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EDE 379 Mathematics for ECE & Elem Tchr
Anderson, Carolyn


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 379 Mathematics for ECE & Elem Tchr

Semester

SP 2008 HO

Faculty

Anderson, Carolyn

Title

Associate Professor of Mathematics

Degrees/Certificates

BS (+teaching certification)
MS (math)
M.Ed. (Computers in Education)

Office Location

SC105

Office Hours

9-10 MWF, 12:15-1:45 M, 2:15-3TTH

Daytime Phone

816-584-6260

E-Mail

carolyn.anderson@park.edu

Web Page

http://captain.park.edu/canderson

Semester Dates

Jan. 14 - May 9

Class Days

-M---F-

Class Time

11:00 - 12:15 PM

Prerequisites

Admittance to the Educ. Program

Credit Hours

3


Textbook:
Mathematical Reasoning by Calvin Long and Duane DeTemple(4th Edition-ISBN#0321286960)

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:
A study of the current methods for developing meaningful mathematical concepts in children, from the early years of childhood through the primary grades. Prerequisites: EDE359 or EDC359 and admission to the School for Education. To be taken concurrently with Practicum.2:0:2.

Educational Philosophy:
 I believe every student can learn and succeed given the appropriate opportunities. The challenge is to meet the varying needs of students while promoting, fostering and expecting academic excellence. The curriculum is ever changing and modifying and adjusting while integrating new ideas and technologies. The environment instills that everyone is responsible for themselves and their community.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate mathematical knowledge and skills with particular emphasis on problem solving.
  2. Identify and use the Essential Elements of Instruction (anticipatory set, participation, motivation, retention, reinforcement, monitoring, adjusting, etc.) in lesson planning while focusing on standards and objectives.
  3. Decontextualize mathematical content.
  4. Identify and use appropriate manipulatives, teacher activities, and models, to fit individual student needs.


Core Assessment:

Core Assessment for EDE379  Mathematics for Early Childhood and Elementary Teachers


1.  Demonstrate knowledge of Whole Numbers including operations, properties, and strategies


2.  Demonstrate knowledge of Rational Numbers and Integers including operations, properties, and strategies


3.  Demonstrate geometric knowledge of polygons and measurement


4.  Solve application problems using problem solving steps and strategies

Link to Class Rubric

Class Assessment:

Classes will include lectures, group participation, presentations,class activities and the use of new technology.  Homework for practice will be assigned each class period.  Assignments not submitted on the due date will receive a grade of “zero”.  Grades of A(90%), B(80%), C(70%), D(60%), and F(less that 60%) will be given.   There will be three classroom tests (100 points each),  a comprehensive final (100 points), a class presentation (100 points) , and a class participation grade (100 points minus 5 points per absences).  There are NO MAKEUP tests given.  However, your lowest classroom test grade(out of the three given) will be dropped.  A comprehensive Final is mandatory.   The instructor will announce class policies.  The instructor reserves the right to change the syllabus.

Grading:
See Above

Late Submission of Course Materials:
Assignments not submitted on the due date will receive a grade of "zero".

Classroom Rules of Conduct:
All students are expected to be present and on time with homework assigned completed.

Course Topic/Dates/Assignments:

Chapter 1 - Thinking Critically

1.1

#1-11 odd

 

1.2

#1, 4, 5, 9, 11, 13

 

1.3

#1, 3, 5,  11, 13, 23

 

1.4

#1, 3, 5, 13, 23

Chapter 2 - Sets and Whole Numbers

2.1

#1, 3, 5, 7, 11

 

2.2

#1, 3, 5, 11, 15, 35

 

2.3

#1, 3, 5, 7, 9, 15, 37

 

2.4

#1, 3, 5, 7, 38, 39

Chapter 3 - Numeration and Computation

3.1

#1, 7, 17, 19, 33, 35

 

3.2

#1-11 odd

 

3.3

#1, 3, 5, 7, 9, 15, 17, 19, 31

 

3.4

#1, 3, 7,  11, 13, 17, 33, 35

 

3.5

#1, 3, 5, 8, 11, 19, 21, 25, 27

Chapter 4 - Number Theory

4.1

#1, 5, 7, 9, 11,  33, 35

 

4.2

#1-9 odd

 

