review your portfolio. It is imperative you complete this final step!!

Recommended Text:

National Council of Teachers of Mathematics. (2000). Principles and standards for school  mathematics: An overview. Reston, VA: Author.

-         ISBN # 0-87353-484-0

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EDE385 Diagnosis and Remediation for Math Difficulties: This coursewill study effective/diagnostic and instructional techniques, including remedial strategies, for the teaching of mathematics to prepare preservice teacher candidates to work with elementary school students. Preservice teacher candidates will apply their knowledge of the assessment/diagnostic process and prescriptive teaching strategies to work directly with students in the area of mathematics during a field experience in an elementary school setting. Prerequisites: MA110/EDU110 (or equivalent course) and admission to the School for Education. To be taken concurrently with EDE or EDC 360C Practicum. 3:0:3

Educational Philosophy:
 

FACULTY’S EDUCATIONAL PHILOSOPHY: The instructor’s educational philosophy is to encourage learners to interact with one another—to share knowledge, skills, experiences, thoughts, and beliefs—in a climate of mutual respect and appreciation of differences in order to enhance professional/personal knowledge and skills. A variety of instructional formats are utilized, including lectures, readings, quizzes, dialogues, examinations, Internet, online, videos, web sites, and writings, with the goal of motivating the learner to self-reflect and analyze how new/enhanced knowledge and skills can be applied to improve his/her future educational practices.

Learning Outcomes:
  Core Learning Outcomes

  1. Describe the learning characteristics that make mathematics difficult for some learners and discuss how these characteristics might impact their learning.
  2. Discuss the universal features for making mathematics meaningful for all learners.
  3. Evaluate, select or develop, administer, and interpret a variety of informal and formal math assessments used with all learners.
  4. Use assessment results to diagnose, develop, and adjust appropriate prescriptive instructional interventions to meet individual learners' needs for improving math skills across the mathematical content strands.
  5. Recommend and justify the use of prescriptive instructional strategies and interventions to provide effective math instruction to meet individual learners' needs for improving math skills across the mathematical content strands.
  6. Evaluate, select or develop, adopt, and use a variety of curriculum materials and technology appropriate to meet the individual learners' needs for improving math skills across the mathematical content strands.
  7. Identify and use professional skills in communication and collaboration with learners, parents, and professional peers regarding individual learners' math performance and achievement.
  8. Practice reflective analysis to increase his/her professional knowledge, skills, and dispositions.


Core Assessment:

Class Assessment:
 

Course Requirements:

 You are required to:

 1.      Compile a Math Activities Resource Notebook to serve as a reference of math activities you may use in your professional practice to meet the needs of diverse learners (MoSTEP 1.2.4.1; 1.2.4.2; 1.2.5.1). Specifically, you are to select one of the math activities presented in each of the chapters, chapters 4 – 12 (ranging from Beginnings to Data Analysis and Probability), in the Tucker, Singleton, and Weaver text Teaching Mathematics to ALL Children and create a written two (2) page description (with appropriate headings) to add to your Math Activities Resource Notebook. For each description (9 total), you must include:

a.)    Name of Activity

b.)    Purpose

-    What specific math skill(s) are targeted in this activity? Are these process or content standards or both?

c.)    Description

-    Identify the steps involved in using this instructional activity.

-    List all materials and/or resources needed to complete this activity.

-    Estimate approximately how much time this activity would take to complete.

d.)    Rationale of Effectiveness

-    Given what you know about the characteristics of children who have difficulties learning math, provide a rationale for the effectiveness of this activity for students who may have math learning problems.

Each completed description must be submitted as an attachment (.doc or .pdf file) to the appropriate dropbox basket in the EDE 385 e-Companion website.

Classroom Demonstration of a Math Activity: During class sessions 12 – 28, you will be required to demonstrate in class one of the activities you selected and reviewed. The Instructor will provide a sign-up sheet for you to select a class session to make your demonstration.

2.      Complete online discussion activities (7 total) on assigned readings. For reading assigned (e.g., articles) by the Instructor, you are to complete an online discussion activity designed to enhance your knowledge and/or skills related effective mathematics instruction (MoSTEP 1.2.5). The discussion activity will require that you carefully read the assigned reading, post an initial response to the Instructor’s question(s) related to the reading, and engage in the ongoing discussion about the reading by responding to peers’ reflections to the topic(s) contained in the assigned reading. Thus, at a minimum, you must post an initial response by the due date and respond to at least one peer’s comments within a 48-hr period after posting your initial response. These posting must occur on two (2) different days; this will allow time for the discussion to be expanded and elaborated. These discussions will take place on the EDE 385 e-Companion website. A Rubric for the Discussion Activities may be located in document sharing, category Rubrics on the EDE 385 e-Companion website.

3.      Create a partial Teacher Work Sample (TWS) that uses children’s literature to teach a lesson on a mathematical strand (i.e., math knowledge and skills) (MoSTEP 1.2.4.1; 1.2.4.2; 1.2.5.1). Research has shown the benefits of literature-based mathematics (Haury, 2001); therefore, you are to use children’s literature to prepare a math lesson plan for a general education classroom. Specifically, you are to:

a.)    Identify and select a children’s book you wish to include in a lesson plan (TWS performance standards II, III, IV, and VI) designed to enhance students’ knowledge and skills related to mathematics. There are several online resources that provide information about children’s literature books that emphasize mathematics education, such as…

    Resources: Teaching Mathematics with Children’s Literature http://fcit.usf.edu/math/resource/bib.html

    Math and Literature: Perfect Together http://www.mrsmcgowan.com/math/math_and_literature.htm

    Mathematics and Children’s Literature http://sci.tamucc.edu/%7Eeyoung/literature.html

Once you have selected a children’s book you plan to use, then you must prepare an annotated bibliography (1 page) in which you provide:  (1.) the citation of book (follow APA guidelines), (2.) a brief description of the book (i.e., brief narration of the story line), (3.) approximate grade-level and/or age-level appropriate for this book, (4.) mathematical strands relative to this book, and (5) your name as reviewer. Your annotated bibliography must be uploaded to the e-Companion website in document sharing, category Children’s Literature. The same book cannot be used by more than one person; therefore, select your book and post your annotated bibliography early to insure your first choice. After everyone posts their annotated bibliographies, you will have additional information about potential future resources to use in your teaching of mathematics. 

b.)    After you select a children’s book, prepare a lesson plan (TWS performance standards II, III, IV, and VI) that utilizes the book to teach mathematical knowledge and/or skills. The lesson plan may cover one class period or multiple class periods. The lesson plan may be a pre-existing one or one created from scratch; however, if you use a pre-existing lesson plan, then you must reference your source. The lesson plan may be at any level (grades K-6) and include any mathematical strand of your choosing.

c.)    Regardless of its source, the lesson plan must follow the format of the Lesson Plan Outline described in the TWS provided by the Instructor. It must include all the essential elements including:

    Introduction

    Content (TWS Performance Standards II Learning Goals and III Assessment Plan)

    Process (TWS Performance Standard IV Design for Instruction)

    Product (TWS Performance Standard VI Analysis of Learning Results)

             d.) After you have completed your TWS, upload your completed TWS to document

                  sharing, category Teacher Work Sample to share it with other students in class. After  

                  everyone posts their TWS, you will have additional future resources to use in your

                  teaching of mathematics. You should also be prepared to verbally share your TWS

                  with others in class.

e.)    You must submitted your completed TWS to the appropriate dropbox basket on the EDE 385 e-Companion website for Instructor grading.

Note: A detailed description of the TWS and the TWS Rubric may be found in document sharing, category Teacher Work Sample on the EDE 385 e-Companion website.