4.3

#1, 3, 7, 9, 16

Chapter 5 - Integers

5.1

#1, 5, 7, 9, 10, 12, 15, 29

 

5.2

#1, 3, 5, 7, 13, 17, 23, 43

 

5.3

#1, 3, 6, 9

Chapter 6 - Fractions and Rational Numbers

6.1

#1-21 odd, 43

 

6.2

#1-15 odd, 21, 33, 43

 

6.3

#3, 7, 13, 23, 29, 41

Chapter 7 - Decimals and Real Numbers

7.1

#1, 2, 3, 4, 5, 6, 13, 29

 

7.2

#1, 3,  5, 13, 21, 32

 

7.3

#1, 3, 5, 7, 35

 

7.4

#1-25 odd, 37

Chapter 8 - Statistics

8.1

#1, 2, 3, 4, 5, 7, 8, 9, 29, 30, 31

Chapter 10 - Geometric Figures

10.1

#1, 3, 5, 9, 15, 17, 29, 37

 

10.2

#1, 3, 7, 9, 13, 15, 17

 

10.3

#1, 2, 3

Chapter 11 - Measurement

11.1

#1, 5, 7, 9, 11, 13, 31

 

11.2

#1, 3, 4, 9, 10, 13, 15, 45, 47

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 2007-2008 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1,2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Evaluate the correctness of  the mathematical problem and offer explanation using properties and strategies in 6 out of 6 problems Evaluate the correctness of  the mathematical problem and offer explanation using properties and strategies in 4 or 5 out of 6 problems Evaluate the correctness of  the mathematical problem and offer explanation using properties and strategies in 3 out of 6 problems Unable to evaluate the correctness of  the mathematical problem and offer explanation using properties and strategies 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1,2,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Able to decide on which operation(s) the mathematical problem involves in 6 out of 6 problems Able to decide on which operation(s) the mathematical problem involves in 4 or  5 out of 6 problems Able to decide on which operation(s) the mathematical problem involves in 3 out of 6 problems Unable to decide on which operation(s) the mathematical problem involves 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Solve 11 or 12 mathematical problems out of 12 problems Solve 9 or 10 mathematical problems out of 12 problems Solve 7 or 8 mathematical problems out of 12 problems Unable to solve mathematical problems 
Application                                                                                                                                                                                                                                                
Outcomes
1,2,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Know 7or 8 conceptual models for operations and problem solving steps out of  8 problems Know 5 or 6 conceptual models for operations and problem solving steps out of  8 problems Know 4 conceptual models for operations and problem solving steps out of  8 problems Unable to use conceptual models for operations and problem solving steps 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Make 6 out of  6 correct measurements associated with lines and polygons Make 4 or 5 out of  6 correct measurements associated with lines and polygons Make 3 out of  6 correct measurements associated with lines and polygons Unable to  correctly  make measurements associated with lines and polygons 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Define shapes and recognize their properties for 6 out of 6 figures Define shapes and recognize their properties for 4 or 5 out of 6 figures Define shapes and recognize their properties for 3 out of 6 figures Unable to define shapes and recognize their properties 
First Literacy                                                                                                                                                                                                                                             
Outcomes
NCATE Standard 2.3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
Know, understand, and use the major concepts, procedures, and reasoning  processes of mathematics that define number systems and number sense (4 out of 4 times) Know, understand, and use the major concepts, procedures, and reasoning  processes of mathematics that define number systems and number sense (3 out of 4 times) Know, understand, and use the major concepts, procedures, and reasoning  processes of mathematics that define number systems and number sense (2 out of 4 times) Unable to know, understand, and use the major concepts, procedures, and reasoning  processes of mathematics that define number systems and number sense 
Second Literacy                                                                                                                                                                                                                                            
Outcomes
NCATE Standard 2.3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
Be able to understand  and use patterns, quantities and spatial relationships to solve problems (4 out of 4 times) Be able to understand  and use patterns, quantities and spatial relationships to solve problems (3 out of  4 times) Be able to understand  and use patterns, quantities and spatial relationships to solve problems (2 out of 4 times) Unable to understand  and use patterns, quantities and spatial relationships to solve problems 

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Last Updated:12/6/2007 12:45:04 PM