4.      To increase your knowledge and skills on how to select, adapt, and use instructional strategies and materials according to the needs of diverse learners, particularly those who may have math learning problems (MoSTEP 1.2.5.1), you are to complete an evaluation of a math textbook. Specifically, you must complete an evaluation of a math textbook used at the school where you are completing your Practicum (or other textbook approved by the Instructor) to examine the extent to which components of effective instructional design (i.e., critical features of effective instruction) are present in the selected textbook. In your evaluation, you must:

a.)    Following APA guidelines, cite the mathematical textbook used in your evaluation.

b.)    Select and critically review three (3) individual lessons from the mathematical textbook; select one lesson from the beginning, one from the middle, and one from the end of the textbook for a total of three (3) lessons.

c.)    Use the Textbook Evaluation Guidelines provided by your Instructor to review and evaluate the inclusion of 11 critical features of effective instruction in each of these lessons. Thus, you will be evaluating each lesson individually and separately and summarizing your results.

      Note: Textbook Evaluation Guidelines may be found in document sharing,

      category Textbook Evaluation on the EDE 385 e-Companion website.

d.)      Summarize the overall results of your evaluation of this text (e.g., strengths, weaknesses/concerns, recommendations). Discuss how these results might impact the achievement of students, particularly those who may have math learning problems.

e.)    Be prepared the share the results of your textbook evaluation with others in the class.

f.)    Your completed evaluation must be submitted as an attachment to the appropriate dropbox basket on the EDE 385 e-Companion website for Instructor grading.

5.      Complete an evaluation of a mathematical software program (MoSTEP 1.2.5.1; 1.2.11.2). Research has shown computer-aided instruction, particularly in the area of mathematics, can be an effective instructional strategy (Allsopp, Kyger, & Lovin, 2007). As an educator, if you wish to supplement your instructional materials with software programs, you will have a wide variety from which to choose. There is, however, variability among the quality of the various mathematical software choices; some are good and some are bad. Therefore, you should learn how to critically examine software programs, as you would other instructional resources, before you use them with your students. To complete this assignment, you must:

a.) Self select a mathematical software program.

§      e.g., Mighty Math Series, Edmark Pulisher; Geometric superSupposer, Sunburst Publisher; MathPad and MathPad Plus, Intellitools Publisher; James Discovers Math, Broderbund Publisher

b.) Evaluate the software program using the Evaluation of Educational Software form provided by the Instructor. This form may be located in document sharing, category Software Evaluation on the e-Companion website.

c.) Included on the Evaluation of Education Software form, you must read a review of your selected software program from another “independent” source to help confirm (or refute) your own evaluation ratings.

1.      Read a review of the math software program you selected.

    Note: For an overview of where you can find software reviews on the Internet, you may access http://www.childrenssoftware.com/links.html

2.      Compare and contrast your evaluation ratings with the ratings of the other evaluation. Are they the same? Different? Explain.

3.      Reflection: Discuss why or why not you would use this mathematical software program with your students with math disabilities.

d.)    After you have conducted your evaluation, upload your completed software evaluation to document sharing, category Software Evaluation to share it with other students in class. After everyone posts their evaluations, you will have additional information about potential future software resources to use in your teaching of mathematics. You should also be prepared to verbally share your results with others in class.

e.)    You must submit your completed software evaluation to the appropriate dropbox basket on the EDE 385 e-Companion website for Instructor grading.

6.      Complete a reflective essay that address the knowledge and skills associated with the MoSTEP 1.2.5.1 performance indicator. For all students, particularly those with special learning needs, to be successful, it is important that the preservice teacher “…selects alternative strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs” (MoSTEP 1.2.5.1). Education students are required to address all of the MoSTEP quality and performance indicators in their SFE portfolio, a graduation requirement. Completion of this assignment will help support the continued development of your SFE Portfolio.

To complete this assignment, you must follow the guidelines and criteria outlined in the SFE Portfolio Rubric. A copy of the SFE Portfolio Rubric may be found in document sharing, category Rubrics on the EDE 385 e-Companion website.

Note: EDE 385 assignments that may be used to provide evidence of your knowledge and skills (i.e., artifact) related to this indicator include: Math Textbook Evaluation, Math Software Evaluation, Teacher Work Sample, and Applied Case Study (Core Assessment). 

To help you complete this assignment, you will be assigned to a peer group. In your peer group, you will work together to think and write about the MoSTEP 1.2.5.1 indicator. As you prepare your essay, you will engage in the writing process – prewriting, writing, reviewing, editing, reviewing, and revising – within your group. As you engage in the writing process in your group, the goal is to produce successively improved drafts of the essay based on feedback from your group. Thus, you should plan on revising at least two drafts of the essay BEFORE you submit you final draft to the Instructor for grading. Refer to the Course Schedule for information about due dates. Your completed essay must be submitted via your electronic portfolio for Instructor grading; therefore, you must contact Carol Williams at Carol.Williams@park.edu and provide permission for the Instructor to review your portfolio. The Instructor will be monitoring the discussions and activities of your peer group throughout the course.

7.      Complete the Core Assessment. All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is the Applied Case Study (ACS) and will account for 25% of the total grade and address core learning outcomes 2, 3, 4, 5, 6, 7, and 8.

While in the field (Practicum), the preservice teacher candidate will work with his/her University Instructor, Practicum Instructor, and the assigned Cooperating Teacher to identify a student who would benefit from additional instructional support in the area of mathematics and who would be appropriate to participate in the Applied Case Study (APC). The Applied Case Study will consist of a Pre-Assessment Profile and a Post-Assessment Report. Specifically, the preservice teacher must:

A.     Complete a Pre-Assessment Profile, which must include:

1.      A general description of the student involved in the Applied Case Study (APC). The description of the student must include the student’s age, grade, gender, ethnicity/race, SES, reason for teacher referral (based on interview of the teacher) and an overview of previous math performance (e.g., previous test scores, CBM).  

2.      A summary of the pre-assessment results. The pre-assessment of the student must be conducted in the school setting, and consist of an error analysis, and at least two other informal means of assessing the student’s math knowledge and skills, and his/her attitude about math. The summary of the pre-assessment must include a description of the informal assessments used, a rationale for the use of these types of assessments, specific results from each of the assessments completed, and an overall analysis of the student’s strengths and needs. Copies of all assessments used must be attached to the Pre-Assessment Profile in an Appendix.

3.      An individualized instructional plan. Based on the results from the pre-assessment, a prescriptive instruction plan for the student must be developed to address the individual needs of the student. The prescriptive instructional plan must include a description and justification of at least two (2) mathematical strategies/activities selected to address the specific needs of the student. Each of the strategies/activities in the plan must be linked to MoSTEP Show-Me Standards and Mathematics GLE. This plan will be use to guide instruction during tutoring sessions.

B.   Complete a Post-Assessment Report, which must include:

1.      Summaries of Tutoring Sessions. The preservice teacher candidate implements the instruction plan by conducting tutoring sessions with the student. At the conclusion of each tutoring session, a Post-Session Reflection Sheet (PSPR) must be completed to track and analyze each tutoring session. These PSPRs will be shared regularly during class sessions with peers and Instructor, and with the Cooperating Teacher at the school site. Copies of all the PSPRs must be attached to the Post-Assessment Report in an Appendix.

2.      A summary of post-assessment results. After tutoring instruction, a post-assessment is conducted for the student. The summary of the post-assessment must include a description of the informal assessments used, a rationale for the use of these types of assessments, specific results from each of the assessments completed, an overall analysis of the student’s strengths and needs, and a critical reflection on the effectiveness of the instructional plan and tutoring sessions in meeting the student’s identified needs. Copies of all assessments used must be attached to the Pre-Assessment Profile in an Appendix.

3.      An overall conclusion. Provide an overall analysis describing what the preservice teacher has learned about the student’s knowledge, skills, and attitude about mathematics and offer suggestions for future support of the student.

C.     The Applied Case Study, including the Pre-Assessment Profile and the Post-Assessment Report, will be copied and given to the student’s teacher, who may wish to share it with the student’s parents.

D.     The Applied Case Study will be shared during a formal class presentation with peers and the Instructor.

Grading:
 

Course Grading Plan:

The final grade will be based on the percentage of total points earned.

            A = 90 – 100 %                      

            B = 80 – 89 %                        

C = 70 – 79 %            

            D = 60 – 69%             

            F = 59% or lower        

Points may be earned as follows:

                                                                                                Points

§         Attendance/Participation (10%)                                 300

§         Math Activities Resource Notebook (13.5%)             405 (9 descriptions x 45 pts. each)

§         Demonstration of Math Activity (2%)                           50

§         Online Discussion Activities (10.5%)                          315 (7 activities x 45 pts. each)

§         Partial Teacher Work Sample (15%)                         450  

§         Math Textbook Evaluation (11%)                              340

§         Math Software Evaluation (11%)                               340

§         MoSTEP 1.2.5.1 Essay for Portfolio (7%)                 200  (1st  = 50; 2nd = 50; 3rd = 100)

§         Applied Case Study (Core Assessment) (20%)          600

                                                              TOTAL POINTS:      3000

Late Submission of Course Materials:
 

LATE SUBMISSION OF COURSE MATERIALS: ALL assignments, even if late, are required to earn a grade for this course. Late assignments will result in the loss of points - 10% per calendar days past the due date x total points possible for the assignment.

Classroom Rules of Conduct:
 

CLASSROOM RULES OF CONDUCT:

You are expected to:

§         Attend class on a regular basis. Come to class on time. (See Instructor's attendance policy).    

§         Turn in assignments to the Instructor on time (see course schedule for more specific information regarding due dates).

§         Read, understand, and follow the course syllabus. The course syllabus should serve as a resource for this course and, as a result, should be consulted frequently.

§         Use the EDE 385 e-Companion (e.g., announcements, gradebook, document sharing, dropbox, threaded discussions, webliography) (www.parkonline.org) as directed by the Instructor. This is a blended class, meaning we will be using a combination of face-to-face and online formats to complete the course. Moreover, there will be several class sessions that will meet online, so not all class sessions will be held face-to-face. Please refer to the course schedule for more information. Because this course is a blended course (i.e., using both the face-to-face AND online formats), to be successful, it is imperative you become familiar with using the e-Companion website.

§         Use the Foliotek electronic student portfolio to submit the MoSTEP 1.2.5.1 performance indicator essay for Instructor grading – NO EXCEPTIONS.

§         Submit all electronic copies of assignments as .doc or .pdf files, not .docx files. Submit assignments as directed by the Instructor; assignments submitted incorrectly will NOT be accepted.

§         Access the professional education literature to complete research requirements in course assignments. If you are unfamiliar with Library’s educational databases (e.g., EBSCOhost research database; Educational Resources Information Center/ERIC), you are encouraged to make an appointment with one of Park’s Reference Librarians for instruction and guidance.

§         Check your PirateMail on a regular basis for current information about what is happening in the course, the Graduate School for Education, and the University in general. With Park moving towards using a "paperless" system, it is critical you be able to receive and send important communication via Park's PirateMail system. For specific information regarding PirateMail, see undergraduate catalog. If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024.

§         Complete reading assignments prior to the class session, bring textbook(s)/materials to class, and consistently contribute meaningfully to class discussions. You are expected to fully participate in all class activities, including lectures and discussions, demonstrations, presentations, small group projects, and any other type of in-class and online activities that may occur.

§         Conduct yourself in a highly professional manner. In addition to those guidelines about student conduct established by the University (e.g., cheating, plagiarism) and the School for Education (i.e., teacher dispositions), professionalism includes such things as establishing positive relationships and engaging in positive interactions with peers, colleagues, and instructors; attending respectfully to others who are sharing information with the class or group; and being flexible to unforeseen changes in the course syllabus.

§         Use current APA style in all aspects of written assignments (e.g., double-space, indent paragraphs, page numbers in upper right, correct in-text citations, references, etc.). Failure to demonstrate appropriate use of current APA style will result in a reduction of points for the assignment (i.e., minimum of 10% of total grade), as will style, spelling, and format errors. In professional writing, past tense is generally accepted. Avoid using contractions, personal pronouns, or slang expressions. You MUST use people-first language (e.g., individuals with disabilities; students with learning disabilities). You are encouraged to use the services of the Academic Support Center (Mabee 406, near the Library, 584-6330) for assistance in developing written reports and for editing and style assistance. 

§         Follow regulations detailed in the Park University 2009 – 2010 Undergraduate Catalog

http://www.park.edu/undergrad/2009_10_undergradcat.pdf and the undergraduate student handbook, Park University Handbook for the Professional Team, School for Education, Revised Spring 2007,

http://www.park.edu/education/documents/NewHANDBOOKRevisedSP07_007.pdf

Course Topic/Dates/Assignments:
 

Course Schedule*

 

* The following course schedule of topics indicates dates for readings and assignments to be done. It is tentative for several reasons: (1) class discussion may indicate content changes; and (2) as we progress, we may decide to devote more or less time to a topic. Subject to the above, we will follow the schedule. Unless we agree in class to a change in assignment due dates, they will remain as indicated.

 

Week

Class

Session

Date

Topics/Assignments

Week 1

1

Aug 18

• Introductions

• Course Overview

• Topic: Effective Math Teachers I Have Known

2

Aug 20

• Topic: Importance of Teacher Attitude

-    DUE: Complete Math Attitude Survey (found in EDE 385 e-Companion Website, doc sharing, category EDE385HON)

Week 2

3

Aug 25

• Topic: Overview of Math Education

-    DUE: Review NCTM Principles and Standards for School Mathematics, NCTM Process Standards, Missouri Show-Me Standards, & Missouri’s Mathematical Grade-Level Expectations

4

Aug 27

• Topic: Overview of Math Education (cont)

-    DUE: Review NCTM Standards for Teaching Mathematics, MoSTEP 1.2.1.1 Mathematics Competences Grades 1 – 6,  and SFE Teaching Dispositions

Week 3

5

Sept 1

• Topic: Students with Math Learning Problems

-    DUE: Read chapter 2 in Tucker, Singleton, & Weaver text and submit Math Activity Description

6

Sept 3

(Online)

Class will meet Online (see e-Companion)

• Topic: Students with Math Learning Problems (cont)

-    DUE: Complete online discussion activity #1 (Misunderstood Minds)

Week 4

7

Sept 8

(Online)

Class will meet Online (see e-Companion)

• Topic: Students with Math Learning Problems (cont)

-    DUE: Complete online discussion activity #2 (Math Disabilities)

8

Sept 10

• Topic: Math Assessment

Week

Class

Session

Date

Topics/Assignments

Week 5

9

Sept 15

• Topic: Math Assessment (cont)

• Topic: Professional Standards

-    DUE: 1st draft of MoSTEP 1.2.5.1 Essay for Peer Review; must also submit copy to Instructor in appropriate dropbox basket

10

Sept 17

• Topic: Math Assessment (cont)

DUE: Complete online discussion activity #3 (RtI)

Week 6

11

Sept 22

• Topic: Math Assessment (cont)

12

Sept 24

• Topic: Overview of Differentiated Instruction

-    DUE: Read chapters 1 & 3 in Tucker, Singleton, & Weaver text and submit Math Activity Descriptions for both chapters

Week 7

13

Sept 29

• Topic: “Best Practices” in Teaching Math

14

Oct 1

(Online)

Class will meet Online (see e-Companion)

• Topic: “Best Practices” in Teaching Math (cont)

DUE: Complete online discussion activity #4 (Technology)

Week 8

15

Oct 6

• Topic: “Best Practices” in Teaching Math (cont)

16

Oct 8

• Topic: Math Learning in Early Childhood

-    DUE: Read chapter 4 in Tucker, Singleton, and Weaver text and submit Math Activity Description

• Topic: Professional Standards (cont)

-    DUE: 2nd draft of MoSTEP 1.2.5.1Essay for Peer Review; must also submit copy to Instructor in appropriate dropbox basket

Fall Break (October 12 – 16)

Week 9

17

Oct 20

• Topic: Whole Numbers and Numeration

-    DUE: Read chapter 5 in Tucker, Singleton, & Weaver text and submit Math Activity Description

-    DUE: Math Textbook Evaluation

18

Oct 22

(Online)

Class will meet Online (see e-Companion)

• Topic: Whole Numbers and Numeration (cont)

-    DUE: Complete online discussion activity #5 (Case Study)

Week

Class

Session

Date

Topics/Assignments

Week 10

19

Oct 27

• Topic: Adding and Subtracting Whole Numbers

-    DUE: Read chapter 6 in Tucker, Singleton, & Weaver text and submit Math Activity Description

20

Oct 29

• Topic: Adding and Subtracting Whole Numbers (cont)

-    DUE: Math Software Evaluation

Week 11

21

Nov 3

• Topic: Multiplying and Dividing Whole Numbers

-    DUE: Read chapter 7 in Tucker, Singleton, & Weaver text and submit Math Activity Description

22

Nov 5

(Online)

Class will meet Online (see e-Companion)

• Topic: Multiplying and Dividing Whole Numbers (cont)

-    DUE: Complete online discussion activity #6 (Case Study)

Week 12

23

Nov 10

• Topic: Fractions

-    DUE: Read chapter 8 in Tucker, Singleton, & Weaver text and submit Math Activity Description

24

Nov 12

• Topic: Fractions (cont)

Week 13

25

Nov 17

• Topic: Decimals and Percents

-    DUE: Read chapter 9 in Tucker, Singleton, & Weaver text and submit Math Activity Description

26

Nov 19

• Topic: Measurement

-    DUE: Read chapter 10 in Tucker, Singleton, & Weaver text and submit Math Activity Description

-    DUE: MoSTEP 1.2.5.1 essay (must be submitted via electronic portfolio for Instructor grading)

Week 14

27

Nov 24

(Online)

Class will meet Online (see e-Companion website)

• Topic: Geometry

-    DUE: Read chapter 11 in Tucker, Singleton, & Weaver text and submit Math Activity Description

-    DUE: Complete online discussion activity #7 (Case Study)

Nov 26

Thanksgiving Holiday – No Class

 

Week

Class

Session

Date

Topics/Assignments

Week 15

28

Dec 1

• Topic: Data Analysis and Probability

-    DUE: Read chapter 12 in Tucker, Singleton, & Weaver text and submit Math Activity Description

29

Dec 3

• Topic: Wrap-Up

-    DUE: Core Assessment: Applied Case Study

30

Dec 10

Final Exam: 10:15 – 12:15

 

 


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2009-2010 Undergraduate Catalog Page 95
INSTRUCTOR'S ATTENDANCE POLICY: Attendance and punctuality are key components of overall professionalism (SFE Disposition #1 Respect for Others). Because active participation is a course expectation, attendance and punctuality are mandatory. Thus, you are expected to arrive for class on time and attend all class sessions. If you are unable to attend class, you must notify the Instructor the reason for your absence. Attendance will be considered in determining the final course grade (300  Points; 10% of total points)). The portion of your final grade for attendance credit will be determined in the following manner: 0 absences = 100% credit, 1 absence = 90% credit, 2 absences = 80% credit, 3 absences = 70% credit, 4 absences = 60% credit, 5 absences = 50% credit, 6 absences = 40% credit, and 7 or more absences = no attendance credit. Two late arrivals or early departures will equal one missed class. The Instructor does not give excused absences; therefore, it is recommended you save your absences for emergencies!

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

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Last Updated:8/7/2009 11:03:29 AM